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General Education Student Learning Outcomes




  1. WRITTEN COMMUNICATION

    As a writer…


    A. Adapt and structure messages and their presentation to the audience, situation, purpose and occasion.

    B. Include, either explicitly or implicitly, a central idea, focus or thesis throughout the text as appropriate to the audience, situation, purpose, and occasion.

    C. Use a variety of credible sources, as appropriate to the genre, to support contentions with relevant and adequate evidence.

    D. Use and cite the work of others appropriately, avoiding plagiarism, misquoting, and misleading.

    E. Use a variety of academic and professional documentation formats appropriately.

    F. Follow standard practices in sentence structure usage, vocabulary, and word choice as appropriate to the genre.

    G. Effectively use and offer peer critique and other feedback in revision and/or future work.

    H. Demonstrate an understanding of the multiple uses of writing, such as improving learning and critical thinking and enhancing self-expression and reflection.

    I. Use writing technologies such as word processing and writing for the Web effectively and appropriately.

    As a reader…

    J. Identify a writer's purpose, ideas, and goals.

    K. Apply critical thinking strategies to analyze the validity of arguments and assumptions in texts.

    L. Analyze critically coherence, structure, clarity and style in a written or oral text.

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  3. ORAL COMMUNCATION

    A. Introduce the speech by gaining attention, stating a central idea, and previewing main points.

    B. Structure messages for effectiveness utilizing connectives and a logical, appropriate organizational pattern.

    C. Cite a variety of sources in the speech that are recent, relevant, verifiable, unbiased, and consistent with known facts to support one's contentions.

    D. Adapt messages and their delivery to the audience and situation.

    E. Use principles designed to influence attitudes, beliefs and actions.

    F. Conclude the speech by signaling an end to the presentation, summarizing the main points, and providing a memorable/vivid ending.

    G. Deliver messages extemporaneously using effective eye contact, body movements and vocal qualities (volume, rate, and fluency).

    H. Feel comfortable when delivering speeches.

    I. Use language appropriately for the audience and situation.

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  5. QUANTITATIVE REASONING

    A. Interpret mathematical models such as formulas, graphs, tables, and schematics and draw inferences from them.

    B. Represent mathematical information symbolically, visually, numerically, and verbally.

    C. Use a variety of mathematical methods (algebraic, geometric and/or statistical methods) to solve problems.

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  7. INFORMATION TECHNOLOGY FLUENCY

    A. Use information technology responsibly.

    B. Demonstrate skills and fluency in common information technology concepts, terminologies, and applications (e.g., word processing, spreadsheets, databases, presentations, and web.)

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  9. INFORMATION LITERACY

    A. Use appropriate tools and technologies to identify, access, evaluate and use information effectively.

    B. Use information responsibly, in accordance with legal and ethical principles.

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  11. REASONING ABOUT ETHICAL QUESTIONS

    A. Explain and evaluate several key moral principles and ethical theories.

    B. With respect to a particular moral issue, evaluate alternative positions using appropriate principles or theories and articulate the ramifications and consequences both of alternative courses of action and of the acceptance of different moral principles and ethical theories.

    C. Engage in moral discussions constructively and effectively.

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  13. CRITICAL THINKING

    A. Evaluate the quality of arguments and evidence, and the accuracy of claims.

    B. Evaluate the quality of statistical evidence.

    C. Identify logical errors and fallacies.

    D. Distinguish among facts, inferences, opinions, and, value assertions.

    E. Recognize alternative approaches and conflicting viewpoints.

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  15. DIVERSITY

    A. Explain perspectives and contributions linked to a variety of cultural markers (e.g., race, gender, ethnicity, religion, sexual orientation, age, disability, etc.) both in western and non-western contexts.

    B. Identify differences and commonalities among two or more cultures.

    C. Evaluate how the student's own cultural context influences the ways in which he or she perceives those who are different from himself or herself.

    D. Recognize the basis and impact of personal and systemic discrimination, prejudice and stereotypes.

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  17. CENTRAL IDEAS, ISSUES AND METHODS OF INQUIRY.

    1. ARTS AND HUMANITIES
      • Student learning outcomes in the Arts

        1. Students will define the following: the arts, aesthetic principles, form, style, genre (medium)

        2. Students will explain and provide three specific examples of the ways in which the arts impact society.

        3. Students will define the concept of style and provide three examples of how it is expressed in works of art.

        4. Making reference to a specific work of art, students will describe the work as an expression of the personal experience of the artist and as a reflection of the specific social context and the cultural context in which the work was produced.

        5. Students will accurately place a work of art within an historical context and justify such placement using three specific characteristics of the work.

        6. Students will analyze a work of art using form, subject, the elements of design, and instrumentation/tools of production.

      • Student learning outcomes in the Humanities

        1. Students will define the humanities.

        2. Students will explain three ways in which the context that led to its creation influenced an important contribution to the humanities.

        3. Students will describe three characteristics of a text which explain why it is considered an important contribution to the humanities.

        4. Students will describe the impact of an important contribution to the humanities using three specific examples.

        5. Students will identify two similarities and two differences between their perspective and that of an important contribution to the humanities.

    2. NATURAL AND PHYSICAL SCIENCES

      1. Understand the role of empirical data in establishing scientific knowledge.


      2. Understand that, in addition to empirical evidence, science involves skepticism and rational arguments; that it is not opinion but is rather a reasoned consensus among informed experts which improves over time.


      3. Understand several paradigm examples of the fundamental conceptual models in at least two separate disciplines of the natural sciences (Biology, Chemistry, Physics, Geoscience) which underlie our current understanding of the physical world. Examples include (but are not limited to): conservation of energy, evolution, place tectonics, oxidation, etc.


    3. SOCIAL AND BEHAVIORAL SCIENCES

      1. Students will be able to demonstrate an understanding of two important theories and/or interpretations in one or more disciplines in the social sciences (for the purposes of general education, the social sciences include history, political science, psychology, sociology, journalism, criminal justice, economics and human geography.)


      2. Students will be able to explain three specific ways in which the social sciences have contributed to our understanding of society in the contemporary or historical context.


      3. Students will be able to evaluate and reach a conclusion about an argument or an explanation based on factual information provided in an assigned reading.


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