Course number: BIOL 2406
Course title: Environmental Biology
Semester hours: 4
Foundational Component Area
- The course “focus[es] on describing, explaining, and predicting natural phenomena using the scientific method.”
In this course, students are taught to utilize the scientific method as a way to describe the components of the natural world, explain how these components of the environment function and analyze man’s impact of and predict outcomes based on observed data. This is accomplished in laboratory and classroom activities, and demonstrations field trips and assignments. Students are taught to conduct observations, generate hypotheses, collect data, analyze data, to draw conclusions and make predictions.
Assessment: Laboratory and Lecture exams, Homework Assignments, case studies, laboratory reports
- The course “involve[s] the understanding of interactions among natural phenomena and implications of scientific principles on the physical world and on human experiences.”
This course is based in a man’s interaction to the natural world. Students are required to understand how these natural systems operate under normal conditions and how man’s interactions affect the abiotic and biotic systems. Additionally, students understand how changes in certain natural and human phenomena can bring about major changes in affecting organisms, human health, ecosystem dynamics and global homeostasis.
Assessment: Laboratory and Lecture exams, Homework Assignments, case studies, laboratory reports
Core Objectives
- Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Throughout the semester, students are required to analyze course information examining similarities and differences between and relationships among the different levels of organization in natural (from atoms to ecosystems). An example of the effective analysis of information can be observed in the understanding of trophic levels provided in lecture and laboratory exercises. Students produce their own data and analyze it effectively to determine the trophic level of specific organisms.
Assessment: Laboratory and Lecture exams, Homework Assignments, case studies, laboratory reports
- Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Throughout the semester, students are required to evaluate information by evaluating the relationships of biotic and abiotic data. Numerous laboratory and lecture assignments require students to evaluate data by producing graphs. This process allows students to evaluate the information visually and determine the relationship and causation of variables.
Assessment: Laboratory and Lecture exams, Homework Assignments, case studies, laboratory reports
- Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
The students are expected to be able to synthesize information throughout the course and make informed conclusions using the scientific method. An example would be, the analysis of environmental carrying capacity. Students are required to synthesize the information from data provided or collected in lecture and laboratory activities and make conclusions regarding the carrying capacities of different species under changing environmental conditions.
Assessment: Laboratory and Lecture exams, Homework Assignments, case studies, laboratory reports
- Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and expressions of ideas through written communication.”
Numerous examples of written communication can be illustrated in the course. Essays are assigned in lecture and laboratory write-ups and activities that require students to develop, interpret, and synthesis of specific environmental processes and human impact on the environment. Graphs, cycles, and chemical equations are also utilized in the course. Students analyze specific case studies and write critiques on impact and understanding.
Assessment: Laboratory and Lecture exams, Homework Assignments, Essays, laboratory reports
- Communication, Aspect 3: “Students will demonstrate effective development, interpretation, and expressions of ideas through visual communication.”
As part of the course, students are required to produce labeled drawings and diagrams of multiple environmental relationships. A prime example of this would be the multi-week laboratory activity that students conduct assembling a green-building community. Visual aids must be clear, easily understood, and well-developed. Numerous graphs are produced in this course as well as food chains, food webs, trophic levels, and environmental cycles
Assessment: Laboratory and Lecture exams, Homework Assignments, case studies, laboratory reports
- Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation of numerical data or observable facts”
Students are required to demonstrate effective manipulation of numerical data and/or observations in a number of ways and throughout the semester. An example of this can be witnessed in activities and assignments in lab and in lecture such as trophic energy levels, population growth models, carrying capacity calculations, predator prey relationships and human/organismal life table activities.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
- Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of numerical data or observable facts”
As part of the course, students are expected to be able to analyze numerical or observational data based on scientific inquiry. An example of this can be witnessed in activities and assignments in lab and in lecture such as trophic energy levels, population growth models, carrying capacity calculations, predator prey relationships and human/organismal life table activities. In each case data collected and or provided are analyze to make informed conclusions based on the information they have been learning. This occurs with both numerical data and observations.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
- Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective use of numerical data or observable facts to reach informed conclusions”
As part of the course, students are expected to be able to reached informed conclusions based on data analyzed. An example of this can be witnessed in activities and assignments in lab and in lecture such as trophic energy levels, population growth models, carrying capacity calculations, predator prey relationships and human/organismal life table activities. Most often data collected and students are required to analyze the data and make informed conclusions based on the information they have been learning. This occurs with both numerical data and observations.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
- Teamwork: “Students will demonstrate the ability to consider different points of view and to work effectively with others to support shared purpose or goal.”
