STUDENT LEARNING OUTCOMES

GENERAL EDUCATION

FOUNDATIONS

Introduction to Academic Writing

 

Student Learning Outcome: Students will demonstrate competency, clarity, coherence, and organization in their writing.

Supporting Skills:

  1. Students will demonstrate the ability to state a clear thesis and develop it through appropriate support in the body of the essay.
  2. Students will demonstrate the ability to develop paragraphs and organize them in a logical progression.
  3. Students will craft sentences with attention to sentence variety, diction, grammar, mechanics, spelling, and punctuation.
  4. Students will integrate ideas and information from other writing effectively into their own.  

Critical Reasoning

 

Student Learning Outcome: Students will demonstrate university-level critical reasoning proficiencies through written expression.

 

Supporting Skills:

 

  1. Students will craft arguments using the critical reasoning skills developed throughout the course.
  2. Students will demonstrate an understanding of information literacy.
  3. Students will demonstrate the ability to develop paragraphs and organize them in a logical progression.
  4. Students will craft sentences with attention to word choice, sentence variety, and sentence structure.

Quantitative Reasoning

 

Student Learning Outcome: Students will demonstrate an ability to interpret mathematical models in the form of formulas, graphs, and/or tables and draw inferences from them.

 

Supporting Skills:

 

  1. Students will interpret and translate between multiple different representations of information, such as visual, numerical, symbolic, and/or verbal representations.
  2. Students will use equations and/or principles to solve for an unknown quantity.
  3. Students will evaluate whether an argument or conclusion is valid and/or reasonable.
  4. Students will articulate an argument for an issue that uses quantitative data in a meaningful way.

Second Language

Classical Languages: Latin, Classical Greek

Student Learning Outcomes (Communication): Students will demonstrate an ability to discern meaning in the target language in familiar contexts. (Culture): Students will demonstrate cultural competence in the target culture.

Supporting Skills:

Communication

  1. Students will demonstrate an understanding of form, vocabulary, and narrative in the target language.
  2. Students will discern meaning from learned vocabulary and form in the target language in order to create an accurate and idiomatic translation.
  3. Students will write short passages in the target language using level-appropriate vocabulary and form.

Culture

  1. Students will articulate similarities and differences across cultures.
  2. Students will engage in cross-cultural analysis.
  3. Students will demonstrate an understanding of how and why target cultures changed over time.

Second Language

Modern Languages: Arabic, Chinese, French, German, Italian, Japanese, Russian, Spanish

Student Learning Outcomes (Communication): Students will demonstrate an ability to negotiate meaning in the target language in familiar contexts. (Culture): Students will demonstrate cultural competence in the target culture.

Supporting Skills

Communication

  1. Students will demonstrate appropriate verbal control of form, vocabulary, and fluency in the target language.
  2. Students will manipulate and vary learned vocabulary and expressions in the target language in order to orally express diverse aspects of personal experience.
  3. Students will maintain conversation in the target language by asking and answering questions.

Culture

  1. Students will demonstrate an understanding of the target culture in English or the target language.
  2. Students will engage in cross-cultural analysis in English or the target language.
 

BREADTH

Creativity and Aesthetics

Student Learning Outcome: Students will demonstrate an understanding of the conventions of a particular art form in a specified context through production and/or analysis of that form.

 

Supporting Skills:

Creation

  1. Students will demonstrate an understanding of the conventions of an artistic form.
  2. Students will apply the elements of an artistic form.

Analysis

  1. Students will identify the conventions of a particular artistic form.
  2. Students will analyze the formal elements of an artistic form within a specified context.

Exploring Science

Student Learning Outcome: Students will demonstrate an ability to engage in scientific inquiry with respect to the natural world.

Supporting Skills:

  1. Students will identify and organize evidence necessary to analyze or solve a problem in the natural world.
  2. Students will describe and explain concepts that are needed to analyze or solve a problem of the natural world.
  3. Students will analyze the outcomes and consequences, given information about a natural phenomenon.

Historical Contexts

 

Student Learning Outcome: Students will demonstrate an ability to engage in historical thinking.

Supporting Skills:

  1. Students will describe main actors, primary sources, and/or events in a defined historical period.
  2. Students will explain patterns of historical continuity and/or change within a defined historical period.
  3. Students will situate historical objects, ideas, attitudes, actions, and/or experiences within a defined historical period.

Literary Analysis and Interpretation

 

Student Learning Outcome: Students will be able to analyze texts through close reading, and demonstrate an understanding of the text’s underlying historical, social, political, and cultural contexts, in pursuit of an individually-developed, well-argued analysis and interpretation.

Supporting Skills:

  1. Students will identify texts by form, genre, type, and/or tradition using language specific to the discipline.
  2. Students will contextualize relevant texts in their historical and/or cultural frameworks.
  3. Students will offer an analysis and interpretation, through close reading, of a primary text using a specific critical approach.

