Knowledge of Human Cultures and the Physical and Natural World through
Study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts, for example:
- Connect and apply the knowledge, skills, and abilities developed through general education studies to activities in personal life, career, and citizenship
- Demonstrate ability to thrive in a complex global world and an understanding of its historical, social, economic, moral, and cultural challenges
- Recognize and respect likenesses and differences among human cultures and their contributions to society
- Exhibit the ability to effectively engage with individuals with diverse backgrounds and perspectives
- Understand scientific and technological developments and their impact on global economics
- Demonstrate knowledge and understanding of the scientific method
- Identify and commit to lifelong learning and personal development opportunities
- Promote and participate in the arts and their contributions to human development, expression, creativity, and curiosity
- Demonstrate knowledge of various forms of government, their principles, and relevance to global existence
Intellectual and Practical Skills, including
Inquiry and analysis, for example:
- Assess new information skeptically
- Construct structured and rigorous experiments, gathering data, and conducting research
- Consider possible options with an open mind and an awareness of one's own biases
- Understand that uncertainty is part of the process
- Demonstrate awareness of potential sources of error
- Frame questions clearly, and in a way which makes inquiry possible
- Present evidence in support of an argument or hypothesis
- Demonstrate knowledge and understanding of the scientific method
- Explore issues, ideas, artifacts and events before accepting or formulating an opinion or conclusion
- Reason through logic without discounting intuition and imagination
- Develop intellectual curiosity
- Recognize and scrutinize assumptions, including one's own
- See the value of learning established procedures yet be open to innovation
- Communicate effectively both in writing and in speech and in a variety of contexts
- Communicate in an understandable and organized manner to explain ideas, express feelings, or support conclusions
- Communicate with clarity of expression
- Communicate with a correct use of grammar, syntax, punctuation
- Communicate accurately when reporting or evaluating information
- Read effectively and analytically
- Use credible, relevant sources to support ideas
- Analyze and interpret artistic compositions in the visual and performance media
- Demonstrate understanding of the role of art as a reflection and critique of society
- Exhibit comprehension of how formal elements contribute to the meaning and communication of artistic works in visual and performance media
- Show an understanding of the artistic processes
- Analyze and interpret commercial media in the context of artistic history and process
- Develop competence in arithmetic operations: addition, subtraction, multiplication, division
- Develop competence in algebraic operations: modeling a situation (translate a problem into an algebraic equation using variables for unknown quantities), solve algebraic equations
- Read and understand graphs, use mathematical and analytical skills to other disciplines and real-world situations
- Develop competence in applied analytical skills: structure arguments, use inductive and deductive reasoning skills, draw inferences.
- Structure arguments, demonstrate inductive and deductive reasoning skills, weigh evidence, draw inferences, perform basic statistical operations, read and understand simple graphs, perform simple data analysis, handle basic financial operations (like balancing a checkbook, calculating interest), and transfer mathematical and analytical skills to other disciplines and real-world situations
- Determine the nature and extent of information needed
- Access the needed information
- Evaluate information and its sources critically
- Incorporate information into knowledge base and value system
- Use information to accomplish a specific purpose
- Access and use information ethically and legally
- Use digital and emerging technologies to:
- Choose the appropriate technology to accomplish a task
- Model routine, intentional, and effective use of technology
- Employ current standard technologies as well as emerging technologies for communication and collaboration in workplace, education, personal life, and the larger community
- Use technology for improved productivity
- Maintain awareness of and proficiency in emerging technologies to access, evaluate, create and synthesize information
- Work collaboratively and constructively with others; share tasks; complete tasks on time
- Work effectively within culturally diverse settings; treat others with respect and consideration
- Teach others; learn from others; negotiate decisions and problem solving
- Demonstrate leadership
- Function as an active participant in a group or team setting
- Listen to others’ ideas; consider the desires and rights of others equally with one's own desires and rights; show commitment to the team
- Communicate effectively with team members to address conflicts and solve problems
Personal and Social Responsibility, including
Civic knowledge and engagement—local and global, for example:
- Analyze and solve problems in the community
- Apply knowledge and skills from the classroom to community settings and public questions
- Cultivate personal and academic integrity
- Contribute to a larger community, recognizing and acting on one's responsibility to the educational community and the wider society, locally, nationally, and globally
- Recognize, appreciate, and consider the perspectives of others to inform one's own judgment
- Develop competence in ethical and moral reasoning
- Work through controversy with civility
- Participate in public life, public problem solving, and community service
- Demonstrate critical self-reflection of one's own assumptions and stereotypes
- Comprehend one's own social and cultural group identities and the relative privilege or marginalization of each
- Demonstrate intercultural communication skills
- Demonstrate knowledge of the demographics, socio-cultural dynamics and assets of a specific local community
- Examine and analyze a community issue in the context of systemic inequities
- Enter, participate in and exit a community in ways that do not reinforce systemic injustice
- Demonstrate reciprocity and responsiveness in service work with community
- Demonstrate critical self-reflection of one's own ethical values
- Exhibit knowledge of cultural assumptions and norms
- Show the capacity to perceive events from others’ perspectives
- Use self-awareness and self-assessment to solve problems
- Demonstrate courage in acting ethically
- Utilize independence of judgment combined with awareness of the opinions of others
- Cultivate personal and academic integrity
- Understand that learning is a lifelong process
- Learn from the suggestions of others
- Explore new ideas and processes; apply prior learning to new situations
- Exhibit intellectual curiosity
- Independently present meaningful insights and take the initiative to develop them into new, unique, or novel ideas
- Understand how college skills will affect their lives in later years
Integrative Learning, including
Synthesis and advanced accomplishment across general and specialized studies, for example:
- Connect outside experience to academic study; see connections across disciplines; adapt and apply skills, abilities, theories, or methodologies gained in one situation to new situations; demonstrate a developing sense of self as a learner
- Demonstrate the ability to apply communication, computational, technology and life skills across the curriculum
- Demonstrate integrative learning through completion of capstone courses in the major
- Participate in learning communities and other cross-disciplinary activities
- Participate in work-based learning activities, internships and other experiential learning opportunities
- Participate in service learning
- Attend campus cultural events such as films, theatre, dance, music and art that engage attendees in inter-disciplinary dialogues
Resources Consulted
Association of American Colleges and Universities
- LEAP Framework
- Value Rubrics (Rubrics are also available in the Learning Outcomes Blackboard shell)
- Examples above were taken from Long Beach State GE Outcome
- AACU “Foundations and Skills for Lifelong Learning Value Rubric
- Manchester Metro U
Digital Literacy
- California ICT Digital Literacy Assessments and Curriculum Framework, November 2008.
- Related assessment initiatives include: ACT WorkKeys Assessments, Certiport IC3, ETS iskills/ICT Certification Exam, ICDLU Digital Literacy Assessment, ACRL and the National ICT Literacy Policy Council Standards, ISTE NETS.
- Examples above were taken from CSU, Monterey Bay. This university has a service-learning component in their graduation requirements. Service-learning can facilitate meeting most of these outcomes.
