AREA D1 COURSES	CRITICAL THINKING OUTCOME COMPONENTS
	Question/Issue	Method	Evidence	Conclusion
ASTR 1010	Description: Given student unfamiliarity with astronomy concepts, the instructor in all introductory astronomy courses generally provides the question/ issue component. Students are encouraged to ask questions about physics concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate physics concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Facts provided in the question are applied to the method selected. In some cases simple mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple-choice questions or short answer questions. Evidence: Samples of student work on examinations.	Description: Students are asked to evaluate information given and draw a conclusion from the information provided based on knowledge from class. Evidence: Student work on exams.
ASTR 1020	Description: Given student unfamiliarity with astronomy concepts, the instructor in all introductory astronomy courses generally provides the question/ issue component. Students are encouraged to ask questions about physics concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate physics concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Facts provided in the question are applied to the method selected. In some cases simple mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple-choice questions or short answer questions. Evidence: Samples of student work on examinations	Description: Students are asked to evaluate information given and draw a conclusion from the information provided based on knowledge from class. Evidence: Student work on exams.
ASTR 1020L	Description: Given student unfamiliarity with astronomy concepts, the instructor of the astronomy laboratory generally provides the lab objective. Students are encouraged to ask questions about astronomy concepts. Evidence: None.	Description: Given an instructor provided objective, a review of applicable astronomy principles, and appropriate equipment; students determine the types of measurements required to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require a paragraph for results and conclusions, which include qualitative error analysis. Evidence: Samples of student laboratory reports.
BIOL 1107	Description: Students are encouraged to ask questions in class regarding topics discussed to help clarify concepts and processes. Evidence: None	Description: Analytical questions given on exams and questions. Evidence: Student work on exams.	Description: Students are required to apply information learned in class on quizzes and exams. Exercises to apply the information are sometimes carried out in class for practice. Writing assignments are designed to help students see the application of some concepts in the real world. Evidence: Student work on exams.	Description: Students are asked to evaluate information given and draw a conclusion from the information provided based on knowledge from class. Evidence: Student work on exams.
BIOL 1107L	Description: Students are encouraged to ask questions at all points during the process of performing experiments, and gathering and interpreting data. Evidence: None	Description: Students are required to write lab reports that report the purpose of the experiments, the data gathered, and the interpretation of the data. Other assignments require that the students answer questions that are geared to ask for the same type of information. Lab practical exams are given that ask students to demonstrate knowledge of basic concepts and analysis of data. Evidence: Student work.	Description: Students must be able to logically answer questions on lab assignments and practical exams, and write lab reports that analyze data. Evidence: Student work.	Description: Students must be able to analyze data and draw conclusions from it. Evidence: Student work on lab practical exams, lab assignments, and lab reports. Evidence: Student work.
BIOL 1108	Description: Given student unfamiliarity with biological concepts, the instructor question/ issue component. Students are encouraged to ask questions about biological concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate biological concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Facts learned in class or from other class work are applied to questions provided by the instructor. Short answer and essay questions are used to address student’s ability to apply concepts to new areas. Critical thinking is also evaluated through conceptual multiple-choice questions. Evidence: Samples of student work on examinations.	Description: Conclusions that are based upon the current understanding of biological systems are required. Evidence: Samples of student work on examinations.
BIOL 1108L	Description: Given student unfamiliarity with biological concepts, the instructor provides the lab objectives. Students are encouraged to ask questions about biological concepts. Evidence: None.	Description: In experiment-driven laboratories, students will use the objectives provided by the instructor to construct hypotheses, design experiments, and answer questions related to the objective. Evidence: Samples of student laboratory reports.	Description: In experiment-driven labs, students are required to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports include a section with questions that require the student to present conclusions based upon experiments conducted as part of the laboratory. Evidence: Samples of student laboratory reports.