 

Philosophical, Religious, and Ethical Inquiry

 

Student Learning Outcome: Students will demonstrate an understanding of philosophical, religious, or ethical concepts, traditions, or practices and their corresponding methods of inquiry.

 

Supporting Skills:

 

  1. Students will demonstrate an understanding of significant concepts, methods, or theories from a particular philosophical, religious, or ethical domain.
  2. Students will analyze, or apply to a given problem domain, the appropriate concept, method, theory, or argument from philosophy, religious studies, or ethics.
  3. Students will evaluate significant concepts, methods, theories, or arguments within philosophy, religious studies, or ethics.

Social and Behavioral Sciences

 

Student Learning Outcome: Students will demonstrate an understanding of theoretical and methodological approaches to the study of human behavior, culture, and/or institutions.

Supporting Skills:

 

  1. Students will describe major approaches, theories, methods, and substantive findings from a particular Social and Behavioral Sciences domain.
  2. Students will apply concepts and theories from a Social and Behavioral Sciences domain to real life contexts.
  3. Students will evaluate significant theories, methods, and evidence within a Social and Behavioral Sciences domain.

Technological Advances and Society

Student Learning Outcome: Students will describe, analyze, and evaluate the impact of technology on society within a domain.

Supporting Skills:

  1. Students will describe the impact of a particular technology or set of technologies on a given society or societal context.
  2. Students will analyze the impact of a particular technology or set of technologies on a given society or societal context.
  3. Students will evaluate the impact of a particular technology or set of technologies on a given society or societal context.

GRADUATION REQUIREMENTS

 

PROFICIENCIES

 

Civics and Individual Ethics

 

Student Learning Outcome: Students will demonstrate an ability to engage in ethical reasoning about civic and individual life.

Supporting Skills:

 

  1. Students will demonstrate an understanding of what constitutes a good life and/or a good society.
  2. Students will apply learning in the course to articulate the nature of a good life or how one may contribute to a good society.

Community Engagement

 

Student Learning Outcome: Students will demonstrate the combination of knowledge, skills, values, and motivation necessary to contribute to the civic life of communities.

 

Supporting Skills:

 

  1. Students will provide evidence of direct engagement with the community.
  2. Students will demonstrate an ability to collaboratively work across and within community contexts and structures to achieve a civic aim.
  3. Students will identify the impact of their engagement on the community.
  4. Students will identify the impact of their engagement on their lives, attitudes, and behaviors. 

Global Perspectives

 

Student Learning Outcome: Students will demonstrate an informed perspective on the challenges contemporary societies face in the broader global context.
Supporting Skills:
  1. Students will demonstrate an ability to evaluate the global impact of their own and /or others’ specific local actions on the natural and human world.
  2. Students will demonstrate an ability to integrate other perspectives (e.g., cultural, disciplinary, ethical) when investigating particular topics within natural and human systems.

Human Diversity

 

Student Learning Outcome: Students will demonstrate an understanding of human diversity and the systems of structural inequality that shape human experiences and behaviors.

 

Supporting Skills:

 

  1. Students will identify the ways in which race, ethnicity, gender, religion, social class, ability/disability, sexual orientation, nationality, and /or immigration status are socially constructed.
  2. Students will explain how social and cultural systems develop out of adaptation to environmental and historical contexts.
  3. Students will analyze how discriminatory attitudes, practices, and systems can create barriers for some and opportunities for others.

Oral Communication

 

Student Learning Outcome: Students will demonstrate an ability to engage in clear and concise live communication.
Supporting Skills:

 

  1. Students will demonstrate a clearly and consistently observable organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) within the context of a presentation.
  2. Students will make language choices in the context of a presentation that are thoughtful, appropriate to the audience, and generally support the effectiveness of the presentation.
  3. Students will use delivery techniques (posture, gestures, eye contact, and vocal expressiveness) that make the presentation interesting and make the speaker appear comfortable. 
  4. Students will use appropriate supporting materials. 
  5. Students will articulate and support a clear thesis. 

Quantitative Applications

Student Learning Outcome: Students will demonstrate an ability to interpret mathematical models in the form of formulas, graphs, and/or tables and draw inferences from them in a specified domain.

Supporting Skills:

 

  1. Students will select appropriate quantitative methods for domain-specific problems based on evaluation of assumptions for those methods.
  2. Students will apply the appropriate quantitative methods to solve domain-specific problems. 
  3. Students will present a conclusion based on a quantitative argument in domain-specific language.
  4. Students will evaluate whether an argument or conclusion is valid and/or reasonable within a specified domain.

Writing

 

Student Learning Outcome: Students will demonstrate university-level writing proficiencies appropriate to their coursework.

 

Supporting Skills:

 

  1. Students will present ideas in clear, well-organized writing that meets the assignment’s genre and the needs of its audience.
  2. Students will use critical reasoning skills relevant to the assignment’s purpose.
  3. Students will demonstrate knowledge of the stylistic conventions, and where applicable, citation style and formatting appropriate to the course or assignment. 

