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AA Curriculum/AOI Articulation MapSubmitted on behalf of the AA Working Group by Craig Owens for Faculty Senate ConsiderationApril 27, 2020Summer Bridge Course (Summer; 0 credits) Orientation, community building, goal-setting, skills assessment, self-assessment, self-reflection, learner profile building.Integrated Seminar A (Fall; 12 credits): Communication, Representation and Cultural History This seminar invites students to investigate the history of a particular cultural phenomenon, construction, or formation and its representation in art, film, literature, or other media, as it relates to a diversity of human experience over an extended period and to communicate orally, visually, and in writing a well-informed, well-reasoned view of its continuing impact on present-day American culture. Examples of topics that might be offered in this seminar include (but are not limited to: race as a cultural construct; the invention of capitalism; from empire to cultural imperialism; democracy in America; the legacy of slavery; the American dream).AOI OutcomesPrimary Written Communication (Assessed through observation of preparation, refinement, and execution of the final written project)Drake students will learn to shape their writing according to subject, purpose, medium, context and intended audience.Historical foundations (Assessed through the final written project)Demonstrate an understanding of the interplay of the fundamental historical forces (political, social, economic, cultural, scientific, and/or technological) that have shaped the contemporary world. Articulate an understanding of the histories of societies and cultures necessary to participate in an analysis of critical civic and global issues. Global and Cultural Understanding (Assessed through collaboration with peers; through observation of preparation, refinement, and execution of the final written project; and through end-of-term one-on-one interviews)Interpret intercultural issues from diverse perspectives and reflect critically on the self and others to demonstrate an understanding of the complexity of cultural issues in local, national, and global contexts.Explore the elements that create diversity and explain their impact on the development of a culture or interaction? between cultures in the context of complex systems of exclusion and privilege.Identify and analyze how institutions adjust in response to struggles among members of diverse societies and how they address their needs.Reflect on the their own cultural biases and consider the skills, knowledge, collective efforts necessary to help foster inter-cultural communication, respect, and understanding.Critical Thinking (Assessed through observation of preparation, refinement, and execution of the final written project)Clearly define a question or problem.Gather information that is relevant to that problem.Rigorously identify assumptions and preconceptions, including their own, that influence analysis of that problem.SecondaryInformation LiteracyDivisional Distribution EquivalentsHumanities 4Communication 4Social Social and Behavioral 4January Term: Organizational Improv (January; 3 credits)This learning experience brings participants through a series of increasingly complex and high-pressure situations and exercises in creative problem-solving devised and sequenced to help them to develop their ability to collaborate and interact effectively and appropriately “on the fly” in pursuit of short- and long-term goals. Along the way, participants will view and analyze recordings of provisional improvisation. This deep-learning environment will focus not only the minds, but also the bodies, the voices, and the nerves of its participants, giving them the opportunity to develop confidence in themselves as participants in one-on-one and group dynamics in organizational contexts of all kinds. AOI Outcomes Artistic experience (Assessed through observation of collaborative and individual performance over the course of the class)Articulate the role played by an art form - visual, musical, or theatrical - in the development of culture(s) or as a distinctive expression of human identity and creativity. Demonstrate an understanding of the nature of the visual, musical, or theatrical arts through the application of or engagement with an art form.Divisional Distribution EquivalentsElectiveIntegrated Seminar B (Spring; 12 credits): Media, information, and Data Literacy for Citizen Engagement.This seminar invites students to investigate the way mass media has used and continues to use (and misuse) data to represent political, economic, and social reality regarding a topic of contemporary relevance. Students will engage in comparative analyses of the way different sources of information use statistical data differently to ADVANCE PARTICULAR ARGUMENTS AND PERSPECTIVES DIFFERENT INTERPRETATIONS OF EVIDENCE to the public; in doing so, they will demonstrate an ability to discern and articulate bias, error, and manipulation in media representation. The seminar will culminate in a collaborative presentation of findings drawn from a comparative analysis of multiple sources’ representation of the same issue. Examples of topics that might be offered include, but are not limited to: immigration politics and policy; pandemic response and analysis; political polling; national educational policy and testing. AOI OutcomesPrimaryEngaged Citizenship (Assessed through observation of the preparation, refinement, and execution of the collaborative presentation)Learn to evaluate the mix of diverse values and interests that influence democratic decision-making.Establish skills, knowledge, or dispositions that lead them to be active stewards for the common good.Critically reflect on the social, economic, or political issues that they will face as citizens.Learn democratic practices or public engagement through participatory activities organized in the classroom and/or in the rmation Literacy (Assessed through observation of the preparation, refinement, and execution of the collaborative presentation)Navigate and integrate scholarly resources into their research and reflection.Articulate the social and ethical implications of information use and misuse.Evaluate information resources and identify quality resources relevant to the problem or issue investigated.Select and employ the appropriate method and data for disciplinary research, problem-based learning, experiential-based research, and/or reflective/integrative coursework.Articulate the basic implications of information use and misuse related to issues of academic honesty and plagiarism and pursue their educational goals with a high level of academic integrity.Quantitative Literacy (Assessed through ongoing pre- and post-tests of mathematical reasoning skills and through observation of the preparation, refinement, and execution of the collaborative presentation)Analyze and present solutions to problems using symbols and components from mathematical languages and their underlying principles.Identify and execute appropriate mathematical operations for a given question.Evaluate claims based upon mathematical arguments.Critical Thinking (Assessed through