Baccalaureate LO/PIs: Transitioning to the New Core 2013
NOTE: These are not equivalencies, but possible matches
If your emphasis for the Old Core was …
Consider transitioning to … in the New Core
(Important: see rubric for performance expectations)
OLD CORE
OLD CORE
NEW CORE
learning outcome
performance indicator
learning outcome / performance indicator
COMMUNICATION
1. Speak using language
appropriate to the audience
COMMUNICATION
1. Deliver an effective oral presentation designed to enlighten or
persuade.
2. Write using language
appropriate to the audience
COMMUNICATION
2. Write using language that is clear, fluent, and consistent with
conventions of Standard English.
3. Document sources
properly
COMMUNICATION
3. Use and document sources appropriately.
4. Construct a message that
is relevant to its purpose
COMMUNICATION
4. Develop compelling content to fulfill the assignment.
1. Describe the ambiguous
nature of an issue
CRITICAL THINKING
1. Describe the complexities, factors, and scope of a problem.
2. Distinguish between
relevant and irrelevant
information
CRITICAL THINKING
2. Use appropriate scholarly evidence to support a position.
3. Utilize data to evaluate a
problem or question
CRITICAL THINKING
2. Use appropriate scholarly evidence to support a position.
and/or
3. Apply mathematical evidence or models to support a position.
4. Support a position with
appropriate evidence
CRITICAL THINKING
5. Formulate an opinion or draw a conclusion based on a
questioning of assumptions, an analysis of relevant evidence, and a
synthesis of scholarly perspectives.
1. Describe the influence of
cultural diversity within a
society
CULTURAL COMPETENCE
2. Demonstrate understanding of the values, beliefs, biases, and
practices important to members of another culture.
2. Identify bias within a
culture
CULTURAL COMPETENCE
1. Articulate the norms and biases of one’s own culture.
or
2. Demonstrate understanding of the values, beliefs, biases, and
practices important to members of another culture.
3. Explain how religious
values influence a society
CULTURAL COMPETENCE
2. Demonstrate understanding of the values, beliefs, biases, and
practices important to members of another culture.
(Religious values are one of several ways of meeting the Cultural
Competence PI 2.)
4. Describe causes of
cultural change
SOCIAL RESPONSIBILITY
2. Explain how social injustice is perpetuated and overcome.
1. Define your personal
ethical responsibilities
ETHICS
1. Discuss one’s core beliefs and their origins.
and/or
4. Propose and defend a solution to an ethical dilemma.
CRITICAL
THINKING
SOCIOCULTURAL
RELATIONSHIPS
ETHICS
2. Describe your
professional ethical
responsibilities
[This competency is no longer in the baccalaureate set but is
represented, or can be, in program-level assessment for majors, as
appropriate.]
3. Explain how Catholic
teaching emphasizes social
justice and social
responsibility
ETHICS
2. Describe fundamental principles of Catholic Social Teaching.
4. Illustrate how values
inform our ethical decisions
ETHICS
4. Propose and defend a solution to an ethical dilemma.
INTERDISCIPLINARITY
1. State the views of
multiple disciplines on an
issue
2. Compare views from
multiple disciplines
3. Create a solution to a
problem by integrating the
perspectives of multiple
disciplines
INTEGRATIVE LEARNING
2. Apply knowledge from more than one discipline to address a
complex issue.
CITIZENSHIP
1. Define your
responsibilities as a citizen
of the local community
SOCIAL RESPONSIBILITY
3. Describe how individual actions can be personally and
collectively beneficial.
2. Define your
responsibilities as a citizen
of the global community
SOCIAL RESPONSIBILITY
4. Examine your individual and communal responsibility for the
global community.
3. Describe the relationship
between community and
world issues
SOCIAL RESPONSIBILITY
4. Examine your individual and communal responsibility for the
global community.
4. Evaluate your own
involvement as a citizen
SOCIAL RESPONSIBILITY
3. Describe how individual actions can be personally and
collectively beneficial.
and/or
4. Examine your individual and communal responsibility for the
global community.
(Students are encouraged to document civic and volunteer
activities on resumes and co-curricular transcripts.)