 

FOUNDATIONS

Discernment and Discourse

  1. Students will state and defend a thesis with adequate attention to analysis and evidence.
  2. Students will demonstrate an understanding of essay and paragraph development and organization.
  3. Students will craft sentences with attention to audience, purpose, and tone, as well as sentence variety and diction.
  4. Students will demonstrate proper use of grammatically and mechanically correct English.
  5. Students will incorporate and document sources correctly and appropriately.

Personal Responsibility and Wellness 1: Choices

  1. Students will identify principles of effective personal financial management.
  2. Students will identify their stressors and effective stress reduction methods.
  3. Students will demonstrate an understanding of the relationship between lifestyle choices and wellness.
  4. Students will identify the value and significance of integrity.
  5. Students will identify academic and personal support services on campus.

Personal Responsibility and Wellness 2: Physical Fitness

  1. Students will identify and explain the five components of health-related fitness.
  2. Students will develop and implement their personal plan to promote and maintain health-related fitness.

Quantitative Foundation

  1. Students will solve problems using algebraic, geometric, calculus, statistical and/or computational methods.
  2. Students will interpret and/or draw inferences from mathematical models, data, graphs or formulas.

Second language: All except Latin

  1. Listening: Students will demonstrate ability to understand simple, sentence-length speech, one utterance at a time, using familiar vocabulary and structures.
  2. Reading: Students will demonstrate ability to understand short, non-complex texts that convey basic information using familiar vocabulary and structures.
  3. Speaking: Students will demonstrate ability to express themselves in uncomplicated communi-cative situations related to familiar topics by responding to direct questions or requests for infor¬mation, with responses typically consisting of short statements and discrete sentences.
  4. Writing: Students will demonstrate ability to write short, simple communications and requests for information in loosely connected texts framed in present time, with some references to other time frames.

Second language: Latin only

  1. Reading: Students will demonstrate ability to understand short passages of adapted Latin text with familiar vocabulary and sentence structure.
  2. Reading: Students will demonstrate ability to identify basic noun usage and verb aspects in context of adapted Latin text.
  3. Writing: Students will demonstrate ability to write Latin forms and phrases as directed.

Second Language: American Sign Language

  1. Interpretation (Reading & Listening): The student will demonstrate ability to interpret meaning in the target language.
  2. Interpretive Communication (Speaking & Listening): The student will express and negotiate meaning in the target language.
  3. Presentational Communication (Speaking): The student will demonstrate the ability to sign a given discourse, applying a minimum of 10 ASL grammatical features, using clear ASL parameters, such as handshapes, Non-Manual Signals, Palm Orientation, Movement, Placement, Body Contact, and conceptually accurate ASL signed vocabulary.
  4. Cultural Understanding: The student will apply Deaf Culture Techniques in a No Voice English Environment having learned aspects of deaf culture.

Ways of Knowing

  1. Students will demonstrate knowledge of more than one disciplinary practice.
  2. Students will explain how bringing more than one practice to an examination of the course topic contributes to knowing about that topic.

BREADTH REQUIREMENTS

Creativity and Aesthetics

  1. Students will identify and/or employ methods, techniques, or languages of a particular art form and describe how these inform the creation, performance or analysis of that form.
  2. Students will demonstrate an understanding of concepts fundamental to creativity through explanation and analysis.

Historical Contexts

  1. Students will contextualize, in their own prose, main events, actors, and primary sources in a defined historical period.

Individuals, Institutions and Cultures

  1. Students will identify the types of interactions and influences that arise between or among individuals, institutions, and cultures using methodologies from the social or behavioral sciences.
  2. Students will summarize basic empirical phenomena in the study of individuals, institutions, and cultures that shape economic, political and social experiences.

Language and Literature

  1. Students will demonstrate an understanding of how a symbolic system communicates meaningfully within its language community.
Pick one that best fits the context of the course
  1. 2a. Students will analyze or create text such as literature, films, or musical compositions.
  2. 2b. Students will analyze and produce meaningful computer code or proofs in symbolic logic.

Philosophical and Religious Inquiry and Ethics

  1. Students will describe, explain and/or employ some of the principles and theoretical methods of philosophy, religious studies, or ethics.

Science and Engineering

  1. Students will demonstrate basic facility with the methods, approaches of scientific inquiry, hypothesis development, and/or problem solving.
  2. Students will explain how the concepts, advancements, and findings of science or engineering in general, or of particular scientific or engineering disciplines, shape our world.

Technology and Mathematics

Pick one that best fits the context of the course
  1. 1a. Students will demonstrate an understanding of post-calculus mathematical concepts.
  2. 1b. Students will demonstrate an ability to analyze complex mathematical problems that arise in a particular discipline or area.
  3. 1c. Students will demonstrate an understanding of how particular technologies work.
  4. 1d. Students will demonstrate an understanding of the social or environmental implications of technology.

