![]() ![]() Students will be required to analyze, display (visually) and write-up the results of their data analysis using appropriate statistical reporting style guidelines from the American Psychological Association, including statistical abbreviations and symbols that are common in social psychological research. The course final project directly challenges students to develop communication skills necessary to engage others in appreciation of and participation in the arts. Students communicate results via problem sets and tests, both of which focus on applying concepts correctly to a research situation, which facilitates development of the correct understanding and communication of mathematical concepts.Ĭourse activities include regular opportunities to develop writing communication skills, both in an immediate response to a live performance and as a longer-term critical response to previously written work (see syllabus for description of book report activity). The Critical Response Process listed above will help students analyze, evaluate, and respond to works of art in an organized and constructive manner that requires a deeper engagement and analysis. The syllabus includes the list of required performances, which are meant to span the breadth of performing art forms, as well as a specific unit around engaging more directly with visual art forms. Sample response from a visual and performing arts course: ![]() Homework problem sets contain many more demonstrations of how to correctly apply a statistical concept to data. A sample in-class problem the class works on involves, for example, testing the hypothesis that preschoolers watch in excess of 20 hours of TV a week students are asked to consider data from a sample of preschoolers, to calculate the correct point estimate, and test whether the result is significantly greater than 20. Through multiple problem-set assignments, lab sessions, and in-class demonstrations, students learn about and must communicate how to solve practical problems in social statistics. ![]() ![]() Sample response from a mathematics course: Examples include fault lubrication and induced seismicity, the potential for groundwater contamination by hydraulic fracturing, forecasting consequences of impending hazards (e.g., hurricanes), mechanisms for mitigating serious consequences of hazards, and the utilization of data from recent hazard events to improve scientific understanding of hazards and improve prediction of future outcomes. Homework exercises include exploration of alternative data sets relevant to particular hazard scenarios homework and in-class discussions will center on real-world problems and the application of scientific methods to address those problems. Sample response from a natural science and technology course: Included below are sample responses from approved Core Course proposals showing how the course provides students exposure to the required Core Objectives. The table below shows the Core Objectives required in each Core Curriculum component area: Personal Responsibility (PR): to include the ability to connect choices, actions and consequences to ethical decision-making. Social Responsibility (SR): to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. Teamwork (TW): to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. THECB definitions for each Core Objective are:Ĭritical Thinking Skills (CT): to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information.Ĭommunication Skills ( COMM): to include effective development, interpretation and expression of ideas through written, oral and visual communication.Įmpirical and Quantitative Skills ( EQS): to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions. UT Austin faculty developed the Student Competencies which are used to define each Core Curriculum component area and have embedded the required Core Objectives within the Student Competencies. The Texas Higher Education Coordinating Board ( THECB) requires that courses in each Core Curriculum component area are embedded with the Core Objectives assigned to that component area. ![]()
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