version 1.0, 8/1/2011, page 1
Undergraduate Curriculum at Doane
At the request of the Doane Plan Committee, Dr. John Burney, VPAA, established the General Education
Task force in the fall of 2010, and charged it to review the purposes, learning outcomes, and structure of
Doane's general education program, and make recommendations on revisions that will enhance student
learning and connect the program clearly to Doane's mission.
The task force will report its final recommendations to the Doane Plan Committee during the 2011-12
academic year so that they can be considered by the faculty governance system. Materials used and
produced by the task force can be found at www.doane.edu/gened. Members of the task force include
Gerry Allen, John Burney, Alec Engebretson, Kay Hegler, Adam Hunke (student), Kim Jarvis, Linda
Kalbach, Kate Marley, Carrie Petr, Jeff Stander, and Phil Weitl.
The charge included three important assumptions:
1. Changes to the general education program, if any, will intentionally address the student learning
outcomes that reflect the philosophy of general education formed from the college's mission.
2. Changes to the general education program, if any, will allow all undergraduate students, present and
future, to graduate in four years.
3. Changes to the general education program, if any, will not affect current full-time faculty positions.
This document, written in a collaborative process by the task force over the summer of 2011, contains a
draft framework for the Undergraduate Curriculum at Doane. This curriculum is designed to address the
essential learning outcomes in the Statement on Undergraduate General Education (available on the task
force website) which articulates the college's philosophy of general education and the essential learning
outcomes which must be intentionally addressed by the undergraduate curriculum.
At this time, the task force is asking members of the Doane community to review the proposed
Undergraduate Curriculum at Doane, and provide feedback to the task force by answering the
following questions:
1. Does the Undergraduate Curriculum at Doane draft have the potential for developing the
mission's learning outcomes?
2. Does the concept of a sequence of liberal arts seminars provide a distinctive curriculum that
matches well with students' intellectual development in college?
3. Is it valuable to treat general education as a place for integration?
4. Do we have the right Integrative Areas of General Study?
5. Do the individual areas have the right outcomes?
6. Will the curriculum and portfolio provide an adequate vehicle for student reflection and help
them pull together their academic, co-curricular, and experiential learning?
7. Does the curriculum address the major elements of liberal education?
If the answer to any of the above questions is no, what changes to the Undergraduate Curriculum at
Doane draft could be proposed in order to be able to answer yes to that question?
After the task force gets general feedback and revises the framework as needed, we will ask for the
specific opportunities and challenges that your program/division/campus would see in implementing such
a curriculum revision.
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Undergraduate Curriculum at Doane
The Undergraduate Curriculum at Doane prepares each student to LIVE Doane, both in college
and beyond.
The Undergraduate Curriculum at Doane enables students to attain essential learning outcomes
by intentionally pursuing those outcomes throughout liberal arts seminars, integrative areas of
general study, fields of specialized study, and experiential learning. For each student, the pursuit
and achievement of the essential learning outcomes is documented and reflected upon in an
individual portfolio that evolves over a student’s years at Doane. The essential learning
outcomes are aligned with the mission of the college.
LIVE embodies that mission. Developing leaders, who model intellectual inquiry and ethical
values, while engaging as responsible citizens impacting their many communities, is the mission
of Doane and the purpose of the Undergraduate Curriculum at Doane.
To intentionally enable students to attain the essential learning outcomes and achieve the mission
of Doane College, the Undergraduate Curriculum at Doane includes the following components:
1. Four-course Liberal Arts Seminar sequence aligned with, and intentionally addressing,
the essential student learning outcomes. The seminars are coordinated within and
between each level of the sequence.
2. Seven Integrative Areas of General Study each with specific learning outcomes. These
areas further define the general studies referred to in the essential learning outcomes. In
general, these courses allow students to further develop intellectual skills while providing
a breadth and depth of content enabling them to make connections of knowledge to
address complex problems. Existing courses can be identified, some modified as
necessary, and new courses developed that address the specific learning outcomes for a
particular integrative area. Each course should also intentionally address essential
student learning outcomes as appropriate.
3. Numerous Fields of Specialized Study, each with specific learning outcomes, in which
one can major, minor, or take electives. These fields further define the specialized
studies referred to in the essential learning outcomes. Each Field of Specialized Study
should also intentionally address appropriate essential learning outcomes at multiple
points, including a culminating experience/activity. This integration will be determined
by the faculty in each Field of Specialized Study.
