Assessing General Education March 6, 2002 Additional Work on General Education Learning Outcomes

Assessing General Education

March 6, 2002

Additional Work on General Education Learning Outcomes

Defining Key Terms:Mission, Goals, Objectives

Statements of Mission or Purpose• Broad statements outlining institutional philosophy and

character, as well as principal focus of the curriculum

Goals• Statements regarding general aims or purposes of education• Broad, long-range intended outcomes• Used primarily in planning, policy-making,

Objectives• Brief, more specific statements describing the intended learning

outcomes of a program• Focus is on features students expected to exhibit• also known as, “intended learning outcomes”

Sample Mission, Goal, and Outcome Statements

St. Norbert College (SNC Catalog, p. 10,12)Mission

• …SNC strives to provide an education that is personally, intellectually, and spiritually challenging.

• …(to sustain)…an environment that encourages all religions of the world to develop their full potential in understanding and serving the world

Goal(s) • …to produce students (who) have the ability to come to grips with cultural

change--to confront, to shape, and to grow with the future • In the personal sphere…to help students clarify and develop their personal

goals, achieve a sense of self-worth, gain a deeper level of self-understanding, and become open, honest, and trusting in their relationships with others

• In the area of moral development…to encourage students to clarify their own values and embrace their beliefs from personal conviction.

• (continued on next slide)

Sample Mission, Goal, and Outcome Statements

St. Norbert College (SNC Catalog, p. 10,12)Goal(s)

• In the intellectual realm…to make students self-educating people…to develop in students the ability to synthesize knowledge from various sources, and to train students in the methods of scholarly inquiry

• …students should (learn) that the methods and data necessary to solve problems vary with the nature of the problem and sometimes must be newly invented…

• …students should also have gained confidence in their abilities to work in this way

Intended Learning Outcomes (?)

Ingredients of Goal and Outcome Statements

Assessable goals and intended learning outcomes state…

What is to be learned (knowledge,skills,values)

What level or form of learning is expected

ExampleStudents will be able to apply logical and ethical

principles to personal and social situations

What is to be learned?

Knowledge (what do students know?)the process by which a bill becomes a law

Skills (what can students do?)communicate findings to two different

audiences in written, oral, and visual formats

Attitudes (what do students believe and value?)

value exposure to diverse cultures as a part of their educational experience

Knowledge (Cognitive) Outcomes:Levels or Forms

Knowledge (e.g.,define,describe, identify, list, match,recall)

Comprehension (e.g., explain,paraphrase,summarize)

Application (e.g., apply, relate, use in new situations)

Analysis (e.g., compare/contrast, differentiate, analyze)

Synthesis (e.g., compose, create, design, produce)

Evaluation (e.g., assess, critique, defend, grade, judge, prioritize)

Sample Affective Outcomes Students…

…will value opportunities to learn through diverse experiences

..will appreciate the beauty of creation…will value the artistic dimensions of human

experience…will express confidence in and commitment to

their values (all of the above from Loras College)..will appreciate the value of exposure to those

from diverse cultures as a part of their formal educational experience

…will express confidence in their ability to……acknowledge that the College has helped them...

Guidelines for Evaluating Intended Learning Outcomes

Are they framed in terms of what students should know, do, and value or believe?

Are they characterized by clear and simple language? Action verbs?

Are the intended outcomes reasonable, achievable?

Are they assessable? by multiple methods? Is their consensual agreement among

colleagues concerning the outcomes? Are the outcomes important ones?

SNC General Education Program:Area 1 (Upper and Lower Biennium)

Broad General Education goals• students will become more aware of the Judeo-Christian heritage, especially as

developed in the Catholic Christian tradition; …will recognize differences and similarities between their own and other Christian and non-Christian religions; …will identify their own moral and religious convictions; …will recognize the moral issues involved in making human choices; …will exercise their duties as citizens through responsible participation in the social, political, and economic processes of daily life

Area 1 Lower Biennium• students will develop a deeper understanding of the Catholic Christian

heritage and other religious traditions to help them clarify their values in the context of the Christian tradition

Area 1 Upper Biennium• students will become more aware of the Judeo-Christian heritage,

especially as developed in the Catholic Christian tradition, will recognize the diversity and similarities between their own and other Christian and non-Christian religions, and will be able to identify their own moral and religious convictions

