University Learning Goals
University Undergraduate Learning Goals
News and Announcements:
Proposals Currently Being Presented to Curricular Bodies: Learning goal co-chairs are currently making rounds to the 17 curricular bodies on campus to present the work of CAA's General Education and Learning Goals Sub-Committees and solicit feedback and suggestions.
- Documents for Faculty Review and Input: Faculty are invited to provide feedback on the following key documents. It is anticipated that CAA will vote on these proposals in late April. Send feedback to email@example.com and/or to your CAA representative.
- Video from March 5th Faculty Forum Now Available: Faculty who were not able to attend the March 5th Faculty Forum on Infusing the University Undergraduate Learning Goals into the General Education Curriculum are invited to provide feedback. The video is embedded below and feedback can be provided by sending an email to firstname.lastname@example.org. Click here to access informational newsletter that was sent out before the faculty forum.
Effective Fall 2014
EIU graduates question, examine, evaluate, and respond to problems or arguments by:
- Asking essential questions and engaging diverse perspectives.
- Seeking and gathering data, information, and knowledge from experience, texts, graphics, and media.
- Understanding, interpreting, and critiquing relevant data, information, and knowledge.
- Synthesizing and integrating data, information, and knowledge to infer and create new insights
- Anticipating, reflecting upon, and evaluating implications of assumptions, arguments, hypotheses, and conclusions.
- Creating and presenting defensible expressions, arguments, positions, hypotheses, and proposals.
EIU graduates write critically and evaluate varied sources by:
- Creating documents appropriate for specific audiences, purposes, genres, disciplines, and professions.
- Crafting cogent and defensible applications, analyses, evaluations, and arguments about problems, ideas, and issues.
- Producing documents that are well-organized, focused, and cohesive.
- Using appropriate vocabulary, mechanics, grammar, diction, and sentence structure.
- Understanding, questioning, analyzing, and synthesizing complex textual, numeric, and graphical sources.
- Evaluating evidence, issues, ideas, and problems from multiple perspectives.
- Collecting and employing source materials ethically and understanding their strengths and limitations.
EIU graduates prepare, deliver, and critically evaluate presentations and other formal speaking activities by:
- Collecting, comprehending, analyzing, synthesizing and ethically incorporating source material.
- Adapting formal and impromptu presentations, debates, and discussions to their audience and purpose.
- Developing and organizing ideas and supporting them with appropriate details and evidence.
- Using effective language skills adapted for oral delivery, including appropriate vocabulary, grammar, and sentence structure.
- Using effective vocal delivery skills, including volume, pitch, rate of speech, articulation, pronunciation, and fluency.
- Employing effective physical delivery skills, including eye contact, gestures, and movement.
- Using active and critical listening skills to understand and evaluate oral communication.
EIU graduates produce, analyze, interpret, and evaluate quantitative material by:
- Performing basic calculations and measurements.
- Applying quantitative methods and using the resulting evidence to solve problems.
- Reading, interpreting, and constructing tables, graphs, charts, and other representations of quantitative material.
- Critically evaluating quantitative methodologies and data.
- Constructing cogent arguments utilizing quantitative material.
- Using appropriate technology to collect, analyze, and produce quantitative materials.
EIU graduates make informed decisions based on knowledge of the physical and natural world and human history and culture by:
- Engaging with diverse ideas, individuals, groups, and cultures.
- Applying ethical reasoning and standards in personal, professional, disciplinary, and civic contexts.
- Participating formally and informally in civic life to better the public good.
- Applying knowledge and skills to new and changing contexts within and beyond the classroom.
If you have questions, comments, concerns, or feedback about the work of the General Education Committee or the University Learning Goals, please send them to email@example.com.
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