General Education Learning Outcomes

Learning Objectives/Program Essential Requirements (LOPERs): The LOPERs General Education Program is structured to teach students: Foundational academic skills (LOPERs 1-4), Broad knowledge of the arts & sciences (LOPERs 5-8), and Dispositions that prepare students for responsible, productive lives in a democratic, multicultural society (LOPERs 9-11).

FOUNDATIONAL REQUIREMENTS – Skills that every university-educated person needs:

First-Year Seminar 1 (minimum 3 hours). Students should be able to employ academic and career strategies. Performance indicators are:

• Apply at least two academic strategies tailored to course assignments or projects
• Identify and use two strategies to manage time and identify academic resources
• Identify relevant academic policies, processes, and procedures related to advising, course planning, and major exploration
• Engage in at least two collaborative activities with peers, staff, or faculty, or utilize campus resources and/or participate in campus activities
• Identify one area of growth in communicating across diverse perspectives
• Apply two well-being practices and document their impact on academic and personal success

Departments cannot require students to take a specific First-Year Seminar.

FOUNDATIONAL REQUIREMENTS – Skills that every university-educated person needs:

Writing skills (ENG 101 minimum; minimum 3 hours). Courses must meet all learning outcomes.

Assessed as:

1. Can discern a writer’s argument or purpose
2. Can evaluate and use sources appropriately and responsibly
3. Can use context-appropriate conventions in writing
4. Can communicate in a manner appropriate to audience and context

FOUNDATIONAL REQUIREMENTS – Skills that every university-educated person needs:

Oral communication skills (minimum 3 hours). Courses must meet all learning outcomes.

Assessed as:

1. Can discern a speaker’s argument or purpose
2. Can evaluate and use sources appropriately and responsibly
3. Can use context-appropriate conventions in speech and non-verbal expressions
4. Can form and support a coherent position
5. Can communicate in a manner appropriate to audience and context

FOUNDATIONAL REQUIREMENTS – Skills that every university-educated person needs:

Mathematics, Statistics, and Quantitative Reasoning (minimum 3 hours). Courses must meet all learning outcomes.

Assessed as:

1. Can describe problems using mathematical, statistical, or programming language
2. Can solve problems using mathematical, statistical, or programming techniques
3. Can construct logical arguments using mathematical, statistical, or programming concepts
4. Can interpret and express numerical data or graphical information using mathematical, statistical, or programming concepts and methods

BROAD KNOWLEDGE REQUIREMENTS – Every university-educated person should be able to:

Evaluate and/or create cultural products in a discipline of the visual or performing arts (minimum 3 hours). Courses must meet all learning outcomes.

Assessed as:

1. Can interpret a work of art within its cultural or historical context
2. Can characterize and evaluate a work of art using concepts appropriate to its medium
3. Can distinguish between works of art from various schools, time periods, and/or cultures
4. Can articulate the significance of the arts for themselves or for society

BROAD KNOWLEDGE REQUIREMENTS – Every university-educated person should be able to:

Explain and evaluate ideas and/or social and cultural conditions using the concepts and methods in a humanities discipline (minimum 3 hours). Courses must meet all learning outcomes.

Assessed as:

1. Can analyze primary sources appropriate to the humanities discipline
2. Can compare and contrast theories, narratives, or social/cultural conditions
3. Can make and support an argument about the human experience
4. Can articulate the significance of the humanities for themselves or for society

BROAD KNOWLEDGE REQUIREMENTS – Every university-educated person should be able to:

Explain and evaluate human behavior and/or social systems using the concepts and methods in a social science discipline (minimum 3 hours). Courses must meet all learning outcomes.

Assessed as:

1. Can use the discipline’s concepts and methods to explain human behavior and/or social systems
2. Can investigate problems and analyze evidence using the discipline’s concepts and methods
3. Can make and support an argument about human behavior or social systems using social-scientific evidence
4. Can articulate the significance of social scientific knowledge for themselves or for society

BROAD KNOWLEDGE REQUIREMENTS – Every university-educated person should be able to:

Solve problems and evaluate conclusions using the concepts and methods in a natural science discipline (minimum 3 hours). Courses must meet all learning outcomes.

Assessed as:

1. Can use the discipline’s concepts and methods to explain natural or physical phenomena
2. Can investigate problems and analyze evidence using appropriate scientific methodology
3. Can make and support an argument based on sound scientific principles
4. Can articulate the significance of scientific knowledge for themselves or for society 

**Natural science requirement may include a lab component (total hours 3 – 4)

DISPOSITIONAL REQUIREMENTS – Every university-educated person should have:

Civic competency and engagement (Civic competency encompasses civic knowledge; analytical skills; and participatory and involvement skills. Civic engagement encompasses motivations, attitudes, and efficacy; democratic norms and values; and participation and activities.) Courses must meet all learning outcomes.

Assessed as:

1. Can identify issues of public or community concern and problems or challenges posed by lack of civic competency and engagement.
2. Can gather and evaluate sufficient and reliable information about issues of public concern and have the knowledge and skills to make reasonable judgements and decisions about them
3. Can evaluate practices and decisions for their civic consequences
4. Can articulate the importance of community service and civic engagement to address issues of public or community concern

DISPOSITIONAL REQUIREMENTS – Every university-educated person should have:

Respect for human diversity (in our own communities and/or globally). Courses must meet all learning outcomes.

Assessed as:

1. Can describe the nature and consequences of human diversity
2. Can gather and evaluate information important for relating to diverse populations
3. Can evaluate practices and decisions for their impacts on inequality or inclusivity
4. Can articulate the significance of human diversity for themselves or for society

 *** Designated courses with the appropriate content may be approved to satisfy one of the Broad Knowledge requirements plus LOPER 9 or Broad Knowledge plus LOPER 10. Courses may be approved to satisfy LOPER 9 or LOPER 10 alone. (Courses satisfying LOPER 9 or LOPER 10 alone must be 3 credit hours.)

DISPOSITIONAL REQUIREMENTS – Every university-educated person should have:

Wellness (2 – 3 hours; optional (GE Elective); may be required by programs). Courses must meet all learning outcomes.

Assessed as:

1. Can articulate the importance of the eight domains of wellness (emotional, spiritual, intellectual, physical, environmental, financial, occupational, and social wellness).
2. Can describe the impact of social factors, and personal decisions and behaviors, on wellness.
3. Can gather and evaluate information about wellness and apply to personal behavior choices or decisions.
4. Can integrate information from multiple sources and contrasting viewpoints to make an informed and educated decision regarding wellness.