Sample Learning Outcomes:Area 1 Loras College

• …will be able to recognize and articulate the values underlying and affecting decisions, interpretations, analyses and evaluations made by themselves and others

• …will be able to analyze their own values in efforts to respond to ethical dilemmas and offer solutions to moral problems

Shepherd College, WV• …appreciate, understand, and evaluate historical, philosophical, and

ideological foundations of human values

Other Common Outcomes• …(context)…students will be able to recognize and articulate the values that

underlie the Catholic Christian tradition• ..will demonstrate in their behavior their commitment to commonly

accepted Judeo-Christian values• …will be able to understand ethical principles and apply them to personal

and social situations involving ethical dilemmas or moral problems• …students’ appreciation of the values underlying the Catholic Christian

tradition will be reflected in their attitudes and positions on major social issues

More Sample Outcomes:Area 1

College of St. ScholasticaOutcome area: Social Responsibility

• The student will…– identify specific issues that call for socially

responsible action– understand and evaluate the complexity of

social justice– identify and evaluate differing points of view

on the issue of social responsibility– evaluate the moral and social obligations to

respond to injustice and to work for social change

SNC General Education Program: Area 2--Philosophy of Human Nature

General Education Handbook Listed in General Goals of General Education

Program • students will develop an understanding of human nature

Listed in Specific Goals for Area 2• (not listed in outcomes language; described instead as

providing “an introduction to the study of human nature by treating topics in the context of perennial philosophical issues…”

– Epistemology? Ethics? Metaphysics?

Sample Learning Outcomes: Area 2

• Students will be able to differentiate the major perspectives on human nature in terms of the origins, proponents, and implications of these perspectives

• Students will be able to differentiate a variety of the major perspectives on human nature in terms of the strengths and weaknesses of these perspectives (in explaining contemporary human behavior)

•

SNC General Education Program: Area 3--Human Relationships

General Education Handbook Listed in General Goals of General Education Program

• students will develop an understanding of human relationships• students will develop an awareness of the need for compassion

in dealing with others• students will experience (become aware of the various) methods

used in studying the subject matter of the Social Sciences

Listed in Specific Goals for Area 3• students will develop an understanding of the methodology and

the content of the social and behavioral sciences • students will develop an understanding of the essential effects

of human interactions

Sample Learning Outcomes:Area 3

University of North Texas• Students will be able to employ appropriate methods,

technologies, and data that social and behavioral scientists used to investigate the human condition

• …to examine social institutions and processes across a range of historical periods, social structures, and cultures

UW-Superior• Students will be able to understand human behavior and its

relationship to its cultural and social context• …understand the major social, economic, cultural, and political

forces at work in contemporary societies

University of South Carolina• students will understand and critically evaluate, interpret, and

draw inferences from social behavior

SNC General Education Program: Area 4--Natural Science


Program • students will experience (become aware of the various)

methods used in studying the subject matter of the Natural Sciences

Listed in Specific Goals for Area 4• students will develop an understanding and an

appreciation of the order, dynamics, and essence of the physical world and will learn the investigational methodology of the Natural Sciences


Longwood College (area 4?)“Goals”: Students will develop...

• An understanding of the application of the methods of science to the acquisition of knowledge, and an appreciation of the major contributions of science to our cultural heritage and to the solution of contemporary problems

– …understand the major methods of natural science inquiry

UW-Superior• Students will understand the guiding principles, intrinsic methodologies of

inquiry, and applications of the various disciplines in the…natural and physical sciences…

UW-Green Bay• Students will (develop) a fundamental understanding of the Natural

Sciences, including the impact of scientific and technological activities and products on individuals, on society, and on the physical environment


University of North Texas Students will…

understand and apply method and appropriate technology to the study of the natural sciences

recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry, and to communicate findings, analyses, and interpretation both orally and in writing

identify and recognize the differences among competing scientific theories

demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies

demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to modern culture

Sample Learning Outcomes: Area 4University of South Carolina

Goal Students will understand physical and/or life science phenomena and the

uses of scientific methods and theories Objectives (Outcomes)

Students will understand the role, nature, and value of scientific inquiry• will understand in depth the role and limitations of science in addressing

contemporary quality of life issues (in areas of health, environment, food production, population control, etc)