BIOL 1111	Description: Given student unfamiliarity with biological concepts, the instructor in all introductory biology courses generally provides the question/ issue component. Students are encouraged to ask questions about biological concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate biological concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Non-quantitative critical thinking is evaluated through conceptual multiple-choice questions or short answer questions. Evidence: Samples of student work on examinations.	Description: Conclusions that are biologically correct and reasonable are required. Evidence: Samples of student work on examinations.
BIOL 1111L	Description: Given student unfamiliarity with biology concepts, the instructor of introductory biology laboratories generally provides the lab objective. Students are encouraged to ask questions about biological science concepts. Evidence: None.	Description: Given an instructor provided objective, a review of applicable biology principles, and appropriate equipment; students determine the types of measurements required to address the problem at hand. Students are required to use the Scientific Method in every laboratory session. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require a student to draw conclusions about the laboratory concept and answer short subjective questions concerning them. Evidence: Samples of student laboratory reports.
BIOL 1112	Description: Given student unfamiliarity with biological concepts, the instructor in all introductory biology courses generally provides the question/ issue component. Students are encouraged to ask questions about biological concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate biological concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Non-quantitative critical thinking is also evaluated through conceptual multiple-choice questions or short answer questions. Evidence: Samples of student work on examinations.	Description: Conclusions that are biologically correct and reasonable are required. Evidence: Samples of student work on examinations.
CHEM 1151	Description: Given student unfamiliarity with chemistry concepts, the instructor in all introductory chemistry courses generally provides the question/ issue component. Students are encouraged to ask questions about chemistry concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate chemical concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Facts provided in the question are applied to the method selected. In many cases mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple-choice questions or short answer questions. Evidence: Samples of student work on examinations.	Description: Conclusions that are dimensionally correct and physically reasonable are required. Evidence: Samples of student work on examinations.
CHEM 1151L	Description: Given student unfamiliarity with chemistry concepts, the instructor of introductory chemistry laboratories generally provides the lab objective. Students are encouraged to ask questions about chemical concepts. Evidence: None.	Description: Given an instructor provided objective, a review of applicable chemical principles, and appropriate equipment; students determine the types of measurements required to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require an analysis of results and conclusions, which often includes quantitative and qualitative analysis. Evidence: Samples of student laboratory reports.
CHEM 1152	Description: Given student unfamiliarity with chemistry concepts, the instructor in all introductory chemistry courses generally provides the question/ issue component. Students are encouraged to ask questions about chemistry concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate chemistry concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: On examinations, students are given data and are asked to determine the importance and meaning of the different pieces of data in order to form a conclusion. Evidence: Samples of student work on examinations.	Description: Students are required to form conclusions based on data supplied on examinations. Evidence: Samples of student work on examinations.
CHEM 1152L	Description: Given student unfamiliarity with chemistry concepts, the instructor of introductory chemistry laboratories generally provides the lab objective. Students are encouraged to ask questions about chemistry concepts. Evidence: None.	Description: Students are expected to understand the theory behind the laboratory methods used in each experiment. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are asked questions orally and in their lab reports that require that they form a conclusion based on their experimental observations. Evidence: Samples of student laboratory reports.
CHEM 1211	Description: Given student unfamiliarity with chemical concepts, the instructor in all introductory chemistry courses generally provides the question/ issue component. Students are encouraged to ask questions about chemical concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate chemical concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Facts provided in the question are applied to the method selected. In many cases mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple-choice questions or short answer questions. Evidence: Samples of student work on examinations.	Description: Conclusions that are correct in terms of scientific units and physically reasonable are required. Evidence: Samples of student work on examinations.
CHEM 1211L	Description: Given student unfamiliarity with chemical concepts, the instructor of introductory chemistry laboratories generally provides the lab objective. Students are encouraged to ask questions about chemical concepts. Evidence: None.	Description: Given an instructor provided objective, a review of applicable chemical principles, and appropriate equipment; students determine the types of measurements required to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require a paragraph for results and conclusions, which include quantitative and qualitative error analysis. Evidence: Samples of student laboratory reports.