The laboratory portion of the course is based on a collaborative learning environment. This is accomplished by breaking the students into small groups and those small groups working together to accomplish a shared goal (all laboratory exercises are conducted as small group work). This allows students to consider multiple points of view and understand how the scientific relates to the human experience.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
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NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
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Course Title: Environmental Biology
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Course Prefix & Number: BIOL 2406
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Section Number: 500, 501, and 502
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Term: Spring 2017
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Semester Credit Hours: 4
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Lecture Hours: 3
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Lab Hours: 1
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Course Description:
An introduction to basic ecological principles and techniques. Aquatic and terrestrial communities will be studied with emphasis upon biotic interrelationships and the effects of pollution upon various biotic communities. Topics covered in lecture include: Principles of environmental systems and ecology, including biogeochemical cycles, energy transformations, abiotic interactions, symbiotic relationships, natural resources and their management, lifestyle analysis, evolutionary trends, hazards and risks, and approaches to ecological research.
Laboratory activities will reinforce principles of environmental systems and ecology, including biogeochemical cycles, energy transformations, abiotic interactions, symbiotic relationships, natural resources and their management, lifestyle analysis, evolutionary trends, hazards and risks, and approaches to ecological research. The laboratory will combine experimental studies with field investigations.
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Course Prerequisite(s):
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Name of Instructor:
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Heather Does-Krell
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Campus/Office Location:
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NCTC Flower Mound Campus, 1200 Parker Square
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Telephone Number:
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Contact me via email or through Canvas
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E-mail Address:
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hkrell@nctc.edu
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Name of Chair/Coordinator:
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Doug Elrod, Ph.D.
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Office Location:
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NCTC Corinth, # 351
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Telephone Number:
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940-498-6232 x6291
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E-mail Address:
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daelrod@nctc.edu
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REQUIRED COURSE MATERIALS:
- REQUIRED TEXT: Principals of Environmental Science, Inquiry & Applications, 8th Edition, Cunningham and Cunningham, 2017 ISBN: 978-0-07-83607-1
COURSE MATERIALS: regular scantrons (100 questions / 2-sided forms).
EVALUATION METHODS AND GRADING CRITERIA
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Frequency
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Graded Course Elements
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Percentage of grade
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Weekly
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Lecture Classwork and Homework – consisting of quizzes, individual and group assignments.
*The lowest grade will be dropped
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10%
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4 per semester
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Unit Homework Assignments
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10%
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4 per semester
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4 Lecture Exams – consisting of multiple choice and short answer/essay questions
*An optional comprehensive final will be offered as a make-up for missed exams or to replace the lowest exam grade.
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40%
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Daily
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Lecture Attendance and Participation – taken daily in lecture
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5%
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Weekly
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Laboratory Classwork, Homework, and Attendance/Participation
*The lowest grade will be dropped
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20%
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Weekly
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Laboratory Quizzes – consisting of multiple choice and short answer questions.
*The lowest grade will be dropped
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10%
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2 per semester
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Team Member Evaluations – team members will evaluate your performance and contribution to the group in lecture and lab.
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5%
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Total points
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100%
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Missed assignments cannot be made up and late work will not be accepted under any circumstances.