• will seek additional scientific understanding as a guide to action Students will demonstrate their understanding of scientific theories and

perspectives• will use deep understanding of theoretical frameworks, concepts, terms, and

important thinkers and ideas from several scientific disciplines to explain contemporary scientific phenomena

• will make connections between scientific disciplines, identifying separate contributions of disciplines to understanding


University of South Carolina (continued) Objectives (Outcomes)

Students will critically evaluate various approaches to research by identifying sound and unsound reasoning in scientific and lay contexts

• students will judge the validity of findings as warranted or not by evidence and research design

• students can articulate the strengths and weaknesses of various research methods

Students understand the applications of different research designs and approaches

• students understand the assumptions underlying various research approaches and can match the appropriate design to the problem at hand

Students will formulate research questions and test hypotheses as part of using the scientific process


University of South Carolina (continued) Objectives (Outcomes)

Students will use systematic, empirical approaches to address questions as part of the scientific process

• students can correctly identify independent, dependent, and extraneous variables, describe a research design to control the extraneous variable(s), or identify why extraneous variables cannot be controlled

Students will identify and collect appropriate information as part of the scientific process

• …will correctly identify and describe appropriate and realistic measures for independent and dependent and extraneous variables, and describe strengths and weaknesses for each measure

Students will draw appropriate conclusions from empirical results in quantitative and qualitative formats

• …can express empirical findings in own words and identify the impact of findings on theory development or practical application


Truman State University Goals

Students will develop and understanding of the principles and laboratory procedures of life and physical sciences

…will cultivate their abilities to apply the empirical methods of scientific inquiry …will understand how scientific discovery changes theoretical views of the world,

informs our imaginations, and shapes human history …will understand that science is shaped by historical and social contexts

Objectives (Outcomes) …will (conduct) scientific research in a laboratory setting, including design,

collection and analysis of data, and interpretation of results …will understand the evaluative process by which scientific theories are

generated, tested, and either accepted, rejected or revised …will understand scientific issues that impact society and will be able to make

informed decisions about public policy issues predicated on science and technology


California State University campuses Goals (among others similar to those mentioned in preceding slides)

Students will understand the synergism between science and technology (Cal State Fullerton)

Students will be able to identify and integrate physical and life scientific facets of two contemporary controversial issues, one local and one global

See also… attached handout compiled by Linda Suskie, Towson University,

entitled,

Examples of Goals and Assessment Strategies for General Education Science Requirements

SNC General Education Program:Area 5: Creative ExpressionGeneral Education Handbook

Listed in General Goals of General Education Program

• students will develop the capacity to understand and enjoy uniquely human creative expression

• students will experience (become aware of the various) methods used in studying the subject matter of the Humanities and Fine Arts

Listed in Specific Goals for Area 5• students will develop an understanding and appreciation

of the creative process through a study of at least one of the (following:) visual arts, music, or literature


College of St. ScholasticaOutcome

• students will arrive at an analytical and reasoned appreciation of a specific art form

• …will be able to communicate this appreciation to others either or in written or verbal form, or in an artistic medium itself

• …will be able to respond creatively to or produce a work of art

Longwood College (area 5 or area 6?)“Goals”: Students will develop...

• An understanding of our cultural heritage as expressed in artistic achievements and understanding of the contribution of the creative process to the life of the individual and to society

• An understanding of our cultural heritage as revealed in literature, its movements and traditions, through reading, understanding, and analyzing the major works that have shaped our thinking and provide a record of human experience


University of South CarolinaGoal

• students will demonstrate an understanding of the contribution of the literary, visual, or performing arts and their cultural context and express informed personal responses to artistic creations

Objectives (Outcomes)• students will demonstrate the ability to…

– develop an aesthetic response to at least one of the arts– express a personal response to works of art and relate

the part(s) to the work(s) as a whole, using appropriate concepts and relevant information

– relate art to the wider cultural context from which it emerges


University of Wisconsin-Green Bay• Students will have a fundamental understanding of the

Humanities,…– ...including a range of literature, representative of

different literary forms and historical contexts– …including the role of the humanities in identifying and

clarifying individual and social values in a culture and understanding implications of decisions made on the basis of those values

• Students will have a fundamental understanding of at least one of the Fine Arts…

– …including an understanding of the nature and function(s) of art and one or more ways of distinguishing good art


Rose-Hulman Institute of Technology• Students will…

– …perform, read, or otherwise engage in artistic, literary, and/or expressive forms of culture

UW-Superior• Students will…

– …develop a greater awareness of the processes of visual, performing, and literary creativity

– …understand the guiding principles, intrinsic methodologies of inquiry, and applications of the various disciplines in the fine and applied arts (and) humanities...