4. One or more Experiential Learning opportunities which explicitly address essential
student learning outcomes. Co-curricular and extra-curricular activities should also
intentionally address learning outcomes as appropriate. Students will reflect on how their
experiences outside the classroom contribute to addressing learning outcomes.
5. Through an individual portfolio, students become self-directed learners, and will reflect
on how they will adapt their liberal education to define their values and leadership skills.
Addendum A explicitly outlines how addressing the essential learning outcomes through the
Undergraduate Curriculum at Doane achieves the LIVE Doane mission.
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Undergraduate Curriculum at Doane
Catalog Description Outline
Undergraduate Curriculum at Doane
{insert description from previous page}
Philosophy
{insert philosophy of general education here}
Essential Student Learning Outcomes
{insert essential student learning outcomes of general education here}
Graduation Requirements
I.
Liberal Arts Seminars 101, 201, 301, 401
10 credits
{101, 201, and 301 are 3 credits each, 401 is 1 credit}
{current LAR 301 – Teaching Assistant will be renumbered}
{insert descriptions found later in this document}
II.
Integrative Areas of General Study
21 credits
{one 3-credit course from each area}
a. Community and Identity
b. Symbolic Communication
i. Quantitative Reasoning
ii. Rhetorical Communication
c. Global and Cultural Contexts
d. Scientific Perspectives on Critical Issues
e. Human Creativity
f. In Search of Meaning and Well-Being
{insert descriptions and outcomes of each found later in this document}
III.
Fields of Specialized Study (majors, minors, electives)
variable credits
{insert descriptions from the various fields}
IV.
Experiential Learning
3 credits
{insert description found later in this document}
V.
Portfolio development, review and presentation (in LAR 401)
{insert description found later in this document}
Total number of Undergraduate Curriculum at Doane credits
(excluding Fields of Specialized Study credits)
34 credits
 All interterm (ITM) courses meet requirements for an Integrative Area of General
Study or the outcomes for experiential learning
Total number of credit hours to graduate


124 credits
(two required interterms)
While we have made a suggestion, the task force is open to a faculty discussion
concerning interterm, including the possibility of 120 credits for graduation with
no interterm requirements if time for experiential learning is protected.
The task force refers to the full faculty to discuss interterm, semester schedules
and student course loads, maximum credits for activities (such as 0 – move to cocurricular transcript?) and internships as they relate to the undergraduate
curriculum at Doane.
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Undergraduate Curriculum at Doane
Component 1: Liberal Arts Seminars
Descriptions and Outcomes
The sequence of Liberal Arts Seminars progressively address the essential learning outcomes:
1. Develop crucial intellectual skills. Students will learn to:
 engage in discovery;
 assemble and evaluate facts and assumptions;
 support conclusions with relevant evidence; and
 practice effective communication.
2. Build connections of knowledge across various disciplines. Students will learn to:
 synthesize knowledge across general and specialized studies;
 develop creative insights and expressions; and
 apply and integrate knowledge collaboratively to solve complex problems.
3. Adapt their liberal education to serve and to lead at all levels of citizenship. Students
will learn to:
 create a refined, empathetic understanding of a multifaceted world;
 orient their own ethical compasses to act accordingly; and
 engage with people of varying perspectives to build just societies.
In addition to addressing the appropriate essential learning outcomes, each Liberal Arts Seminar
will have learning outcomes unique to the course section.
LAR 101: Inquiry Seminar
 Course Description: A course designed to introduce students to college-level writing,
discussion, critical thinking, and critical reading. Faculty will choose an interdisciplinary
topic for each section in order to help students learn library research skills, to work
collaboratively, and to gain an appreciation for multiple perspectives. Each year, the
LAR 101 instructors identify a big question, with related common readings, as the
overarching theme of all LAR 101 sections that will be the enduring question for those
students throughout their liberal arts course sequence. Portfolios are introduced as a tool
for students to begin developing and reflecting on their liberal arts education. (Taken in
first semester, 3 credits)
 Students will work to:
o Engage in discovery;
o Assemble and evaluate facts and assumptions;
o Support conclusions with relevant evidence; and
o Practice effective communication.
LAR 201: Integrative Seminar
 Course Description: Students apply and integrate knowledge collaboratively to address
complex questions that require multiple perspectives. The big question identified in LAR
101 will be revisited as one of those complex questions. Students will be engaged
through interactive pedagogies selected as appropriate by the LAR 201 instructors.