CHEM 1212	Description: Given student unfamiliarity with chemistry concepts, the instructor in all introductory chemistry courses generally provides the question/ issue component. Students are encouraged to ask questions about chemical concepts. Most problems are critical thinking exercises applying concepts taught in the course. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate chemical concepts to address the problem at hand. Evidence: Samples of student work on extra credit exercises, and examinations.	Description: Facts provided in the question are applied to the method selected. In many cases mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple-choice questions, short answer questions, and extra credit problems assigned. Evidence: Samples of student work on extra credit exercises, and examinations.	Description: Conclusions that are dimensionally correct and physically reasonable are required. Evidence: Samples of student work on extra credit exercises, and examinations.
CHEM 1212L	Description: Given student unfamiliarity with chemistry concepts, the instructor of introductory chemistry laboratories generally provides the lab objective. Students are encouraged to ask questions about chemical concepts. Evidence: None.	Description: Given an instructor provided objective, a review of applicable chemical principles, and appropriate equipment; students execute the types of techniques required to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques along with chemical concepts to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require a somewhat formal presentation of results and conclusions, which include detailed quantitative and qualitative error analysis. Results of the quantitative analyses are applied to determine the most appropriate conclusion to the problem. Evidence: Samples of student laboratory reports.
PHYS 1111	Description: Given student unfamiliarity with physics concepts, the instructor in all introductory physics courses generally provides the question/ issue component. Students are encouraged to ask questions about physics concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate physics concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Facts provided in the question are applied to the method selected. In many cases mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple-choice questions or short answer questions. Evidence: Samples of student work on examinations.	Description: Conclusions that are dimensionally correct and physically reasonable are required. Evidence: Samples of student work on examinations.
PHYS 1111L	Description: Given student unfamiliarity with physics concepts, the instructor of introductory physics laboratories generally provides the lab objective. Students are encouraged to ask questions about physics concepts. Evidence: None.	Description: Given an instructor provided objective, a review of applicable physics principles, and appropriate equipment; students determine the types of measurements required to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require a paragraph for results and conclusions, which include quantitative and qualitative error analysis. Evidence: Samples of student laboratory reports.
PHYS 1112	Description: Given student unfamiliarity with physics concepts, the instructor in all introductory physics courses generally provides the question/ issue component. Students are encouraged to ask questions about physics concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate physics concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: Facts provided in the question are applied to the method selected. In many cases mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple-choice questions or short answer questions. Evidence: Samples of student work on examinations.	Description: Conclusions that are dimensionally correct and physically reasonable are required. Evidence: Samples of student work on examinations.
PHYS 1112L	Description: Given student unfamiliarity with physics concepts, the instructor of introductory physics laboratories generally provides the lab objective. Students are encouraged to ask questions about physics concepts. Evidence: None.	Description: Given an instructor provided objective, a review of applicable physics principles, and appropriate equipment; students determine the types of measurements required to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require a paragraph for results and conclusions, which include quantitative and qualitative error analysis. Evidence: Samples of student laboratory reports.
PHYS 2211	Description: Given student unfamiliarity with physics concepts, the instructor in all introductory physics courses generally provides the question/ issue component. Students are encouraged to ask questions about physics concepts. Standardized critical thinking exercises are a component of the grade in this course. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate physics concepts to address the problem at hand. Evidence: Samples of student work on critical thinking exercises, and examinations.	Description: Facts provided in the question are applied to the method selected. In many cases mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple choice questions, short answer questions, and critical thinking exercises Evidence: Samples of student work on critical thinking exercises, and examinations.	Description: Conclusions that are dimensionally correct and physically reasonable are required. Evidence: Samples of student work on critical thinking exercises, and examinations.