Sample Learning Outcomes: Area 5 University of North Texas

• Students will …– demonstrate an awareness of the scope and variety of works in

the arts and humanities– understand those works as expressions of individual and human

values within an historical and social context– respond critically to works in the arts and humanities– engage in the creative process or interpretive performance and

comprehend the physical and intellectual demands required of the author or visual or performing artist

– articulate an informed personal reaction to works in the arts and humanities

– develop an appreciation for the aesthetic principles that guide or govern the humanities and arts

Sample Learning Outcomes: Area 5 California State University (Fullerton)

Arts• Students will…

– understand and appreciate one or more of the traditional artistic disciplines (art, dance, drama, music)

– understand creativity in the arts through direct participation either in the making or performing of art forms or through the experience of such a process by direct observation (attending dance or music concerts, plays, museums)

– distinguish between the subjective and objective responses to a work of art and be able to articulate an informed opinion about the values of and differences between those responses

Humanities• Students will…

– understand the distinctive characteristics of the humanistic perspective and its origins,

– understand differences between it and other perspectives, and understand differences among the humanistic disciplines (continued)


Humanities (continued)• Students will…

– be familiar with and understand major texts (written and oral), key figures, significant traditions, and important themes in the humanities

Implications, Explorations, Participatory Experiences• Students will…

– understand broad, unifying themes in the arts and/or humanities from cross-disciplinary perspectives

– solve complex problems that require artistic or humanistic understanding

Sample Learning Outcomes: Area 5 Truman State University

Goals• Students will develop an understanding of the ways in which humans have addressed

their condition through imaginative work in the humanities and fine arts, • Students will appreciate the world of creative imagination as a form of knowledge

“Competencies”– Students will demonstrate (1) an understanding of specialized vocabularies and

symbols relative to this field of study, (2) an ability to analyze structures and relationships inherent to a given artistic creation (formalism), (3) an ability to respond or react to a given artistic creation using a range of tools (aesthetic sensitivity, personal experience, understanding of social context, recognition of a variety of cultural/historical references (referentialism), (4) knowledge of a significant number of representative works in a chosen area (or chosen areas) of creative production…

– Students will develop (1) the ability to interpret a text, (2)the ability to analyze structural elements and relationships within a text or between literary genres in order to explain how authors create responses in readers, (3) analyze the values in the literature read and how our assumptions shape our reading of a literary text

SNC General Education Program:Area 6--United States Heritage


Program • students will experience (become aware of the various)

methods used in studying the subject matter of the Social Sciences

Listed in Specific Goals for Area 6• students will develop an understanding of the diverse

heritage of the United States through a study of its institutional and cultural traditions


American history, Institutions, Values• Students will understand critically the historical development of American institutions

and values and their impact on the individual and collective lives of Americans• …will assess critically how the Constitution of the United States and government under

the Constitution have shaped American democracy and contemporary American society

• …will understand critically the political culture of citizen participation, including political parties, pressure groups, public opinion, and the electoral process

American History• Students will recognize the significance ...of important cultural, intellectual, moral, and

political struggles that have shaped contemporary American society• …of the contributions of various ethnic and gender groups to American history, political

institutions, and values within the contexts of cultural accommodation and resistance Government

• Students will assess critically the Constitution of the US and the operation of representative democracy under the Constitution (continued)


California State University (Fullerton) Government

• Students will assess critically the Constitution of the US and the operation of representative democracy under the Constitution (continued)

• …will explain the processes and interaction between and among local, state, and national government, with particular reference to (our local state?)

• …will understand critically the structures, functions, and processes of the three branches of government and resulting public policies

• …will assess critically behavior and institutional practices in the US and (our local state?)


