General Education Student Learning Outcomes

 

Student Learning Outcomes for the General Education Requirements, approved April 30, 2015

Distribution Area Outcomes

  • Apply analytical and critical reasoning skills when solving problems (critical judgment);
  • Analyze problems by considering diverse and varying forms of evidence and multiple perspectives within global historical and cultural contexts (historical perspective);
  • Demonstrate the ability to critically evaluate various ethical codes and belief systems including their own (ethical awareness);
  • Use evidence and sound ethical reasoning to frame analyses and defend them. (ethical awareness);
  • Demonstrate an awareness and understanding of the diversity and complexity of aesthetic expression (aesthetic expression);
  • Demonstrate the ability to speak and write effectively in languages including, but not restricted to, standard American English (linguistic awareness); and
  • Demonstrate the above outcomes in their writing.
  • Describe how science affects contemporary issues;
  • Access sources of scientific information that are both relevant and reliable;
  • Explain ethical issues in the practice of science;
  • Communicate scientific concepts effectively;
  • Draw logical conclusions based on scientific data;
  • Distinguish between scientific evidence and pseudoscience; and
  • Explain the development of scientific theories using the scientific method.
  • Critically read and understand tabular data, graphs, or other displays of data; (methodological reasoning)
  • Identify independent variables and dependent variables; (methodological reasoning)
  • Write or identify a well-formulated hypothesis; (methodological reasoning)
  • Recognize and interpret types of relationships between variables (positive and negative); (methodological reasoning)
  • Apply one or more conceptual frameworks to an issue or problem; (conceptual reasoning); and
  • Identify and explain the various factors that influence human behavior. (conceptual reasoning)
  • Analyze works of art using vocabulary appropriate to the art form;
  • Demonstrate an understanding of the relationship between artistic technique and the expression of a work’s underlying concept;
  • Analyze the relationship between works of art and the social, historical, global and personal contexts in which they are created or experienced; and
  • Engage in the artistic process, including conception, creation, interpretation, and ongoing critical analysis.
*Students will achieve at least three of the four identified (Area IV) objectives.

Skill Area Outcomes

  • Produce written texts that sustain a unifying focus with coherently-structured and logically ordered sentences and paragraphs;
  • Control surface features such as syntax, grammar, punctuation, and spelling;
  • Present an argument in writing, with use of evidentiary examples;
  • Adopt appropriate voice, tone, and level of formality appropriate to different rhetorical situations, genres, and audiences; and
  • Engage in scholarly research-based practices and document another writer’s written work and ideas, in a manner appropriate to relevant academic or professional disciplines
  • Construct a relevant message supported by scholarly and sufficient research;
  • Organize message content based on an accepted and coherent organizational pattern;
  • Deliver an audience-centered presentation;
  • Use language clearly, appropriately, and inclusively that follows to the grammatical rules of Standard American English; and
  • Effectively deliver, in an extemporaneous manner, informative, persuasive, and special occasion speeches
  •  Define the relationship between hardware and software, in particular, the relationship between hardware and the operating system and the operating system and applications;
  • Develop an understanding of privacy and security issues with respect to networks, email, social media and WWW usage;
  • Know intellectual property laws with respect to software, music, and video, and understand the ethical use of information for academic and personal purposes;
  • Utilize software such as word processing, spreadsheet, and database software to effectively organize, manage, and communicate information; and
  • Understand the roles of computers and technology in mass communication, including social media.
  • Represent mathematical information symbolically, visually, numerically, and verbally, and interpret and draw inferences from mathematical models such as formulas, graphs, tables, and schematics; 
  • Apply arithmetical, algebraic, geometric and statistical methods with appropriate technological tools to solve problems;
  • Think critically and apply common sense in estimating and checking answers to mathematical problems in order to determine reasonableness, identify alternatives, and select optimal results, judging the soundness and accuracy of conclusions derived from quantitative information; and
  • Communicate mathematical information effectively using symbols, visual, numerical, or verbal representations.
  • Use critical thinking to recall relevant information accurately, and structure verbal and written message content based on an accepted and coherent organizational pattern;
  • Paraphrase, synthesize, and analyze information from multiple sources to explain concepts;
  • Analyze information and apply it to new contexts; and
  • Utilize information to formulate and support a position.
  •  Demonstrate knowledge and understanding of the diversity of the local and global communities, including cultural, social, political, and economic differences; 
  • Analyze, evaluate, and assess the impact of differences in race, ethnicity, gender, socioeconomic status, native language, sexual orientation, ableism, age, and religion; and
  • Utilize perspectives of diverse groups when conducting analyses, drawing conclusions, and making decisions.

The general education distribution and skill area outcome statements can also be found in the UNDERGRADUATE BULLETIN.