GRADING SCALE: 89.5 – 100% = A, 79.5 - 89% = B, 69.5 - 79% = C, 59.5 – 69% = D, Below 59.5% = F
NOTE – A passing grade must be earned in BOTH Lecture and Lab in order to pass the course. Passing one component, but not the other will result in a failing grade overall in the course.
TENTATIVE EXAM DATES: Exam 1: MW - Feb 6, TR - Feb 7, Exam 2: MW – Mar 1, TR – Mar 2, Exam 3: MW – Apr 3, TR – Apr 4 Exam 4: MW – May 1, TR – May 2
COMPREHENSIVE FINAL EXAM DATES: MW: Monday, May 8th, 1-2:50 TR: Tuesday, May 9th, 11-12:50
OTHER REQUIREMENTS: You must have access to the Canvas network and or Canvas app. Assigned readings, individual assignments and course materials will be distributed through Canvas. Go to the North Central Texas College website (www.nctc.edu) to activate your Canvas account at the start of this course. You will have an assignment to submit within the first week of class. I will go over how to use the Canvas network in class, but if you have any questions about this system please ask before it is too late. You should be in the habit of checking Canvas on a regular basis to keep up with announcements and course requirements.
LEARNING TEAMS: You will be assigned to a learning team the first week of class, which you will work with for the duration of the semester in lecture and lab. In-class team work will take place during the first 15-30 minutes of class, so for that reason please plan on arriving on time to each class and sit with your team members. Many of your assignments and quizzes will be completed as team assignments. You are expected to come to class prepared to work with your team and actively participate. Be sure to exchange contact information with your team members within the first week. Your team members will evaluate your participation efforts in the middle and end of the course.
PARTICIPATION: Students are expected to participate by attending lectures and labs, asking questions, commenting (respectfully) on subject matter, engaging in the discussions and taking appropriate notes. The required textbook is a valuable resource of information and students will be expected to keep up with its reading. Grades will be taken in the form of pop quizzes, discussion participation, group work, and homework assignments. Lecture quizzes are un-announced and will be given to ensure that the textbook is being read and these cannot be made up. Students are expected to participate in all lab exercises and attend all field trips unless arrangements are made with the instructor beforehand. Students must take responsibility for their own learning.
ATTENDANCE: Attendance in the course is expected and will be recorded in each lecture and lab meeting. Attendance points cannot be made up.
EXAMS: There will be 4 regular exams and 1 comprehensive final offered during the course of the semester (see tentative dates above). Students are expected to take exams on the date given. As noted previously, the lowest exam grade will be dropped and for this reason, make-up exams will not be offered for any reason. Exams will be multiple choice, completion, and short answer/essay. Students will not be allowed to leave class during exams for any reason and all electronic devices must be completely out of sight and turned off. Any student caught cheating during an exam will be given a zero for that assignment. Any use of electronic devices during exams will be considered cheating.
Since the goal of this course is to engage students in active discussions utilizing critical thinking skills, there will not be adequate class time to cover all the course material in lecture format. Note however, that approximately 60 -80% of the tested material will come from the brief verbal lectures, class discussions/assignments, and PowerPoint lectures. The remaining material will come from the required textbook readings and completion of textbook outlines.
Last day to Withdraw for the Spring 2017 semester with a “W” is Thursday, April 6th, 2017
If a student cannot complete all the requirements of this course due to illness or some unavoidable conflict, they must request in writing a grade of “I” (incomplete) in order to be allowed to finish the requirements at a later date. When the instructor receives the request, he/she must reply in writing to the request, explaining why the grade of “I” will or will not be assigned.
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Student Rights & Responsibilities
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NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall be charged with notice and knowledge of the contents and provisions of the rules and regulations concerning student conduct. These rules and regulations are published in the Student Handbook published in conjunction with the College Catalog. All students shall obey the law, show respect for properly constituted authority, and observe correct standards of conduct.