PHYS 2211L	Description: Given student unfamiliarity with physics concepts, the instructor of introductory physics laboratories generally provides the lab objective. Students are encouraged to ask questions about physics concepts. Evidence: : None.	Description: Given an instructor provided objective, a review of applicable physics principles, and appropriate equipment; students determine the types of measurements required to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require a paragraph for results and conclusions, which include detailed quantitative and qualitative error analysis. Results of the quantitative error analysis are applied to determine the most appropriate method to improve precision in the experiment. Evidence: Samples of student laboratory reports.
PHYS 2212	Description: Given student unfamiliarity with physics concepts, the instructor in all introductory physics courses generally provides the question/ issue component. Students are encouraged to ask questions about physics concepts. Standardized critical thinking exercises are a component of the grade in this course. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate physics concepts to address the problem at hand. Evidence: Samples of student work on critical thinking exercises, and examinations.	Description: Facts provided in the question are applied to the method selected. In many cases mathematical techniques must be applied in a number of intermediate steps to arrive at a result. Non-quantitative critical thinking is also evaluated through conceptual multiple choice questions, short answer questions, and critical thinking exercises Evidence: Samples of student work on critical thinking exercises, and examinations.	Description: Conclusions that are dimensionally correct and physically reasonable are required. Evidence: Samples of student work on critical thinking exercises, and examinations.
PHYS 2212L	Description: Given student unfamiliarity with physics concepts, the instructor of introductory physics laboratories generally provides the lab objective. Students are encouraged to ask questions about physics concepts. Evidence: None.	Description: Given an instructor provided objective, a review of applicable physics principles, and appropriate equipment; students determine the types of measurements required to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Students are required to apply scientific measurement techniques to gather data to address the problem at hand. Evidence: Samples of student laboratory reports.	Description: Laboratory reports require a paragraph for results and conclusions, which include detailed quantitative and qualitative error analysis. Results of the quantitative error analysis are applied to determine the most appropriate method to improve precision in the experiment. Evidence: Samples of student laboratory reports.

AREA D2 COURSES
MATH 1221	Description: For most of the course, the instructor provides the question/issue component. In some applied problems, students must determine the mathematical question that should be addressed in order to answer the stated question. Evidence: Samples of graded student work on examinations.	Description: Given an instructor provided question, students are required to determine the appropriate mathematical concepts and methods to address the problem at hand. Evidence: Samples of graded student work on examinations.	Description: Students must show work to receive full-credit on examination, quiz, and graded homework problems. The grade depends on the extent to which the work provides evidence that the final answer is a logical consequence of the initial information. Evidence: Samples of graded student work on examinations.	Description: Conclusions that are mathematically reasonable are required. In some applied problems, students must use a mathematical result to draw a conclusion about a problem stated in a real-world context and must determine which physical constraints limit the application of the mathematical solution. Evidence: Samples of graded student work on examinations.
MATH 1231	Description: For most of the course, the instructor provides the question/issue component. In most problems, students must determine the statistical question that should be addressed in order to answer the stated question. Evidence: Samples of graded student work on examinations.	Description: Given an instructor provided question, students are required to determine the appropriated statistical concepts and methods to address the problem at hand. Evidence: Samples of graded student work on examinations.	Description: Students must show work to receive full-credit on examination, quiz, and graded homework problems. The grade depends on the extent to which the work provides evidence that the final answer is a logical consequence of the initial information. Evidence: Samples of graded student work on examinations.	Description: Conclusions that are statistically correct are required. In most problems, students must use a statistical graph or result to draw a conclusion about a problem stated in a real-world context and must determine which statistical constraints limit the interpretation of the solution. Evidence: Samples of graded student work on examinations.
