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Appendix E: Texas Higher Education Coordinating Board Components and the Texas State University-San Marcos Student

Coordinating Board

Exemplary Objectives

 Texas State University–San Marcos

Component Objectives
Component: Communication
Student: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
1.  to understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing and presentation. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
2.  to understand the importance of specifying audience and purpose and to select appropriate communication choices. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
3.  to understand and appropriately apply modes of expression, i.e. descriptive, expositive, narrative, scientific and self-expressive, in written, visual, and oral communication. √ √ √ √ √ √ √ √ √ √ √   √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
4.  to participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
5.  to understand and apply basic principles of critical thinking, problem solving, and technical proficiency in the development of exposition and argument. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
6.  to develop the ability to research and write a documented paper and/or to give an oral presentation. √ √ √ √ √ √ √ √ √ √ √   √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

 

Component: Mathematics
Student: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
1. to apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.   √ √ √ √   √ √ √   √   √ √ √ √ √ √ √ √ √ √ √ √   √ √  
2.  to represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √   √ √ √
3. to expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
4. to use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
5. to interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.    √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
6. to recognize the limitations of mathematical and statistical models. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
7.  to develop the view that mathematics is an evolving discipline, interrelated with human culture, and understand its connections to other disciplines. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

 

Component: Natural Sciences
Student: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
1.  to understand and apply method and appropriate technology to the study of natural sciences. √ √   √ √ √ √ √ √ √ √     √ √   √ √ √ √ √ √   √ √ √ √ √
2. to recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
3. to identify and recognize the differences among competing scientific theories. √ √   √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
4. to demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values and public policies. √ √   √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
5. to demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. √ √   √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

 

Component: Humanities and Visual and Performing Arts
Student: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
1. to demonstrate awareness of the scope and variety of works in the arts and humanities. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
2. to understand those works as expressions of individual and human values within an  historical and social context. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
3. to respond critically to works in the arts and humanities. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
4. to engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
5. to articulate an informed personal reaction to works in the arts and humanities. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
6. to develop an appreciation for the aesthetic principles that guide or govern the humanities and arts. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
7. to demonstrate knowledge of the influence of literature, philosophy, and/or the arts on intercultural experiences. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

 

Component: Social and Behavioral Sciences
Student: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
1. to employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
2. to examine social institutions and processes across a range of historical periods, social structures and cultures. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
3. to use and critique alternative explanatory systems or theories. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
4. to develop and communicate alternative explanations or solutions for contemporary social issues. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
5. to analyze the effects of historical, social, political, economic, cultural and global forces on the area under study. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
6. to comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, civil and human rights. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
7.  to understand the evolution and current role of the U.S. in the world. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
8. to differentiate and analyze historical evidence (documentary and statistical) and differing points of view. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
9. to recognize and apply reasonable criteria for the acceptability of historical evidence and social research. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
10.to analyze, critically assess, and develop creative solutions to public policy problems. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
11. to recognize and assume ones responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse and by obtaining information through the news media and other appropriate information sources about politics and public policy. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
12. to identify and understand differences and commonalities within diverse cultures. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Component: Institutional
Student: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
US 1100 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
PFW √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

 

University College, 100 Academic Services Building-North (ASBN)
512-245-2218; Fax: 512-245-8765