General Education

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Overview

Truckee Meadows Community College strives to establish and implement a broad educational foundation that integrates a body of knowledge and skills with study of contemporary concerns that are essential to meeting individuals' social, personal and career goals.

They include diverse ways of knowing—that is, the factual content, the theories and methods, and the creative modes of a broad spectrum of disciplines and interdisciplinary fields—as well as emphasis on the basic skills of discovery, integration, application and communication.

The abilities people need to participate successfully in this complex and changing world are identified within our General Education curriculum. These abilities emphasize our common membership in the human community; personal responsibility for intellectual, lifelong learning; and an awareness that we live in a diverse world.

Mission

General Education at TMCC provides a coherent curriculum that consists of a rigorous foundation of interrelated academic and applied experiences that introduce students to diverse ways of thinking and of understanding the world.

General Education Competencies

Each course approved for one of TMCC’s General Education Competencies provides opportunities for students to attain at least one of the following student learning outcomes:

Communication

Includes the ability to listen, speak, and write competently so as to gain skills to interact effectively with others; and to read with comprehension.

Students will:

  1. Examine messages from print, electronic, and/or visual sources. Students will interpret meaning and credibility of the message.
  2. Use effective verbal or written delivery techniques. These include the appropriate use of structure, content, language, execution, technology, and non-verbal cues.
  3. Develop and express a thesis through an appropriate use of evidence/ logic/data.
  4. Display appropriate listening behaviors. This includes the attention to messages, the clarification of shared meaning, and the nonverbal confirmation of comprehension.
  5. Utilize audience analysis in the development of the communication message.
  6. Display effective group participation through the application of group discussion, group interaction, and/or public group presentation.

Critical Thinking

Includes the ability to grasp complexities, relationships, similarities and differences; to draw inferences and conclusions; to identify and troubleshoot problems; to collect and identify data to formulate and test solutions; and to identify how individual values and perceptions influence decision making.

Students will:

  1. Identify and summarize, or explain the main question(s), problem(s), issue(s), points and/or argument(s).
  2. Evaluate the quality of supporting data or evidence.
  3. Analyze and evaluate the context, assumptions, and/or bias regarding the main problem, issue, or arguments.
  4. State a position, perspective, thesis, hypothesis, argument, or findings, based on a line of reasoning and/or evidence.
  5. Identify and evaluate relevant and valid points of view, including cultural values, conceptual models, theoretical frameworks, or different methodologies.
  6. Draw valid conclusions.
  7. Discuss the implications and consequences of their own work, including conclusions, findings, projects, or products.
  8. Develop a logical conclusion based on a solution to a problem or an outcome of an experiment.

Information Literacy

Includes the ability to understand information technology; use applications as tools; and to evaluate the applicability and validity of information.

Students will:

  1. Identify the nature and extent of the information sources needed to complete the task.
  2. Critically evaluate information sources for reliability, validity, accuracy, authority, timeliness, point of view, and/or bias.
  3. Use information sources to accomplish a specific task or to achieve a specific purpose.
  4. Accurately represent information sources with an understanding of scope and context.
  5. Properly cite sources of information.

Personal/Cultural Awareness

Includes the ability to develop a broad understanding of linguistic, political, social, environmental, religious, and economic systems; to attain skills to function effectively as responsible, ethical community members; and to learn to value, respect and critique the aesthetic and creative process.

Students will:

  1. Use evidence and/or explain responsibilities of ethical contributing members living in diverse societies.
  2. Analyze and articulate the ways in which individuals, groups, and institutions influence society.
  3. Analyze and/or explain the impact of culture and experience on one’s worldview and behavior, including assumptions, biases, prejudices, and stereotypes.
  4. Explain ethical positions and/or culturally-situated ideologies that may differ from their own.
  5. Compare economic, historical, political, cultural, and/or social dynamics of diverse world cultures.
  6. Critique the aesthetic and creative processes/products represented in particular cultural contexts constructively and respectfully.

Quantitative Reasoning

Includes the ability to use scientific reasoning skills including induction and deduction; to discern bias and subjectivity; to perform appropriate calculations; and to understand, evaluate, model and effectively use data.

Students will:

  1. Use appropriate calculations to solve an application and/or particular problem to obtain a correct solution.
  2. Represent the relevant details of a system in terms of the appropriate scientific and/or mathematical model.
  3. Translate the parameters of a scientific and/or mathematical model into the details of the system being modeled.
  4. Deduce the consequences of a particular model under different contexts, scenarios and/or constraints.
  5. Construct a generalized model based on the specifics of a system being investigated.
  6. Evaluate mathematical and/or logical results for issues of validity, accuracy and/or relevance to the real world.
  7. Make hypotheses and/or predictions.
  8. Modify models based on new information.

General Education Rubrics

Each rubric includes a number of outcomes, but not all of these need to be assessed; faculty are asked to assess at least one outcome on each of the rubrics related to the General Education Competencies indicated for the course.

General Education Competencies