MATH 1241	Description: For most of the course, the instructor provides the question/issue component. In some applied problems, students must determine the mathematical question that should be addressed in order to answer the stated question. Evidence: Samples of graded student work on examinations.	Description: Given an instructor provided question, students are required to determine the appropriated mathematical concepts and methods to address the problem at hand. Evidence: Samples of graded student work on examinations.	Description: Students must show work to receive full-credit on examination, quiz, and graded homework problems. The grade depends on the extent to which the work provides evidence that the final answer is a logical consequence of the initial information. Evidence: Samples of graded student work on examinations.	Description: Conclusions that are mathematically reasonable are required. In some applied problems, students must use a mathematical result to draw a conclusion about a problem stated in a real-world context and must determine which physical constraints limit the application of the mathematical solution. Evidence: Samples of graded student work on examinations.
MATH 1113	Description: For most of the course, the instructor provides the question/issue component. In some applied problems, students must determine the mathematical question that should be addressed in order to answer the stated question. Evidence: Samples of graded student work on examinations.	Description: Given an instructor provided question, students are required to determine the appropriate mathematical concepts and methods to address the problem at hand. Evidence: Samples of graded student work on examinations.	Description: Students must show work to receive full-credit on examination, quiz, and graded homework problems. The grade depends on the extent to which the work provides evidence that the final answer is a logical consequence of the initial information. Evidence: Samples of graded student work on examinations.	Description: Conclusions that are mathematically reasonable are required. In some applied problems, students must use a mathematical result to draw a conclusion about a problem stated in a real-world context and must determine which physical constraints limit the application of the mathematical solution. Evidence: Samples of graded student work on examinations.
MATH 1501	Description: For most of the course, the instructor provides the question/issue component. In some applied problems, students must determine the mathematical question that should be addressed in order to answer the stated question. Evidence: Samples of graded student work on examinations.	Description: Given an instructor provided question, students are required to determine the appropriate mathematical concepts and methods to address the problem at hand. Evidence: Samples of graded student work on examinations.	Description: Students must show work to receive full-credit on examination, quiz, and graded homework problems. The grade depends on the extent to which the work provides evidence that the final answer is a logical consequence of the initial information. Evidence: Samples of graded student work on examinations.	Description: Conclusions that are mathematically reasonable are required. In some applied problems, students must use a mathematical result to draw a conclusion about a problem stated in a real-world context and must determine which physical constraints limit the application of the mathematical solution. Evidence: Samples of graded student work on examinations.
MATH 2502	Description: For most of the course, the instructor provides the question/issue component. In some applied problems, students must determine the mathematical question that should be addressed in order to answer the stated question. Evidence: Samples of graded student work on examinations.	Description: Given an instructor provided question, students are required to determine the appropriate mathematical concepts and methods to address the problem at hand. Evidence: Samples of graded student work on examinations.	Description: Students must show work to receive full-credit on examination, quiz, and graded homework problems. The grade depends on the extent to which the work provides evidence that the final answer is a logical consequence of the initial information. Evidence: Samples of graded student work on examinations.	Description: Conclusions that are mathematically reasonable are required. In some applied problems, students must use a mathematical result to draw a conclusion about a problem stated in a real-world context and must determine which physical constraints limit the application of the mathematical solution. Evidence: Samples of graded student work on examinations.

CPTG 1010	Description: For most of the course, the instructor provides the question/issue component. In some applied problems, students must determine the spreadsheet concept question that should be addressed in order to answer the stated question. Evidence: Samples of graded student work on examinations & projects.	Description: Given an instructor provided question, students are required to determine the appropriate spreadsheet concepts and methods to address the problem at hand. Evidence: Samples of graded student work on examinations & projects.	Description: Not addressed.	Description: Not addressed.
CPTG 1111	Description: Exercises that require programming generally start with the instructor posing a task to be accomplished. The student must then begin to consider how the relevant parts of Visual Basic might be used to accomplish the given task. Evidence: Samples of graded student work on examinations.	Description: Given an instructor provided exercise that requires some programming, students must then decide how best to accomplish the task using programming logic and the Visual Basic controls. Evidence: Samples of graded student work on examinations.	Description: For certain exercises students are required to show their programming work, or in the case of labs they actually submit the program in electronic form. The grade depends on the validity of the code sections. Evidence: Samples of graded student work on examinations.	Description: For programming exercises the conclusion is the output of the program. The validity of the output is considered in the grading process. Evidence: Samples of graded student work on examinations.