DEPTH REQUIREMENTS

History, Social and Behavioral Sciences

Pick one that best fits the context of the course:
  1. A1a. Using extensive primary and/or secondary sources students will explain, in their own prose, how and why historical changes occur in a particular time and society.
  2. A1b. Using primary and secondary historical sources, students will situate disciplinary/professional subject matter within its changing historical contexts.

OR

Pick one that best fits the context of the course:
  1. B1a. Students will analyze and evaluate critically research outcomes and different theoretical or interpretive perspectives in the study of individuals, institutions, and cultures that shape economic, political and social experiences.
  2. B1b. Students will demonstrate an understanding of specific disciplinary or professional subject matter(s) by applying research outcomes or theory about how individuals, institutions, and/or cultures shape economic, political and social experiences.

Humanities and Fine Arts

  1. A1. Students will analyze and construct clear and well-supported interpretations of creative or innovative works within a particular discipline
Pick one from below that best fits the context of the course:
  1. A2a. Students will analyze the role and value of creative works to the individual or cultural contexts in which they are created and adopted.
  2. A2b. Students will demonstrate the ways in which creative works reflect values and modes of thought in individual or cultural contexts.
  3. A2c. Students will apply the creative process to develop original works in a particular discipline.

OR

Pick one that best fits the context of the course:
  1. B1a. Students will demonstrate the ability to critically reflect on or apply methods, theories, or principles from philosophy or religious studies via a focus on a specific area or set of issues.
  2. B1b. Students will identify ethical issues within a particular domain, and to explain and evaluate responses to those issues in terms of both their factual and ethical presuppositions.

Natural and Applied Sciences

  1. C1a. Students will explain the concepts and findings that undergird current scientific theories or engineering practices.
  2. C1b. Students will assess, select and apply appropriate techniques, skills, and modern tools to activities in science or engineering.

PROFICIENCIES AND EXPERIENCES

Community Engagement

Pick one from below that best fits the context of the course or activity.
  1. 1a. Students will apply academic learning to address specific need(s) in a community through a community engagement activity.
  2. 1b. Students will demonstrate an enhanced sense of personal values and civic responsibility through a community engagement experience addressing a community’s specific need(s).

Global Engagement

Pick one from below that best fits the context of the course or activity.
  1. 1a. Students will demonstrate an understanding of the material culture, underlying values, beliefs, or practices that are central to the culture(s) being visited or studied.
  2. 1b. Students will demonstrate an enhanced awareness of personal values and attitudes pertaining to global identity and commitment through engagement with other societies and cultures.

Human Diversity

Pick one from below that best fits the context of the course or activity.
  1. 1a. Students will demonstrate an understanding of the historical, cultural, social, or political conditions of identity formation and function in human society, including the ways in which these conditions influence individual or group status, treatment, or accomplishments.
  2. 1b. Through personal experience with other cultures and communities, students will examine their own attitudes and beliefs arising from individual or group status, treatment, opportunities, or accomplishments.

Information Literacy

  1. Students will select and use the appropriate research methods and search tools for needed information.
  2. Students will evaluate sources for quality of information for a given information need.

Oral Communication

  1. Students will select, organize and use appropriate evidence or information to suit a specific or targeted audience.
  2. Students will use appropriate vocal and visual cues to deliver a presentation to a specific or targeted audience.

Quantitative Reasoning

Pick three from below that best fit the context of the course or activity
  1. 1a. Students will develop quantitative models as related to the course subject matter.
  2. 1b. Students will assess the strengths and limitations of quantitative models and methods.
  3. 1c. Students will apply symbolic systems of representation.
  4. 1d. Students will collect, organize and analyze data from a variety of sources.
  5. 1e. Students will formulate structured and logical arguments.
  6. 1f. Students will test hypotheses and make recommendations or predictions based on results.
  7. 1g. Students will communicate and represent quantitative information or results numerically, symbolically, aurally, visually, verbally, or in writing.

Writing

  1. Through multiple opportunities supervised and/or directed by a professor, an editor or other authority, students will demonstrate proper use of language through completion of a substantial amount of purposeful writing appropriate for a specific or targeted audience.

FOUNDATIONS

Discernment and Discourse (No Change)

  1. Students will state and defend a thesis with adequate attention to analysis and evidence.  
  2. Students will demonstrate an understanding of essay and paragraph development and organization.
  3. Students will craft sentences with attention to audience, purpose, and tone, as well as sentence variety and diction.
  4. Students will demonstrate proper use of grammatically and mechanically correct English.
  5. Students will incorporate and document sources correctly and appropriately.

Quantitative Foundation (No Change)

  1. Students will be able to solve problems using algebraic, geometric, calculus, statistical and/or computational methods.
  2. Students will be able to interpret and/or draw inferences from mathematical models, data, graphs or formulas.

Ways of Knowing (No Change)

  1. Students will be able to demonstrate knowledge of more than one disciplinary practice.
  2. Students will be able to explain how bringing more than one practice to an examination of the course topic contributes to knowing about that topic. 