observation of preparation, refinement, and execution of the final collaborative presentation)Clearly define a question or problem.Gather information that is relevant to that problem.Rigorously identify assumptions and preconceptions, including their own, that influence analysis of that problem.SecondaryWritten CommunicationDivisional Distribution EquivalentsMath and Natural Science 4Communication 4Social and Behavioral 4Summer Term: Organizational Culture (8 credits + 1-2 credit internship)This course invites participants to compare and contrast these three perspectives of organizational culture: Popular depiction, historical and academic inquiry, and participants’ first-hand experiences as clients and members of organizations. Running concurrently with summer internships, this course invites participants to practice critical and analytical observation and reflection as means toward mapping the relationship among these three manifestations of organizational culture and toward understanding the cultural dynamics and their outcomes at work in a variety of organizational cultures. Through individual empirical (observational) research, critical examination of historical pop-culture artifacts and representations, frequent written communication using common organizational formats, small- and large-group discussion, and interaction with members of local businesses and organizations, participants will gain a familiarity with organizations of different kinds, including the ethical and value systems inherent in them. Participants will present the findings of their research and experiential reflection in hybrid critical/creative mini-installations that explain and enact the reality/representation relationship and combine visual and written modalities. AOI Outcomes PrimaryValues and Ethics (Assessed through observation of participation in collaborative discussions and in at least one written assignment)Values and Ethics Recognize and reflect critically on ethical issues.Identify values that underlie human activities.Articulate ethical issues that arise in their professional or civic life.Articulate relevant ethical issues and apply them in developing solutions for critical problems and questions.Articulate a reasoned vision of their own values or core beliefs.Historical Foundations (Assessed through at least one written assignment)Demonstrate an understanding of the interplay of the fundamental historical forces (political, social, economic, cultural, scientific, and/or technological) that have shaped the contemporary world. Describe the historical processes that have contributed significantly to global change. Articulate an understanding of the histories of societies and cultures necessary to participate in an analysis of critical civic and global issues. SecondaryWritten CommunicationDivisional EquivalentsHumanities 4Communication 4Integrated Seminar C (Fall; 12 credits): Global Natural and Social SystemsIn this seminar, students will gain competence as systems thinkers as they investigate and map the interrelationship among globally interconnected systems of social organization, power, and the distribution of goods, on the one hand, and such scientifically inflected systems as the natural environment, public health, and healthcare, on the other. Students will learn about the influence of policy, history, and the physical and biological forces on the dynamics governing—and created by—these systems. Working in collaboration with their peers, participants will engage in direct scientific inquiry and data collection and will map these systems as steps toward designing interventions to improve identified outcomes. Examples of topics this seminar might pursue include, but are not limited to: Global response to pandemics; global water policy and health; eco-tourism; the globalism and the green economy; the politics and economics of healthcare in the global south; national health care in a global environment; science and skepticism in a global world. AOI OutcomesPrimaryGlobal and Cultural Understanding (Assessed through collaboration with peers; through observation of preparation, refinement, and execution of the final systems map; and through supplemental commentary)Interpret intercultural issues from diverse perspectives and reflect critically on the self and others to demonstrate an understanding of the complexity of cultural issues in local, national, and global contexts.Explore the elements that create diversity and explain their impact on the development of a culture or interaction? between cultures in the context of complex systems of exclusion and privilege.Identify and analyze how institutions adjust in response to struggles among members of diverse societies and how they address their needs.Reflect on the their own cultural biases and consider the skills, knowledge, collective efforts necessary to help foster inter-cultural communication, respect, and understanding.Scientific Literacy (x2, including lab; assessed through the observation of preparation and execution of fieldwork and the final systems-mapping project and supplemental commentary) Apply the methods of science for the generation, collection, assessment, and interpretation of scientific date and/or phenomena.Use scientific methods and ways of thinking to solve problems.Describe scientific theories on cognitive and behavioral, intellectual, or physical development.Articulate the interrelationship of the development of human societies with the natural world around them.Articulate the relevance of science to the global community in order to serve as active stewards for the natural environment.Historical Foundations (Assessed through the written commentary supplementing the final systems-mapping project) Demonstrate an understanding of the interplay of the fundamental historical forces (political, social, economic, cultural, scientific, and/or technological) that have shaped the contemporary world. Describe the historical processes that have contributed significantly to global change. Articulate an understanding of the histories of societies and cultures necessary to participate in an analysis of critical civic and global issues. Demonstrate critical reasoning skills necessary to analyze the lived realities of power and wealth differentials between industrialized and developing areas of the world.SecondaryValues and EthicsWritten CommunicationDivisional Distribution EquivalentsHumanities 4Math and Natural Science 8Seminar D/E (January/Spring; 15 credits): Integrated problem-solving practicum (in partnership with area businesses and organizations).Applied business and organizational studiesApplied arts, sciences, and humanities [While these courses reinforce AOI-related outcomes, we have not included them as part of the complete articulation plan; it’s possible that, in order to complete some degrees in 4 years, students may wish to transfer to a 4-year program mid-year—i.e., leave the program before the culminating seminar. By this point, students will have achieved the AOI outcomes from the first three seminars and two inter-term courses—the equivalent of at least 48 credit hours of gen-ed related work.] ................
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