CSCI 1301	Description: For most of the course, the instructor provides the question/issue component. In programming experiences, students must analyze and interpret the questions that should be addressed as part of the problem solving experience. Evidence: Samples of graded student programming projects.	Description: Given an instructor provided question, students are required to determine the appropriate programming concepts and methods that can be used to address the given problem. Evidence: Samples of graded student programming projects.	Description: Students must justify answers to receive full-credit on examinations and quizzes. Students must document thought processes using comments in the source code of their programming assignments. The grade depends on the extent to which the work provides evidence that the final answer is a logical consequence of the initial information. Evidence: Samples of graded student work on examinations.	Description: Conclusions that implement reasonable problem solving skills are required. In some instances, students must use a result from a previous experience to draw conclusions about additional tasks. Evidence: Samples of graded student programming projects and work on examinations.
SCI 1901A	Description: Students are encouraged to use the scientific outlook to generate questions dealing with practical issues related to astronomical concepts. Evidence: Samples of student work on examinations.	Description: Students are expected to use a scientific approach to the solution of conceptual astronomical problems through the application of general physical principles and specific astronomical concepts. Evidence: Samples of student writings from examinations and student projects.	Description: Students are expected to evaluate elementary scientific data as evidence of theoretical constructs in astronomy. Evidence: Samples of student writings from examinations and student projects.	Description: Students are expected to draw conclusions based on sufficient evidence and sound scientific reasoning. Evidence: Samples of student writings from examinations and student projects.
SCI 1901E	Description: Students are encouraged to use the scientific, engineering and historical outlooks to generate questions dealing with practical issues related to energy use concepts. Evidence: Samples of student work on examinations.	Description: Given an instructor provided question, students are required to determine appropriate energy use concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: On examinations, students are given data and are asked to determine the importance and meaning of the different pieces of data in order to form a conclusion. Evidence: Samples of student work on examinations.	Description: Students are expected to draw conclusions based on sufficient evidence and sound scientific reasoning. Evidence: Samples of student writings from examinations and student projects.
SCI 1901F	Description: Given student unfamiliarity with forensic science concepts, the instructor generally provides the question/ issue component. Students are encouraged to ask questions about forensic science concepts. Evidence: None.	Description: Given an instructor provided question, students are required to determine appropriate forensic science concepts to address the problem at hand. Evidence: Samples of student work on examinations.	Description: On examinations, students are given data and are asked to determine the importance and meaning of the different pieces of data in order to form a conclusion. Evidence: Samples of student work on examinations.	Description: Students are required to form conclusions based on data supplied on examinations. Evidence: Samples of student work on examinations.
SCI 1901G	Description: Student reports must summarize and explain primary research in peer-reviewed journals. The original articles are authored by scientists, psychologists, and clinicians in the field. Evidence: Report instructions and assessment forms. Examples of completed reports.	Description: Student reports follow a detailed outline, which is based on the format used in scientific research presentations. Evidence: Assessment forms, examples of student reports.	Description: Student reports stress the interpretation of data published in primary research journals. Evidence: Report instructions and assessment forms. Examples of completed reports.	Description: Student reports must accurately explain and critique the conclusions found in a peer-reviewed journal article. Evidence: Report instructions and assessment forms. Examples of completed reports.
SCI 1901H	Description: Student essays address modern problems in genetic technology. Evidence: Examples of student essays, grading criteria.	Description: Essay assignments are designed to be written for audiences specified in each assignment. Evidence: Examples of student essays, grading criteria.	Description: Essays must be based on scientific evidence. Evidence: Examples of student essays, grading criteria.	Description: Essays involve the extension of logical conclusions based on course content. Evidence Examples of student essays, grading criteria.