Portfolios are further developed. (Sophomore status, and successful completion of LAR
101 or equivalent, 3 credits)
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
Students will work to:
o Connect the methods and research of more than one field of study to address a
complex issue.
o Recognize multiple social, political, religious, cultural or global perspectives on a
complex issue.
o Develop collaborative skills in research and presentation of knowledge.
o Use reflective writing in the portfolio to begin to express their distinctive voice
and to explore the ethical questions raised by complex problems
LAR 301: Impact Seminar
 Course Description: This distinctive course develops students’ teamwork and leadership
skills as it connects students’ theoretical and applied knowledge to concrete issues.
Students drawn from multiple fields of specialized study collaboratively analyze,
cultivate, and utilize their empathetic understanding of the world. In working as part of a
team, students will share their knowledge of their fields of specialized study to develop
solutions to complex real-world problems. The big question identified in LAR 101 will
be revisited as one of those complex real-world problems. Students publically present
work. Portfolios are further developed. (Junior status, and successful completion of LAR
201 or equivalent, 3 credits)
 Students will work to:
o demonstrate the ability to construct a reasoned understanding of a problem with
evidence of all relevant contextual factors, including ethical, logical, and cultural
dimensions of the problem.
o articulate multiple approaches for solving the problem and propose one or more
solutions/hypotheses that indicate a deep comprehension of the problem.
o implement the solution within the context of the problem and with available
resources.
o demonstrate the ability to work collaboratively and engage all members of the
class in fostering a constructive team climate.
o Use reflective writing in the portfolio to express their distinctive voice and to
define their own ethical values and understanding of a just society.
LAR 401: Insight Seminar
 Course Description: Serves as a final opportunity for students to examine their own
growth over their collegiate experience, both as individuals and as a collective, and to
finalize their portfolio. (Senior status, and successful completion of, or concurrent
enrollment in LAR 301 or equivalent, 1 credit)
The task force will discuss with faculty the best way to connect this experience with each
field of study such as through capstone experiences, standalone seminars, or portfolio
labs.

Students will work to:
o Engage in reflective writing and effective communication using technology-based
tools,
o Analyze their development in the essential learning outcomes,
o Communicate their own distinctive values
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Undergraduate Curriculum at Doane
Component 2: Integrative Areas of General Study
Description and Outcomes
The Integrative Areas of General Study further define the general studies referred to in the
essential learning outcomes.
The Integrative Areas of General Study include:
 Community and Identity
 Symbolic Communication
o Quantitative Reasoning
o Rhetorical Communication
 Global and Cultural Contexts
 Scientific Perspectives on Critical Issues
 Human Creativity
 In Search of Meaning and Well-Being
All courses offered as an Integrative Area of General Study will provide continued development
of intellectual skills, and a breadth and depth of content to enable students to begin to make
connections of knowledge to address complex problems. Specifically, through the Integrative
Areas of General Study, students will work to learn multiple modes of inquiry and how to apply
them to complex issues.
In addition to addressing essential learning outcomes as appropriate, each Integrative Area of
General Study has specific learning outcomes outlined below.
Community and Identity
 Description: Students will gain a greater understanding of themselves and the
communities in which they live and work, and how identity is formed through the
interaction of the individual and larger society.
 Students will work to:
o explore dimensions of human experience with regard to perceptions of self
o understand how individuals interact to form communities and social structures
o consider the ethical implications of interactions between individuals and those
social structures
Symbolic Communication
 Description: Doane students will practice the art of using language purposely and
effectively.

Quantitative Reasoning
Students will work to:
o analyze and present solutions to authentic problems using symbols,
components, fundamental processes, and modeling from mathematical
languages.
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o use the quantitative analysis of data as the basis for deep and thoughtful
judgments, drawing insightful, carefully qualified conclusions from their
work.
o use quantitative information in connection with the argument or purpose of
their work, and present it in an effective format (words, tables, graphs,
equations, etc.).

Rhetorical Communication
Students will work to:
o analyze rhetorical context, to recognize the variables of a writing situation,
and operate accordingly as writers.
o support a clear argument with credible evidence and analysis in a focused and
organized way.
o understand effective writing as a recursive process that involves reasoned
decision making and multiple steps including planning, invention, drafting,
feedback, revision, and editing.
o become purposeful, more thoughtful communicators, more keenly aware of
what they are doing and why in each phase of the writing process.
Global and Cultural Context
 Description: Doane students will gain a greater understanding of the foundations of the
modern world and interconnections of global cultures. Students may address complex
questions about race, gender, nationality, religion, and/or politics in order to understand
multiple cultural perspectives.