Personal Responsibility and Wellness (No Change)

PRW I: Choices

  1. Students will be able to identify principles of effective personal financial management.
  2. Students will be able to identify their stressors and effective stress reduction methods.
  3. Students will be able to demonstrate an understanding of the relationship between lifestyle choices and wellness.
  4. Students will be able to identify the value and significance of integrity.
  5. Students will be able to identify academic and personal support services on campus.

PRW II: Physical Fitness

  1. Students will be able to identify and explain the five components of health-related fitness.
  2. Students will be able to develop and implement their personal plan to promote and maintain health-related fitness

PILLARS

Creativity and Aesthetics

Level 1
  1. Students will be able to identify and/or employ methods, techniques, or languages of a particular art form, creative endeavor, innovation, or craft(s) and describe how those inform the creation, performance or analysis of creative work.
  2. Students will be able to demonstrate an understanding of concepts fundamental to creativity through explanation, analysis, performance, or creation.

Level 2

  1. Students will be able to analyze and construct clear and well-supported interpretations of creative or innovative works.
  2. Pick one from below that best fits the context of the course.
    • Students will be able to evaluate the role of source materials for the creative process.
    • Students will be able to analyze the role and value of creative works to the cultures or contexts in which they are created and adopted.
    • Students will be able to demonstrate the ways in which creative works reflect values and modes of thought (or ways of knowing) of individuals and/or cultures.    
    • Students will be able to demonstrate the ways in which creative works or processes provide opportunities to transform applications, modes of thought, cultures, and/or individuals, including themselves.
    • Students will be able to apply the creative process to develop original works, and/or design applications that advance an area of inquiry or improve upon existing state-of-the-art in a particular discipline.

Historical Contexts

Level 1

  1. Students will be able to identify key events, actors, and evidence involved in a defined historical period(s).
  2. Students will be able to summarize the major changes that took place in a defined historical period(s).

Level 2

  1. Students will be able to analyze both secondary and primary historical evidence.
  2. Using secondary and primary historical evidence, students will be able to develop and support extended discussions based on critical understanding of specific historical problems.

Individuals, Institutions and Cultures

Level 1

  1. Students will be able to identify the types of interactions and influences that arise between or among individuals, institutions, and cultures that shape economic, political and social experiences.
  2. Students will be able to summarize basic empirical phenomena in the study of individuals, institutions, and cultures that shape economic, political and social experiences.

Level 2

  1. Students will be able to analyze different theoretical or interpretive perspectives in the study of individuals, institutions, and cultures that shape economic, political and social experiences.
  2. Students will be able to evaluate critically the research outcomes, theory, and/or theoretical applications in the study of individuals, institutions, and cultures that shape economic, political and social experiences.

Philosophical and Religious Inquiry and Ethics

Level 1

  1. Students will be able to describe, explain and/or employ some of the principles and theoretical methods of philosophy, religious studies, or ethics.

Level 2

  1. Pick one from below that best fits the context of the course.
    • Students will be able to demonstrate the ability to critically reflect on or apply the theoretical methods of philosophy or religious studies via a focus on a specific area or set of issues.
    • Students will be able to identify ethical issues within a particular domain, and to explain and evaluate responses to those issues in terms of both their factual and ethical presuppositions.

Pure and Applied Sciences

Level 1

  1. Students will be able to demonstrate basic facility with the methods and approaches of scientific inquiry, hypothesis development, and/or problem solving.
  2. Students will be able to explain how the concepts, advancements, and findings of science or technology in general, or of particular sciences or technologies, shape our world.

Level 2

  1. Students will be able to explain how the concepts, advancements, and findings of science or technology in general, or of particular sciences or technologies, shape our world.
  2. Students will be able to select and apply appropriate techniques, skills, and modern tools to activities in science or technology.

PROFICIENCIES AND EXPERIENCES

Community Engagement

  1. Pick one from below that best fits the context of the course or activity.
    • Students will be able to apply academic learning to address specific need(s) in a community through a community engagement activity.
    • Students will gain an enhanced sense of personal values and civic responsibility through a community engagement experience addressing a community’s specific need(s)

Global Engagement

  1. Pick one from below that best fits the context of the course or activity.
    • Students will be able to demonstrate an understanding of the material culture, underlying values, beliefs, or practices that are central to the culture(s) being visited or studied.
    • Students will gain an enhanced awareness of personal values and attitudes pertaining to global identity and commitment through engagement with other societies and cultures.

Human Diversity

  1. Pick one from below that best fits the context of the course or activity.
    • Students will be able to demonstrate an understanding of the historical, cultural, social, or political conditions of identity formation and function in human society, including the ways in which these conditions influence individual or group status, treatment, or accomplishments.
    • Through personal experience with other cultures and communities, students will examine their own attitudes and beliefs arising from individual or group status, treatment, opportunities, or accomplishments.

Information Literacy (No Change)

  1. Students will be able to select and use the appropriate research methods and search tools for needed information.
  2. Students will be able to evaluate sources for quality of information for a given information need.