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Electronic devices in class
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Electronic device usage in class will not be allowed unless it is part of the activity and I give specific instructions to “look something up”. Your full attention is needed in class for your success; therefore, those that use electronic devices for non-class activities may be asked to leave at the discretion of the instructor. Lap-tops and tablets will be allowed for note-taking or research purposes only. Any use of electronic devices during exams or quizzes will result in a zero for the assignment.
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Scholastic Integrity
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Scholastic dishonesty shall constitute a violation of college rules and regulations and is punishable as prescribed by Board policies. Scholastic dishonesty shall include, but not be limited to cheating on a test, plagiarism, and collusion. If you are caught cheating on any assignment, a grade of “0” will be recorded. Please take care of restroom needs PRIOR to the start of any exam; you will not be allowed to leave the room during the exam for any reason unless it has been completed and turned in. See Student Handbook “Student Rights & Responsibilities: Student Conduct [FLB (LOCAL)]” #20 on page 175.
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NCTC Tobacco-free policy
Disability
Accommodations
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NCTC restricts the use of all tobacco products including cigarettes, cigars, pipes and smokeless tobacco on campus property. NCTC is aware that tobacco use influences underage students which cumulates unsightly tobacco litter and interferes with assuring clean air for all who come to NCTC. NCTC recognizes the health hazards of tobacco use and of exposure to second hand smoke. Information on a tobacco cessation program is available for students, faculty, staff who wish to stop using tobacco products. We would like to "thank you" for your help in making our campuses Tobacco-Free. For questions or concerns please contact the Office of Vice President of Student Services at 940.668.4240.
North Central Texas College is on record as being committed to both the spirit and letter of federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112).
http://www.nctc.edu/StudentServices/SupportServices/Disabilityservices.aspx
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Disability Support (OSD)
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The Office for Students with Disabilities (OSD) provides accommodations for students who have a documented disability. A disability is anything that can interfere with learning, such as a learning disability, psychological challenge, physical illness or injury. Accommodations may include extra time on tests, tests in a distraction reduced environment, volunteer note taker in class, etc. On the Corinth Campus, go to room 170 or call 940-498-6207. On the Gainesville Campus, go to room 110 in the Administration (100) Building or call 940-668-4209. Students on the Bowie, Graham, Flower Mound, and online campuses should call 940-668-4209 to arrange for an intake appointment with OSD.
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Student Success Center
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Counseling and Testing staff offer a variety of services to current and prospective students, such as College 101, placement testing, academic advising and course registration, transfer assistance, and College Success seminars (Time Management, Study Skills, Test Anxiety, Choosing a Major, Learning Style Strategies, Career Exploration), and more. http://www.nctc.edu/StudentServices/CounselingTesting.aspx
Student Success offers academic coaching, tutoring, including a Writing Center, a Math Lab, free 24/7 online tutoring through Grade Results and assist new students acclimate to college by providing computer lab services for prospective students. First generation students can also participate in TRIO which offers specialized support services. http://www.nctc.edu/StudentServices/SupportServices.aspx
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Early Alert and CARES
Financial Aid, Scholarships, and Veterans Services
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The NCTC Early Alert program has been established to assist students who are at risk of failing or withdrawing from a course. Your instructor may refer you to this program if you are missing assignments, failing tests, excessively absent, or have personal circumstances impacting your academic performance. If submitted as an Early Alert you will be notified via your NCTC e-mail address and then contacted by a Counseling and Testing advisor or counselor to discuss possible strategies for completing your course successfully.
The NCTC CARES (Campus Assessment Response Evaluation Services) Team addresses behavior which may be disruptive, harmful or pose a threat to the health and safety of the NCTC community-such as stalking, harassment, physical or emotional abuse, violent or threatening behavior, or self-harm. As a student, you have the ability to report concerning behavior which could impact your own safety or the safety of another NCTC student. Just click the NCTC CARES Team logo posted on MyNCTC, or send an e-mail toCARESTeam@nctc.edu As always, if you feel there is an immediate threat to your own safety or welfare (or to another student), please call 911 immediately.