 Students will work to:
o understand the evolution and development of cultural frameworks in the context
of history, values, politics, social structures, or beliefs and practices.
o interpret intercultural experiences from the perspectives of more than one
worldview and demonstrate the ability to appreciate other cultures beyond their
own experience.
o create a refined empathetic understanding of a multifaceted world.
o develop skills to foster intercultural communications.
o examine ethical considerations regarding culture, history, and global perspectives.
Scientific Perspectives on Critical Issues
 Description: Doane students will gain a greater understanding of scientific thinking and
applications. Students will consider the complexities of scientific methodologies in one or
more discipline, the scientific context of issues they will confront as informed citizens,
and the scientific impact on the global community.
 Students will work to
o recognize scientific methods and employ them for discovery in a scientific
discipline.
o develop their scientific literacy and ability to critically evaluate scientific
information.
o consider the ethical and social implications of scientific study and use of scientific
findings.
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Human Creativity
 Description: Doane students will understand the complex layers of the creative process,
its reflection of human society and it power to impact.
 Students will work to:
o interpret artistic expression.
o develop skills in self-expression through the production of their own creative
work, or the critical analysis of other’s work.
o use their insights and the creative process to contribute to the examination of the
human condition.
In Search of Meaning and Well Being
 Description: Doane students will consider the importance of meaning as it relates to the
unique quality of being human.
 Students will work to:
o explore their own human capabilities and perceived boundaries - physical,
intellectual, spiritual and emotional.
o consider the multiple ways that humans have come to understand the meaning of
their existence.
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Undergraduate Curriculum at Doane
Component 3: Fields of Specialized Study
Description and Outcomes
The Fields of Specialized Study further define the specialized studies referred to in the essential
learning outcomes.
Each Field of Specialized Study (major, minor, electives), in pursuing learning outcomes for
their own program, is also asked to determine how the essential learning outcomes and
Integrative Areas of General Study outcomes might also be intentionally incorporated.
Possibilities could include:
o Review all existing courses for essential learning outcomes and Integrative Areas of
General Study outcomes and, where appropriate, identify in course syllabi
o Faculty in the Field of Specialized Study offer a liberal arts seminar addressing essential
learning outcomes
o The Field of Specialized Study incorporates experiential learning such as service-learning
projects or internships as part of the major or minor
o A portfolio in the Field of Specialized Study is integrated with the undergraduate
curriculum portfolio
o An Integrative Area of General Study course is developed and offered as part of the
major or minor
o Integrative Area of General Study courses or experiential learning opportunities are
offered by faculty during interterm
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Undergraduate Curriculum at Doane
Component 4: Experiential Learning
Description and Outcomes
LAR 250: Experiential Learning (or other appropriate department designation)
o Description: A defining experience, applying knowledge and skills to practice, requiring guided
reflection, which could include one or more of the following:
o Service Learning
o Study Abroad
o Internships/Student Teaching
o Independent Research
o Creative Production
o Students will work to:
o Understand and articulate how the experience helped achieve essential learning
outcomes, as appropriate.
o Understand and articulate how the experience helped achieve Integrative Areas of
General Study outcomes, as appropriate.
o Understand and articulate how the experience helped achieve Fields of Specialized Study
outcomes, as appropriate.
Through the portfolio, students will be encouraged to reflect on optional co-curricular and extra-curricular
activities.
Co-curricular activities
o Description: Experiences often tied to academics or a curricular area, requiring guided reflection,
which could include one or more of the following:
o Honors Program
o Hansen Leadership Program
o Activity (ATV) offerings related to academic areas
o Students will work to:
o Understand and articulate how the experiences helped achieve essential learning
outcomes, as appropriate.
o Understand and articulate how the experiences helped achieve Integrative Areas of
General Study outcomes, as appropriate.
o Understand and articulate how the experiences helped achieve Fields of Specialized
Study outcomes, as appropriate.
Extra-curricular activities
o Description: Experiences not typically tied to academics or a curricular area, requiring guided
reflection, which could include one or more of the following:
o Campus clubs and organizations
o Fraternities and sororities
o Activity (ATV) offerings related to athletics
o Students will work to:
o Understand and articulate how the experiences helped achieve essential learning
outcomes, as appropriate.
o Understand and articulate how the experiences helped achieve Integrative Areas of
General Study outcomes, as appropriate.
o Understand and articulate how the experiences helped achieve Fields of Specialized
Study outcomes, as appropriate.