Oral Communication

  1. Students will be able to select, organize and use appropriate evidence or information to suit a specific or targeted audience.
  2. Students will be able to use appropriate vocal and visual cues to deliver a presentation to a specific or targeted audience.

Quantitative Reasoning (No Change)

(Choose at least 3 of the following)

  1. Students will be able to develop quantitative models as related to the course subject matter.
  2. Students will be able to assess the strengths and limitations of quantitative models and methods.
  3. Students will be able to apply symbolic systems of representation.
  4. Students will be able to collect, organize and analyze data from a variety of sources.
  5. Students will be able to formulate structured and logical arguments.
  6. Students will be able to test hypotheses and make recommendations or predictions based on results.
  7. Students will be able to communicate and represent quantitative information or results numerically, symbolically, aurally, visually, verbally, or in writing.

Writing

  1. Through multiple opportunities supervised and/or directed by a professor, an editor or other authority, students will demonstrate proper use of language through completion of a substantial amount of purposeful writing appropriate for a specific or targeted audience.

SECOND LANGUAGE

American Sign Language

  1. Interpretation (Reading & Listening): The student will demonstrate ability to interpret meaning in the target language.
  2. Interpretive Communication (Speaking & Listening): The student will be able to express and negotiate meaning in the target language.
  3. Presentational Communication (Speaking): The student will demonstrate the ability to sign a given discourse, applying a minimum of 10 ASL grammatical features, using clear ASL parameters, such as handshapes, Non-Manual Signals, Palm Orientation, Movement, Placement, Body Contact, and conceptually accurate ASL signed vocabulary.
  4. Cultural Understanding: The student will be able to apply Deaf Culture Techniques in a No Voice English Environment having learned aspects of deaf culture.

ALL LANGUAGES EXCEPT LATIN

Second Semester (No Change)

  1. Listening:  Students will demonstrate ability to understand simple, sentence-length speech, one utterance at a time, using familiar vocabulary and structures.
  2. Reading:  Students will demonstrate ability to understand short, non-complex texts that convey basic information using familiar vocabulary and structures.
  3. Speaking:  Students will demonstrate ability to express themselves in uncomplicated communi­cative situations related to familiar topics by responding to direct questions or requests for infor­mation, with responses typically consisting of short statements and discrete sentences.
  4. Writing:  Students will demonstrate ability to write short, simple communications and requests for information in loosely connected texts framed in present time, with some references to other time frames. 

Third Semester (No Change)

  1. Listening:  Students will demonstrate ability to understand simple sentence-length speech on familiar topics. They can understand the main facts of short non-complex narrative and descriptive speech using familiar vocabulary and structures.
  2. Reading:  Students will demonstrate ability to understand short, non-complex texts that convey basic information and deal with familiar topics. They can understand the main facts of short narrative and descriptive texts using familiar vocabulary and structures.
  3. Speaking:  Students will demonstrate ability to interact effectively in straightforward, concrete conversational situations, for example, by responding to direct questions or requests for infor­mation.
  4. Writing:  Students will demonstrate ability to communicate simple facts and ideas in a series of loosely connected sentences on familiar topics, primarily in present time, with some references to other time frames.

Fourth Semester (No Change)

  1. Listening:  Students will demonstrate ability to understand the main facts and some supporting details of short narrative and descriptive speech on familiar topics.
  2. Reading:  Students will demonstrate ability to understand the main facts and some supporting details of short narrative and descriptive texts on familiar topics.
  3. Speaking:  Students will demonstrate ability to converse effectively when dealing with familiar tasks and social situations.  They can narrate and describe in a variety of time frames using connected discourse of paragraph length.
  4. Writing:  Students will demonstrate ability to narrate and describe in a variety of time frames using connected discourse of paragraph length.

LATIN ONLY

Second Semester (No Change)

  1. Reading:  Students will demonstrate ability to understand short passages of adapted Latin text with familiar vocabulary and sentence structure.
  2. Reading:  Students will demonstrate ability to identify basic noun usage and verb aspects in context of adapted Latin text.
  3. Writing:  Students will demonstrate ability to write Latin forms and phrases as directed.  

Third Semester (No Change)
Reading:

  1. Reading:  Students will demonstrate ability to understand short passages of adapted and authentic Latin text using familiar vocabulary and sentence structure.
  2. Reading:  Students will demonstrate ability to identify noun usage, verb aspects and syntax in context of adapted and authentic Latin text.
  3. Writing:  Students will demonstrate ability to write Latin words or phrases in response to simple Latin questions.

Fourth Semester (No Change)

  1. Reading:  Students will demonstrate ability to understand passages of authentic Latin text, both prose and poetry, with familiar vocabulary and sentence structure.
  2. Reading:  Students will demonstrate ability to identify noun usage, verb aspects and syntax in context of authentic Latin text.
  3. Writing:  Students will demonstrate ability to write Latin words or phrases in response to Latin questions.

