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Comparison of IUPUI Core and Statewide General Education Learning Outcomes
Core Communication
IUPUI Proposed Common Core
(6 credits)
Statewide Core: Written Communication (at least 3 credits)
Core Communication (6 credits;
PUL 1) – The ability of students
to express and interpret
information and use
information resources and
technology, including the ability
to:
1. express ideas and facts to
others effectively in a
variety of formats,
particularly written, oral
and visual formats;
2. comprehend, interpret, and
analyze ideas and facts;
3. communicate effectively in
a range of settings;
4. make effective use of
information resources and
technology.
Knowledge of Conventions
Produce texts that use appropriate formats, genre conventions, and
documentation styles while controlling tone, syntax, grammar, and spelling
Processes
Demonstrate an understanding of writing as a social process that includes
multiple drafts, collaboration, and reflection.
Critical Thinking/Reading/Writing
 Read critically, summarize, apply, analyze, and synthesize information
and concepts in written and visual texts as the basis for developing
original ideas and claims.
 Demonstrate an understanding of writing assignments as a series of
tasks including identifying and evaluating useful and reliable outside
sources.
 Develop, assert and support a focused thesis with appropriate reasoning
and adequate evidence.
Rhetorical Knowledge
Compose texts that exhibit appropriate rhetorical choices, which include
attention to audience, purpose, context, genre, and convention.
Engaging Electronic Environment
Demonstrate proficiency in reading, evaluating, analyzing, and using material
collected from electronic sources (such as visual, electronic, library
databases, Internet sources, other official databases, federal government
databases, reputable blogs, wikis, etc.).
Statewide Core: Speaking and Listening (at
least 3 credits)
1. Use appropriate organization or logical
sequencing to deliver an oral message
2. Adapt an oral message for diverse audiences,
contexts, and communication channels
3. Identify and demonstrate appropriate oral
and nonverbal communication practices
4. Advance an oral argument using logical
reasoning
5. Provide credible and relevant evidence to
support an oral argument
6. Demonstrate the ethical responsibilities of
sending and receiving oral messages
7. Summarize or paraphrase an oral message to
demonstrate comprehension
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Mathematics/Analytical Reasoning:
IUPUI Proposed Common Core (6 credits)
Analytical Reasoning (6 credits; PUL 1, 2) –
The ability of students to express and
interpret information and perform
quantitative analysis, including the ability
to identify and propose solutions for
problems using analytical reasoning. Only
math courses that reflect college-level
learning outcomes will be included in the
Common Core. Competencies in analytical
reasoning also may be developed through
coursework offered by departments other
than mathematics (e.g., symbolic logic,
statistics, teacher education).
Statewide Core: Quantitative Reasoning (at least 3 credits)
A foundational experience in quantitative reasoning will provide a rigorous mathematical curriculum applied to real
world problem solving. The outcomes should deepen, extend, or be distinct from high school Core 40 mathematics
competencies. Upon completion, students will be able to:
Interpretation
Interpret information that has been presented in mathematical form (e.g. with functions, equations, graphs, diagrams,
tables, words, geometric figures)
Representation
Represent information/data in mathematical form as appropriate (e.g. with functions, equations, graphs, diagrams,
tables, words, geometric figures)
Mathematical procedures
Demonstrate skill in carrying out mathematical (e.g. algebraic, geometric, logical, statistical) procedures flexibly,
accurately, and efficiently to solve problems
Critical thinking
Analyze mathematical arguments, determining whether stated conclusions can be inferred
Analysis
 Communicate which assumptions have been made in the solution process
 Analyze mathematical results in order to determine the reasonableness of the solution
 Cite the limitations of the process where applicable
Communication
Clearly explain the representation, solution, and interpretation of the mathematical problem
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Science:
IUPUI Proposed Common Core (6 credits)
Statewide Core: Science (at least 3 credits)
Explain how scientific explanations are formulated, tested, and modified or validated
Life and Physical Sciences (6 credits; PUL 3,
4) – The ability of students to examine
branches of science that study and explore
systems and examine key concepts and
theories through observation,
experimentation, deduction and application.
• Distinguish between scientific and non-scientific evidence and explanations
• Apply foundational knowledge and discipline-specific concepts to address issues or solve problems
• Apply basic observational, quantitative, or technological methods to gather data and generate evidence-based
conclusions
• Use current models and theories to describe, explain, or predict natural phenomena
• Locate reliable sources of scientific evidence to construct arguments related to real-world issues
Cultural Understanding:
IUPUI Proposed Common Core (3 credits)
Cultural Understanding (3 credits; PUL 5) – The ability of students to recognize
their own cultural traditions, to understand the diversity of the human
experience, or to gain appreciation for a foreign language as a skill and a
method of cultural understanding.
Statewide Competency
Embedded across most competencies, but particularly salient in HumanisticArtistic and Social-Behavioral Competencies
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Arts, Humanities and Social Sciences:
IUPUI Proposed Common Core (9 credits)
Arts, Humanities and Social Sciences (9 credits,
distributed across at least 2 domains; PUL 3, 4) – The
ability of students to examine and understand human
experiences, human aspirations and achievements,
human expressions along with human characteristics
and ways in which individuals and groups are
organized, including the ability of students to examine
and explain the processes that lead to the production
of human cultures.
Statewide Core: Humanistic-Artistic Competency (at
least 3 credits)
Students will be able to ...
1. Recognize and describe humanistic, historical, or
artistic works or problems and patterns of the
human experience.
2. Apply disciplinary methodologies, epistemologies,
and traditions of the humanities and the arts,
including the ability to distinguish primary and
secondary sources.
3. Analyze and evaluate texts, objects, events, or ideas
in their cultural, intellectual or historical contexts.
4. Analyze the concepts and principles of various types
of humanistic or artistic expression.
5. Create, interpret, or reinterpret artistic and/or
humanistic works through performance or criticism.
6. Develop arguments about forms of human agency
or expression grounded in rational analysis and in
an understanding of and respect for spatial,
temporal, and cultural contexts.
7. Analyze diverse narratives and evidence in order to
explore the complexity of human experience across
space and time.
Statewide Core: Social Behavioral Competency (at
least 3 credits)
Concepts, theories, basic principles
1. Demonstrate knowledge of major concepts,
theoretical perspectives, empirical patterns, or
historical contexts within a given social or
behavioral domain
2. Identify the strengths and weaknesses of
contending explanations or interpretations for
social, behavioral, or historical phenomena
Research Literacy
3. Demonstrate basic literacy in social, behavioral,
or historical research methods and analyses
4. Evaluate evidence supporting conclusions about
the behavior of individuals, groups, institutions,
or organizations
Self, Social, and Diverse Populations
5. Recognize the extent and impact of diversity
among individuals, cultures, or societies in
contemporary or historical contexts
Personal and Social Responsibility
6. Identify examples of how social, behavioral, or
historical knowledge informs and can shape
personal, ethical, civic, or global decisions and
responsibilities