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Undergraduate Curriculum at Doane
Component 5: Portfolio
Description and Milestones
The pursuit and achievement of the essential learning outcomes are documented and reflected
upon in individual portfolios that evolve over a student’s years at Doane. Through their portfolio,
students become self-directed learners, and will reflect on how they will adapt their liberal
education to define their values and leadership skills.
Portfolio milestones
LAR 101
Portfolios are introduced as a tool for students to begin developing and reflecting on their liberal
arts education. The Undergraduate Curriculum at Doane is discussed with an emphasis on the
essential learning outcomes and each student’s plan to pursue them. One big question is posed
that will be the enduring question for those students throughout their liberal arts course sequence.
Also introduced as part of the portfolio is the co-curricular transcript.
LAR 201
Portfolios are further developed. The Undergraduate Curriculum at Doane is further considered
as is each student’s plan to pursue the outcomes. Students will use reflective writing in the
portfolio to begin to express their distinctive voice and to explore the ethical questions raised by
complex problems some of which could be related to the big question posed in LAR 101.
LAR 301
Portfolios are further developed. The Undergraduate Curriculum at Doane is further considered
as is each student’s plan to pursue the outcomes. Students will use reflective writing in the
portfolio to express their distinctive voice and to define their own ethical values and
understanding of a just society, and relate that understanding to the big question posed in LAR
101.
LAR 401
Students will work to:
 Individually synthesize their cumulative writings and entries of their portfolio into some
type of final product that answers (final product may vary in medium, which may be
shared in some fashion):
o How can you use your intellectual skills and the growth of your knowledge as a
guide in your transition out of college and into the larger world?
o In what ways will your liberal education serve as a tool for you to lead and to
serve, and in what levels of citizenship do you now aspire?
 Reconsider the “Big Question” of their LAR 101 and develop a statement that
demonstrates the insights gathered over the collegiate experience and what is to be done
with this understanding. (final product may vary in medium but is to be shared publicly)
The task force will further develop the portfolio concept after discussion with faculty.
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Undergraduate Curriculum at Doane
Additional considerations




Fall 2011/Interterm 2012 activity to further refine the Undergraduate Curriculum at Doane:
o Briefings to Doane Plan Committee and full faculty
o Faculty forums for feedback
o Doane Lincoln briefing/forum for feedback
o Briefing/forum for feedback with each academic division
o Fields of Specialized Study impact studies – (1) faculty load and (2) integration of
outcomes
o Formation of working faculty groups to refine each component and develop
additional materials as appropriate (such as rubrics)
o Task force meetings
o January faculty summit
Faculty development programming will be an important element to successfully
implementing this curriculum. Achieving and assessing outcomes, as well as incorporating
effective practices (learning communities, Reacting to the Past, etc.) will be important
components of the programming.
Capital campaign with the focus being academic programs and support such as
o Endowments for faculty development (CETL staff, programming, annual
development grants)
o Endowments for faculty lines and visiting professors
o Endowments for academic incentives/awards/scholarships/course development
grants
Other curricular considerations:
o Are information literacy skills developed through this curriculum?
o Are learning and technology outcomes met through this curriculum?
o Are collaborative learning and group communication skills developed through
this curriculum?
o Workshops similar to the current LEAP offerings in LAR 101 could be offered
for each LAR. For example, transitions workshops connected to LAR 401 could
include:
 Personal finance
 Insurance benefits
 Retirement preparation
 Wills
 Credit
 how to manage school loan payments
 how not to further one’s debt
 School to work transition plan
 Work place politics
 Getting a job or planning your career?
 Pursuing a “balanced life” (work, family, leisure, community)
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Undergraduate Curriculum at Doane
Addendum A:
Achieving the LIVE Doane Mission through the Undergraduate Curriculum at Doane
Elements of LIVE Doane Mission
(and four core values)
Doane College’s mission is to
provide an exceptional liberal arts
education in a creative, inclusive,
and collaborative community where
faculty and staff work closely with
undergraduate and graduate students
preparing them for lives rooted in
intellectual inquiry,
Related Essential Learning
Outcomes (if applicable)
n/a
1.
Develop crucial intellectual
skills. Students will learn to:
 engage in discovery;
 assemble and evaluate facts
and assumptions;
 support conclusions with
relevant evidence; and
 practice effective
communication.
2.
Build connections of knowledge
across various disciplines.