FOUNDATIONS — 5 Components — 16 Student Learning Outcomes

Discernment and Discourse

1. Students will state and defend a thesis with adequate attention to analysis and evidence.
2. Students will demonstrate an understanding of essay and paragraph development an organization.
3. Students will craft sentences with attention to audience, purpose, and tone, as well as sentence variety and diction.
4. Students will demonstrate proper use of grammatically and mechanically correct English.
5. Students will incorporate and document sources correctly and appropriately.

Quantitative Foundation

1. Students will be able to solve problems using algebraic, geometric, calculus, statistical and/or computational methods.
2. Students will be able to interpret and/or draw inferences from mathematical models, data, graphs or formulas.

Ways of Knowing

1. Students will be able to demonstrate a knowledge of more than one disciplinary practice.
2. Students will be able to explain how bringing more than one practice to an examination of the course topic contributes to knowing about that topic.

Personal Responsibility and Wellness PRW I: Choices

1. Students will be able to identify principles of effective personal financial management.
2. Students will be able to identify their stressors and effective stress reduction methods.
3. Students will be able to demonstrate an understanding of the relationship between lifestyle choices and wellness.
4. Students will be able to identify the value and significance of integrity.
5. Students will be able to identify academic and personal support services on campus.

Personal Responsibility and Wellness PRW II: Physical Fitness

1. Students will be able to identify and explain the five components of health-related fitness.
2. Students will be able to develop and implement their personal plan to promote and maintain health-related fitness

PILLARS — 10 Components — 20 Student Learning Outcomes

Pure and Applied Sciences Level 1

1. Students will be able to demonstrate basic facility with the methods and approaches of scientific inquiry and problem solving.
2. Students will be able to explain how the concepts and findings of science or technology in general, or of particular sciences or technologies, shape our world. (Level 1 and 2)

Pure and Applied Sciences Level 2

1. Students will be able to explain how the concepts and findings of science or technology in general, or of particular sciences or technologies, shape our world. (Level 1 and 2)
2. Students will be able to select and apply appropriate techniques, skills, and modern tools to science or technology activities.

Individuals, Institutions and Cultures Level 1

1. Students will be able to identify the types of interactions and influences that arise between or among individual, social, cultural, political, or economic experiences.
2. Students will be able to summarize basic empirical phenomena in the study of individual, social, cultural, political, or economic experiences.

Individuals, Institutions and Cultures Level 2

1. Students will be able to analyze different theoretical or interpretive perspectives in the study of individual, social, cultural, political, or economic experiences.
2. Students will be able to evaluate critically the research outcomes and theoretical applications in the study of individual, social, cultural, political, or economic experiences.

Historical Contexts Level 1

1. Students will be able to identify the main events, actors, and evidence involved in a defined historical period.
2. Students will be able to summarize in their own prose the major changes that took place over time in a defined historical period.

Historical Contexts Level 2

1. Students will be able to analyze both secondary and primary historical evidence.
2. Students will be able to develop and support extended historical discussions in their own prose, based both on critical understanding of specific historical problems and on evaluation of secondary and primary evidence.

Creativity and Aesthetics Level 1

1. Students will be able to identify methods, techniques, or languages of a particular art form, creative endeavor or craft(s) and explain how those inform the creation, performance or analysis of creative work.
2. Students will be able to demonstrate an understanding of concepts fundamental to the creative impulse through analysis, performance, or creation.

Creativity and Aesthetics Level 2

1. Students will be able to analyze and construct clear and well-supported interpretations of creative works.
2. Pick one from below that best fits the context of the class:
a. Students will be able to evaluate sources and analyze the role and value of creative works to the cultures (context) that create and adopt them.
b. Students will be able to articulate and discuss the ways in which creative works reflect values and modes of thought (or ways of knowing) of individuals and cultures.
c. Students will be able to articulate and discuss the ways in which creative works provide opportunities to transform cultures and individuals, including themselves.

Philosophical and Religious Inquiry and Ethics Level 1

1. Students will be able to describe and explain some of the general features and principal theoretical methods of one of the fields of philosophy, religious studies, or ethics.

Philosophical and Religious Inquiry and Ethics Level 2

1. Students will be able to demonstrate the ability to critically reflect on or apply the theoretical methods of, one of the fields of philosophy, religious studies, or ethics via a focus on a specific area or set of issues.

PROFICIENCIES AND EXPERIENCES — 8 Components — 41 Student Learning Outcomes

Writing

1. Students will state and defend a thesis with adequate attention to analysis and evidence.
2. Students will demonstrate an understanding of essay and paragraph development and organization.
3. Students will craft sentences with attention to audience, purpose, and tone, as well as sentence variety and diction.
4. Students will demonstrate proper use of grammatically and mechanically correct English (or the language in which the course is taught)

Quantitative Reasoning (Choose at least 3 of the following)

1. Students will be able to develop quantitative models as related to the course subject matter.
2. Students will be able to assess the strengths and limitations of quantitative models and methods.
3. Students will be able to apply symbolic systems of representation.
4. Students will be able to collect, organize and analyze data from a variety of sources.
5. Students will be able to formulate structured and logical arguments.
6. Students will be able to test hypotheses and make recommendations or predictions based on results.
7. Students will be able to communicate and represent quantitative information or results numerically, symbolically, aurally, visually, verbally, or in writing.