Financial Aid offers financial resources for students that qualify, visit the financial aid offices for more information. http://www.nctc.edu/FInancialAidHome.aspx
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ENVIRONMENTAL BIOLOGY - LECTURE & LAB SCHEDULE SPRING 2017 (Tentative*)
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Week
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DATE
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LECTURE TOPICS
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LAB
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1
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Jan 17 - Jan 20
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Intro to Course/Syllabus, Chapter 1
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Lab Introduction, Canvas, Safety
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2
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Jan 23 -Jan 27
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Chapter 2
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Scientific Method/Measurement
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3
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Jan 30 – Feb 3
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Chapter 3
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Food Webs, Nutrient Cycles
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4
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Feb 6 – Feb 10
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Chapter5, Exam I
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Biodiversity
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5
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Feb 13 -Feb 17
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Chapter 6
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Marine Fisheries
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6
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Feb 20 – Feb 24
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Chapter 4
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Invasive Species
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7
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Feb 27 – Mar 3
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Chapter 7, Exam II
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Food and Agriculture
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8
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Mar 6 – Mar 10
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Chapter 8
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Soil Analysis
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Mar 13-Mar 17
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No Classes - Spring Break
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No Labs – Spring Break
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9
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Mar 20 – Mar 24
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Chapter 9
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Climate Change
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10
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Mar 27 – Mar 31
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Chapter 10
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Air Pollution, Personal Solutions
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11
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Apr 3 – Apr 7
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Exam III, Chapter 11
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Field Trip –Water Treatment Plant
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12
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Apr 10 - 14
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Chapter 11 (continued)
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Water Quality
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13
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Apr 17 – Apr 21
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Chapter 13
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Energy and Urbanization
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14
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Apr 24 – Apr 28
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Chapter 14
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Field Trip - Landfill
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15
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May 1 – May 5
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Exam IV, Final Review
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Personal Solutions Poster Presentations
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Finals
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May 8 – May 12
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Comprehensive Final Exam
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Finals Week - No Labs
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*Exam dates, lecture material, and lab schedule are tentative and subject to change at the instructor’s discretion
INSTITUTIONAL LEARNING GOALS
A quality general education curriculum in all associate degree programs.
Quality freshman and sophomore level courses in arts and sciences which parallel the lower division offerings of four-year colleges and universities.
Quality technical programs leading directly to careers in semi-skilled and skilled occupations, and quality technical education programs up to two years in length leading to certificates and associate degrees.
Quality programs and services in support of adult literacy and basic skills development as a mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate degrees by offering a core of general education courses designed to help students achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of various disciplines exposed students to experiences that serve to advance their personal growth. The chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The purpose of the Science Department is to provide instruction in the areas of chemistry and biology as these disciplines relate to the overall mission of NCTC, and to provide a qualified, competent faculty, and staff to ensure that the delivery of the instruction of these courses is consistently of high quality.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help students achieve academic, career and lifelong goals. The chief focus of the General Education Core Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
FOUNDATIONAL COMPONENT AREA: Life and Physical Science
The course focuses on describing, explaining, and predicting natural phenomena using the scientific method and involves the understanding of interactions among natural phenomena and the implications of scientific principles on the physical world and on human experiences.
ACGM LEARNING OUTCOMES
Upon successful completion of this course, students will:
LECTURE
- Explain the structure and impact of biogeochemical cycles.
- Describe energy transformations across trophic levels.
- Illustrate abiotic/biotic interactions and symbiotic relationships.
- Identify various types of natural resources, human impact on these resources, and
common resource management practices.
- Quantify and analyze the impact of lifestyle on the environment.
- Depict evolutionary trends and adaptations to environmental changes.
- Describe environmental hazards and risks and the social and economic ramifications.
- Describe ecological and statistical techniques and approaches used in the study of
environmental biology.