Students will learn to:
 synthesize knowledge
across general and
Characteristics and/or elements of
the Undergraduate Curriculum at
Doane designed to achieve the
outcome(s) and/or address the
mission element
 Liberal Arts Seminars
coordinated by faculty members
within and between levels
 Integrative Areas of General
Study cross discipline boundaries
 Fields of Specialized Study
address essential learning
outcomes and Integrative Areas
of General Study outcomes, as
well as program outcomes
 Experiential Learning also
involves co-curricular and extracurricular activities involving
faculty, staff, coaches, and others
in addressing outcomes
 Portfolios afford students
opportunities to work with
numerous faculty and staff in
reflecting upon their curricular,
co-curricular, and extracurricular experiences as they
help achieve the essential
learning outcomes
 Articulated, in part, in the
philosophy of general education
as an immersive, collaborative
environment, a community of
students, faculty, and staff, that
inspires students to take
responsibility for their ongoing
academic and personal growth.
 Essential learning outcome #1
intentionally addressed in LAR
101
 Essential learning outcome #2
intentionally addressed in LAR
201 which builds upon and
allows students to practice the
intellectual skills in essential
learning outcome #1
 Essential learning outcome #2
intentionally addressed by the
Integrative Areas of General
Study which builds upon and
allows students to practice the
intellectual skills in essential
learning outcome #1. The
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

specialized studies;
develop creative insights
and expressions; and
apply and integrate
knowledge collaboratively
to solve complex
problems.



ethical values, and a commitment to
engage as leaders as responsible
citizens in the world.
3.
Adapt their liberal education to
serve and to lead at all levels of
citizenship. Students will learn
to:
 create a refined, empathetic
understanding of a
multifaceted world;
 orient their own ethical
compasses to act
accordingly; and
 engage with people of
varying perspectives to
build just societies.





Community: Doane is an engaged
and cohesive community comprised
of individuals and smaller
communities, in which everyone can
contribute and participate.
n/a

Integrative Areas of General
Study define the general studies
referred to in essential learning
outcome #2.
Essential learning outcomes #1
and #2 intentionally addressed as
appropriate in each Field of
Specialized Study. Each Field of
Specialized Study defines the
specialized studies referred to in
essential learning outcome #2.
Essential learning outcomes #1
and #2 intentionally addressed as
appropriate in Experiential
Learning
Essential learning outcomes #1
and #2 reflected upon by students
in the development of their
portfolio
Essential learning outcome #3
intentionally addressed in LAR
301 which builds upon and
allows students to practice the
intellectual skills in essential
learning outcome #1 and the
making connections of
knowledge in essential learning
outcome #2
Elements of essential learning
outcome #3 intentionally
addressed in the outcomes for
several Integrative Areas of
General Study including
Community and Identity, Global
and Cultural Context, and
Scientific Perspectives on
Critical Issues.
Essential learning outcome #3
intentionally addressed as
appropriate in each Field of
Specialized Study.
Essential learning outcome #3
intentionally addressed as
appropriate in Experiential
Learning
Essential learning outcome #3
reflected upon by students in the
development of their portfolio
The Undergraduate Curriculum
at Doane recognizes and involves
numerous members of the Doane
community (the student, fellow
students, faculty, staff, coaches,
etc) in creating an experience in
which each student can
intentionally achieve the
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essential learning outcomes.
Empowerment: Doane encourages
its community members to take
initiative—to act effectively and
ethically by making principled
decisions and taking responsibility
for them.
n/a
Excellence: Doane sets high
standards of teaching, scholarship,
service and leadership.
n/a
Impact: It is the heart of the Doane
experience. At Doane, one can make
a positive difference on oneself, on
others, on the environment, and on
life.
n/a
 Articulated, in part, in the
philosophy of general education
as an immersive, collaborative
environment, a community of
students, faculty, and staff, that
inspires students to take
responsibility for their ongoing
academic and personal growth.
 In part, this is the focus of
essential learning outcome #3
(see above for details on that
outcome).
 The portfolio, and its evolution
through the liberal arts seminars,
is designed to empower students
to become self-directed learners.
 The Undergraduate Curriculum
at Doane provides the framework
in which high standards of
teaching, scholarship, service,
and leadership excellence can be
pursued and achieved.
 In part, this is the focus of
essential learning outcome #3
(see above for details on that
outcome).
 Articulated, in part, in the
philosophy of general education
as a defining experience that
serves as a catalyst for students
to develop intellectual skills, to
build connections among diverse
sources of knowledge, and to
adapt their liberal education to
serve and to lead at all levels of
social, civic, and professional
citizenship.