Information Literacy

1. Students will be able to select and use the appropriate research methods and search tools for needed information.
2. Students will be able to evaluate sources for quality of information for a given information need.

Oral Communication

1. Students will be able to select and use appropriate forms of evidence in a public presentation.
2. Students will be able to design verbal messages to suit particular audiences and purposes.
3. Students will be able to use visual cues (such as presentation software, staging, props, costumes, makeup, and gesture) to enhance a public presentation.

Community Engagement

1. Students will be able to demonstrate analytical and practical skills necessary for engaged, informed citizenship through addressing specific needs in a community.
2. Students will be able to apply academic learning to a community engagement activity.

Human Diversity

1. With respect to issues related to race, ethnicity, gender, or societies in the developing world, students will be able to demonstrate an understanding of the historical, cultural, social, or political conditions of identity formation and function in human society, including the ways in which these conditions influence individual or group status, treatment, or accomplishments.

Global Engagement

1. Students will be able to demonstrate an understanding of the material culture, underlying values, beliefs, or practices that are central to the culture(s) being visited or studied.

Second Language - American Sign Language

1. Interpretation (Reading & Listening): The student will demonstrate ability to interpret meaning in the target language.
2. Interpretive Communication (Speaking & Listening): The student will be able to express and negotiate meaning in the target language.
3. Presentational Communication (Speaking): The student will demonstrate the ability to sign a given discourse, applying a minimum of 10 ASL grammatical features, using clear ASL parameters, such as handshapes, Non-Manual Signals, Palm Orientation, Movement, Placement, Body Contact, and conceptually accurate ASL signed vocabulary.
4. Cultural Understanding: The student will be able to apply Deaf Culture Techniques in a No Voice English Environment having learned aspects of deaf culture.

Second Language ALL WLL languages except Latin
SECOND SEMESTER

1. Listening: Students will demonstrate ability to understand simple, sentence-length speech, one utterance at a time, using familiar vocabulary and structures.
2. Reading: Students will demonstrate ability to understand short, non-complex texts that convey basic information using familiar vocabulary and structures.
3. Speaking: Students will demonstrate ability to express themselves in uncomplicated communicative situations related to familiar topics by responding to direct questions or requests for information, with responses typically consisting of short statements and discrete sentences.
4. Writing: Students will demonstrate ability to write short, simple communications and requests for information in loosely connected texts framed in present time, with some references to other time frames.

THIRD SEMESTER

1. Listening: Students will demonstrate ability to understand simple sentence-length speech on familiar topics. They can understand the main facts of short non-complex narrative and descriptive speech using familiar vocabulary and structures.
2. Reading: Students will demonstrate ability to understand short, non-complex texts that convey basic information and deal with familiar topics. They can understand the main facts of short narrative and descriptive texts using familiar vocabulary and structures.
3. Speaking: Students will demonstrate ability to interact effectively in straightforward, concrete conversational situations, for example, by responding to direct questions or requests for information.
4. Writing: Students will demonstrate ability to communicate simple facts and ideas in a series of loosely connected sentences on familiar topics, primarily in present time, with some references to other time frames.

FOURTH SEMESTER

1. Listening: Students will demonstrate ability to understand the main facts and some supporting details of short narrative and descriptive speech on familiar topics.
2. Reading: Students will demonstrate ability to understand the main facts and some supporting details of short narrative and descriptive texts on familiar topics.
3. Speaking: Students will demonstrate ability to converse effectively when dealing with familiar tasks and social situations. They can narrate and describe in a variety of time frames using connected discourse of paragraph length.
4. Writing: Students will demonstrate ability to narrate and describe in a variety of time frames using connected discourse of paragraph length.

Second Language Latin ONLY
SECOND SEMESTER

Reading:
1. Students will demonstrate ability to understand short passages of adapted Latin text with familiar vocabulary and sentence structure.
2. Students will demonstrate ability to identify basic noun usage and verb aspects in context of adapted Latin text.

Writing:
1. Students will demonstrate ability to write Latin forms and phrases as directed.

THIRD SEMESTER

Reading:
1. Students will demonstrate ability to understand short passages of adapted and authentic Latin text using familiar vocabulary and sentence structure.
2. Students will demonstrate ability to identify noun usage, verb aspects and syntax in context of adapted and authentic Latin text.
Writing:
1. Students will demonstrate ability to write Latin words or phrases in response to simple Latin questions.

FOURTH SEMESTER

Reading:
1. Students will demonstrate ability to understand passages of authentic Latin text, both prose and poetry, with familiar vocabulary and sentence structure.
2. Students will demonstrate ability to identify noun usage, verb aspects and syntax in context of authentic Latin text.

Writing:
1. Students will demonstrate ability to write Latin words or phrases in response to Latin questions.