California State University (Monterrey Bay)• Students will be able to provide a comparative description and analysis of the

diverse peoples and histories of the United States over a significant time period (at least 100 years)

• …will be able to use critical thinking skills to read, understand, and interpret historical scholarship

• …will employ basic methodological approaches that enable them to become their own historians

• …will interpret and integrate historical knowledge, historical analysis, and historical application in the form of essays and in another form

University of North Texas• Students will understand the evolution and current role of the US in the world• Students will comprehend the origins and evolution of the US political system

(especially political institutions, the Constitution, federalism, civil liberties, and civil and human rights

SNC General Education Program:Areas 7 and 11

Broad General Education Goals• students will achieve an awareness of of the continuity and diversity of

human experience; will develop an awareness of the continuity of old and new, past and present, far and near; will become aware that heritages other than their own exist and become more familiar with the unique heritages of others

• students will understand that we share the world with people who have unique heritages of their own and that ours is not the only one

Area 7--Lower Biennium• students will develop a deeper understanding of the world’s diverse

heritages and peoples through a study of their languages, history, literature, and/or culture

Area 11--Upper Biennium• students will become aware of the relationships between the

developing and the more developed world, and of issues or themes of international significance

Sample Learning Outcomes:Areas 7 and 11

IUPUI• students should demonstrate the ability (a) to compare and contrast the range of

diversity and universality in human history, societies, and ways of life, (b) to analyze and understand the interconnectedness of global and local concerns, and (C) to operate with civility in a complex social world

University of South Carolina• Students will demonstrate the ability to...

– Recognize multiple perspectives and appreciate perspectives which produce a world view different from one’s own

– Use another perspective to analyze current or historical, social, and cultural events and practices

College of St. Scholastica• The student will (a) identify challenges posed by living and working in a multicultural

nation and in a world community, (b) will comprehend how ethnicity, race, class, and gender have contributed to the shaping of personality and American cultures, and ( c) comprehend how the assumptions and values of other people provide a framework for making choices that can be valuable to the student’s own assumptions and values

Sample Learning Outcomes:Area 7--Language California State University-Monterey Bay

• Students will be capable of effective and ethical communication in at least two languages with widely diverse audiences…

– including the ability (a) to identify the audience (and the concerns, viewpoints, and primary language of the audience), (b) to use a means of expression that best communicates to the audience as well as fits the message to be communicated…( c) to demonstrate versatility in the language and mode of communication used, including oral and written modes…(and) (d) demonstrate a sense of ethics in the use of communication

Sample Learning Outcomes:Area 7--Language University of South Carolina

• Goal– Students will be able to communicate orally and in

writing in another language

• Objective– …will be able to read in one foreign language and

comprehend the topic and main ideas in written texts– …will understand spoken discourse and converse in a

foreign language on familiar subjects

SNC General Education Program: Area 8--Quantitative Skills


Program • students will develop essential skills, including the ability to

analyze, quantify, interpret, …• students will experience (become aware of the various)

methods used in studying the subject matter of the Natural (and Social) Sciences

Listed in Specific Goals for Area 8• students will develop computational, problem-solving, and

logical skills through the study of pure and applied mathematics, computer science, and/or statistical skills


University of North Texas• Students will be able to…

– apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world problems

– represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically

– expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments

– use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of results

– interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them


University of North Texas (continued)• Students will be able to…

– interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them

– recognize the limitations of mathematical and statistical models

– develop the view that mathematics is an evolving discipline, interrelated with human culture

Longwood Community College• Students will develop an understanding of mathematical

thought and the ability to conceptualize and apply mathematical logic to problems solving

• ..the ability to use computers for acquiring, processing, and analyzing information

Sample Learning Outcomes: Area 8 California State University--San Francisco

• Overall Objectives– Students will develop conceptual understanding,

skills, and confidence in interpreting, creating, and using descriptions stated in mathematical terms

– …an appreciation for the importance of quantitative skills and the relevance of quantitative reasoning in everyday life

– …an awareness of issues concerning the appropriate use of quantitative data and procedures

• Specific Competencies– Students will develop skills in…– …translating both ways between verbal statements

and mathematical expressions, – …understanding mathematics as a descriptive

language versus a set of techniques

Sample Learning Outcomes: Area 8 California State University--San Francisco

(cont’d)• Specific Competencies

– Students will develop skills in…– …applying quantitative information and procedures

to contexts outside of the classroom– ...summarizing and presenting information in

quantitative form– ...interpreting, making judgments about, and drawing

conclusions from quantitative material– …critically evaluating the uses of quantitative

procedures and description, including appropriate applications and deceptive or erroneous reasoning

Sample Learning Outcomes: Area 8 California State University-Fullerton

• Students will understand and appreciate the varied ways in which mathematics is used in problem-solving

• …the varied applications of mathematics to real-world problems

• …will be able to perform appropriate numerical calculations, with knowledge of the underlying mathematics, and draw conclusions from the results

• …will demonstrate knowledge of fundamental mathematical concepts, symbols, and principles

• …be able to use inductive and deductive mathematical reasoning skills in finding solutions to problems

University of South Carolina (among others)• Students will accurately comprehend and draw appropriate

inferences from numeric data assembled in a variety of forms (e.g., graphs, charts, summary statistics, etc.)