LABORATORY
- Apply scientific reasoning to investigate questions and utilize scientific tools such as
microscopes and laboratory equipment to collect and analyze data.
- Use critical thinking and scientific problem-solving to make informed decisions in the
laboratory.
- Communicate effectively the results of scientific investigations.
- Explain the structure and impact of biogeochemical cycles.
- Describe energy transformations across trophic levels.
- Illustrate abiotic/biotic interactions and symbiotic relationships.
- Identify various types of natural resources, human impact on these resources, and
common resource management practices.
- Quantify and analyze the impact of lifestyle on the environment.
- Depict evolutionary trends and adaptations to environmental changes.
- Describe environmental hazards and risks and the social and economic ramifications.
- Describe ecological and statistical techniques and approaches used in the study of
environmental biology.
Core Objectives
- Critical Thinking, Aspect 3: “Students will analyze information effectively.”
- Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
- Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
- Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and expressions of ideas through written communication.”
- Communication, Aspect 3: “Students will demonstrate effective development, interpretation, and expressions of ideas through visual communication.”
- Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation of numerical data or observable facts.”
- Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of numerical data or observable facts.”
- Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of numerical data or observable facts to reach informed conclusions.”
- Teamwork: “Students will demonstrate the ability to consider different points of view and to work effectively with others to support a shared purpose or goal.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
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Topic
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General Description of Subject Matter
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Understanding the environment
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Overview of the study of environmental science
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Environmental systems
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Understanding connections, cycles, flows and feedback loops in the environment
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Evolution, Species Interactions, and Biological communities
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Understanding the importance of species diversity, habitats, species interactions, community stability, and disturbances
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Human populations
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Why are we concerned about human population growth, the relationship between human population and environmental impact, changes in human population growth
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Biomes and Biodiversity
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The major biomes, vertical stratification, the importance of specific habitats (coral reefs, estuaries, etc), what is biodiversity, what are its benefits
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Environmental Conservation: Forests, Grasslands, Parks, and Nature Preserves
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What are the threats to global habitats such as forests and grasslands, and what are some steps to protect them?
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Food and Agriculture
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Why does hunger persist in the world? What are our primary food crops? What is the green revolution and what are GMOs? What are the environmental costs of industrial farming
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Environmental Health and Toxicology
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What is “risk”, what are the connections between our health and ecology, the dose-response relationship, what risk is “acceptable” and to whom?
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Air: Climate and Pollution
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Learn the layers of the atmosphere, what is the “greenhouse effect”, what do we know about climate change, what are some strategies to minimize climate change
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Water: Resources and Pollution
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Where does our water come from and where does it go after we use it? Water shortages and conservation
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Environmental Geology and Earth Resources
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Causes of earthquakes, volcanoes, environmental costs of oil and gas drilling , consumption of resources
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Energy
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Dominant sources of energy, and why; coal, peak oil, nuclear, renewable energy
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Solid and Hazardous Waste
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Components of the waste stream and where does it go; ocean dumping problems, toxic and hazardous waste, bioremediation, Superfund
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Economics and Urbanization
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What are the environmental problems associated with large cities, what is smart growth and new urbanism, free ecological services
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Environmental Policy and Stability
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What is environmental policy and how is it formed, what are the landmark environmental laws in the US, what is citizen science?
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BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
READING – Reading at the college level means the ability to analyze and interpret a variety of printed materials – books, articles and documents. A core curriculum should offer student the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines.
WRITING – Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are each a sine qua non in any composition, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic and how to develop and organize it, how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflection.
SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise and developing control of the language through experience in making presentations to small groups, to large groups, and through the media.
LISTENING – Listening at the college level means the ability to analyze and interpret various forms of spoken communication.
CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking, used to address an identified task.
COMPUTER LITERACY – Computer literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information. Core-educated students should have an understanding of the limits, problems, and possibilities associated with the use of technology, and should have the tools necessary to evaluate and learn new technologies as they become available.