Teaching and Assessing PUL 1: Core Communication and Quantitative SkillsThis tip sheet focuses on the first of the six PULs. Descriptions of all six PULs can be located at http://due.iupui.edu/Undergraduate-Curricula/General-Education/Principles-of-Undergraduate-Learning. General planning considerations for incorporating and assessing PULs in your class can be found here.
Definition of PUL 1: Core Communication and Quantitative Skills
The ability of students to express and interpret information, perform quantitative analysis, and use information resources and technology – the foundational skills necessary for all IUPUI students to succeed.
Outcomes for PUL 1
Core communication and quantitative skills are demonstrated by the student’s ability to:
- express ideas and facts to others effectively in a variety of formats, particularly written, oral, and visual formats;
- comprehend, interpret, and analyze ideas and facts;
- communicate effectively in a range of settings;
- identify and propose solutions for problems using quantitative tools and reasoning;
- make effective use of information resources and technology.
Examples of Instructional Activities for PUL 1
Please note that many of the instructional activities listed here may address more than one outcome for PUL 1.
- To express ideas and facts effectively in a variety of formats , have students:
- Discuss orally or in writing several perspectives on an issue
- Debate different perspectives on a course-related topic
- Create an artistic production or performance related to course concepts or theories
- Contribute to a blog
- Present research findings via PowerPoint lecture
- Research and present on a specific course topic
- Repurpose document for different audiences and different situations
- Construct a poster on research and present it to faculty and colleagues
- To comprehend, interpret, and analyze ideas and facts, have students:
- Review a case study focusing on a communication situation or issue, then have students choose a role within the case and write their own response to the situation.
- Read a journal article, interpret the results, and analyze its limitations
- To communicate effectively in a range of settings, have students:
- Write a review paper for a professional or a wider audience
- Create case study scenarios, with the writing or presentation tailored to a specific audience
- To identify and propose solutions for problems using quantitative tools and reasoning, have students:
- Complete discipline-specific data analysis and interpretation
- Produce and implement a survey and interpret the results
- Create a budget and a justification for it
- Solve equations to illustrate size and proportion concepts (e.g., mole of water vs. mole of paperclips)
- To make effective use of information resources and technology, have students:
- Create an annotated bibliography
- Perform a literature review on a specified topic or one of the student’s choosing
- Compare and contrast different types of information resources (e.g., scholarly vs. popular journal, web resources, etc.)
- Complete a research journal including the thesis statement, what students hoped to accomplish, the research terms considered, and the problems encountered
References and Resources
Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. (2nd ed.). San Francisco: Jossey-Bass.
Stevens, D. D. & Levi, A. J. (2005). Introduction to rubrics. Sterling, VA: Stylus.
Walvoord, B.E. & Anderson, V.J. (2009). Effective grading: A tool for learning and assessment in college.2nd Ed. San Francisco: Jossey-Bass
Authored by Jennifer Beasley (August, 2010)
Revised by Jennifer Beasley (July, 2011)
Revised by James Gregory (November, 2015)