California State University-Monterey Bay• Students will demonstrate the ability to analyze,

interpret, and model real-life problems, both collaboratively and independently

• …the ability to articulate inductive, deductive, and quantitative reasoning towards solutions both in writing and in group discussion

• …an understanding of measurement, estimation, and the use of standardized units

• …an ability to critique and evaluate the scope and limits of mathematical models (for example, by being able to articulate underlying assumptions and the limits such assumptions set on the proposed solution)


UW-Superior• Students will understand the guiding principles, intrinsic

methodologies of inquiry, intrinsic methodologies of inquiry, and applications of various disciplines in the mathematical and computer sciences

• Students will be able to reason mathematically, perform correct computations, and/or understand the use of computer systems to support such skills

Northern Virginia Community College• Students will develop skills in understanding and

interpreting numerical data, skills to manipulate data in a logical way, and knowledge of basic computer elements, functions, and applications

SNC General Education Program:Area 10: Western Tradition


Program • students will achieve an awareness of of the continuity of

human experience; will develop an awareness of the continuity of old and new, past and present, far and near

Listed in Specific Goals for Area 10• students will develop an understanding of the sources and

the development of the ideas and the values that pervade our society, and of the influence of the past on the present


Longwood College (area 10? Applies to Western cultures)

“Goals”: Students will develop...• An understanding of our cultural heritage as expressed in

artistic achievements and understanding of the contribution of the creative process to the life of the individual and to society

• An understanding of our cultural heritage as revealed in literature, its movements and traditions, through reading, understanding, and analyzing the major works that have shaped our thinking and provide a record of human experience

• An understanding of the application of the methods of science to the acquisition of knowledge, and an appreciation of the major contributions of science to our cultural heritage and to the solution of contemporary problems


UW-Superior• Students will be able to understand and appreciate the diverse heritage of ideas, values, and their

literary and artistic expressions in Western cultures

Rose-Hulman Institute• Students will demonstrate an awareness of how their own (Western) culture predisposes them to

particular values and perspectives…

University of South Carolina (amended)• Students will demonstrate understanding of the historical development of (Western) culture over

time and its relation to the present• …will know the major chronologies and patterns of historical developments of Western culture• …will understand the relevance of history to understanding present developments in the Western

world and will articulate appropriate connections

UW-Green Bay• Students will have a fundamental understanding of the Humanities, including the significance of major events

and movements in Western Civilization• Students will have a fundamental understanding of the Social Sciences, including the impact of social

institutions and values on individuals and groups within (our) culture

SNC General Education Program: Area 12--Senior Colloquium


Program • students will be able to integrate knowledge from a variety of

sources • students will be able to “take a connected view of the old and

the new, the past and the present, the far and the near…”• themes of continuity and comparison are mentioned

Listed in Specific Goals for Area 12• mentions interdisciplinary nature of courses; emphasis on

integration


IUPUI• Students will develop the ability to compare and contrast the

range of diversity and universality in human history, societies, and ways of life

• …will be able to understand the interconnectedness of global and local concerns

University of North Texas• Students will develop an understanding of the

interconnectedness of human experiences among and between societies

Bowling Green State University• Students will articulate an understanding of the similarities

(and differences) between their own and alternate value systems or cultures


Rose-Hulman Institute of Technology• Students will demonstrate an awareness of the

relationships among nations and the interdependence of peoples around the globe

California State University-Fullerton• Students will be able to understand holistically the origins

and historical development of world civilizations within a global context

• …will be able to describe and analyze critically the reciprocal influence of Western and non-Western institutions, values, and ideas

• …will be able to understand and describe major political, economic, intellectual, and cultural themes recurring throughout history

Documents

Assessing General Education March 6, 2002 Additional Work on General Education Learning Outcomes