Undergraduate Learning Goals Task Force*:
Knowledge, Process, Values, and Application
In a recent document, a special report from the Association of American Colleges
and Universities stated that the complexities of modern life demand reflection on the
outcomes of higher education beyond students simply receiving a degree. They issued
a challenge to educators “to help students become highly intentional about the forms of
learning and accomplishment that a degree should represent” (National Leadership
Council, 2007, p. 12). The goals of a liberal arts undergraduate education are the focus
of multilevel and multiyear conversations happening across the nation in colleges and
universities, with an emerging consensus about the kinds of learning educators have
come to expect. At the University of San Diego, we have articulated learning goals in
the undergraduate core curriculum and in Graduate Council, but further development of
a broader set was needed to permit the critical integration of program and core
curricular goals, and to articulate a holistic approach to student learning inside and
outside of the classroom. The following list of proposed student learning goals for
represents the culminating efforts of the Undergraduate Learning Goals Task Force
appointed by the Academic Affairs committee in the College Assembly, December,
2007. These ten goals are categorized as knowledge-, processes-, values-, and
application-based goals, and their descriptions are italicized and bolded below.
Knowledge:
Learning Goal1: Competence in Discipline-specific Knowledge. There is no set
template of established learning goals for each discipline. However, by constructing this
goal, we are expecting that each department will work, in turn, on identifying learning
goals specific to their major programs. This process will reveal the structural and
content characteristics of each specific discipline and the “collective wisdom of the
faculty.” Articulating learning goals makes implicit assumptions explicit expectations.
Learning Goal2: Competence in a Liberal Arts Core of Knowledge:
The general learning goal of the core can be described as expecting students to
develop knowledge and understanding of our values-based traditions in
philosophies and religions, mathematical principles, scientific principles,
cultures, society and environment, and humanities appreciation. We also expect
students to be able to apply acquired knowledge and skills to personal,
academic, civic, and professional issues. The core curriculum is designed to embody
what we expect students to know (knowledge) and to be able to do (skills). Focusing on
what they should know for this goal means considering why breadth of knowledge is as
important as depth. USD uses a “simple distribution” requirement as a core curriculum
model. We recognize that such a system works best where in-depth faculty advising is
provided, students are highly motivated to own their education, and where special core
classes are devised for students who do not intend to major in a subject (Bok, 2006).
*
(Member list at end of document)
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Intellectual Processes & Skills:
Learning Goal3: Critical Thinking:
We expect students to engage in problem-solving, to develop the ability to locate
information, and to critically analyze this information. The process of critical
thinking can be defined broadly as
…an ability to recognize and define problems clearly, to identify
arguments and interests on all sides of an issue, to gather relevant facts
and appreciate their relevance, to perceive as many plausible solutions as
possible, and to exercise good judgment in choosing the best of these
alternatives after considering the evidence and using inference, analogy,
and other forms of ordinary reasoning to test the cogency of arguments
(Bok, 2006, p. 68).
At USD, we identify logic as the basic competency in the core curriculum, and use the
term “critical reasoning” or “critical thinking” to identify skills we expect students to
acquire in other academic contexts, such as the sciences. In acquiring the lower
division logic competency, we expect that students will learn to identify,
construct, and evaluate arguments, understanding formal logical constructions
and ordinary fallacies in reasoning. Critical reasoning or thinking is also explicitly or
implicitly identified in five of the remaining seven core curricular areas. For example, in
the lower division writing competency, students are expected to “think critically” in
reviewing various literatures; in the social sciences, students are expected to “develop
critical thinking in the application of social science methodologies and in the analysis,
understanding, and interpretations of social and behavioral patterns”; in the humanities,
we want students to “read, write, and think critically across disciplines in the
humanities”; and in the sciences, students are expected to learn how to “use rigorous
reasoning and the scientific method to test hypotheses.” We expect students to acquire
a foundational understanding of critical thinking in the logic course they complete, and
we expect them to learn to apply this process to courses they complete in each core
area as stipulated by the core curriculum goals.
Learning Goal4: Independent Learning and Thinking.
USD’s mission and core values state a commitment to academic excellence in
promoting students’ intellectual development. At the heart of independent learning,
we expect students to develop autonomy and integrity through mental discipline
and the process of intellectual inquiry. We distinguish learning from thinking,
suggesting that an independent learner is a “life-long learner,” developing the habits of
intellectual curiosity and pursuit of knowledge and taking responsibility for motivating the
self to continue to learn. Additionally, we expect students to become self-directed,
adopting strategies and tools to accomplish learning tasks (e.g., motivation,
organization, time management). Becoming an independent thinker means that
while we expect students to work collaboratively, they should always be
encouraged to express an individual point of view. This underscores the importance
of academic freedom, voice and perspective.
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Learning Goal5: Communication.
Recognizing the centrality of communication in society, we expect students to
develop the capacity to express oneself and interact with diverse others through
writing, speaking, and using a second language. Learning to communicate well
means that we expect students to acquire the ability to write with style and
precision, to speak clearly and persuasively, and to become aware of a second
culture through acquisition of its language. In our USD undergraduate core
curriculum composition and literature courses, we expect students will “articulate
observations, express ideas, and formulate arguments” as well as learn to appreciate
the artistic creativity and diversity of literature. To satisfy the upper division written
literacy requirement, students should be able to apply even greater clarity and
sophistication in their communication skills to the appreciation and analysis of the
literature within a specific discipline. While written communication coursework has
generally emphasized improving what is stated through multiple drafts, courses on oral
communication focus on “communication literacy.” We expect students to explore all
forms from interaction to the effects of speech on multiple audiences, encompassing not
only the roles of media and public debate, but interpersonal communication
competence. In developing a third semester competency in a second language, we
expect students to listen, converse, read and write in the target language with the
sufficient basic skill, vocabulary, accuracy and cultural awareness to communicate
needs in everyday situations in a culturally appropriate way and demonstrate the ability
to acquire additional linguistic competence on their own. Additionally, through the study
of a second language, we want students to develop insight into their own language and
culture by looking beyond their customary borders and by examining their own
relationship to other cultures so as to be able to participate more fully in the global
community and marketplace.
Values:
Learning Goal6: Ethical and Responsible Conduct:
This goal speaks to the “heart” of a liberal arts education; it is the basic rationale for
treatment of each other as human beings. Articulation of this goal as “practice” of ethical
conduct means that we expect students to act ethically and responsibly in
whatever courses they may take, in whatever individual choices they make about
social behavior, and whatever career path they might select. As a theme
throughout many of the core values of USD, we identify the importance of developing
ethical judgment and behavior. We expect our institution to assist students in learning to
become “ethical and responsible leaders committed to the common good, empowered
to engage a diverse and changing world” (USD Core Values statement). Using one’s
ability to influence through integrity means learning to treat others with fairness
tempered by compassion, and developing a moral philosophy as a guide, whether
through a personal spiritual journey within a faith-based community or through
dedication of self to compassionate service of others. Toward this end, we encourage
moral development in the core curriculum by requiring students to complete at least one
course in ethics and three courses exploring faith traditions as whole systems of ethical
principles and conduct. We also expect that students will learn to appreciate ethical
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concerns and decisions as they arise across the curriculum, in residential and student
life, and in the practice of an ethical community through academic integrity and justicebased student groups. Within the framework of Catholic Social Thought and Teaching,
students are encouraged to develop a moral compass by articulating and practicing
themes of social justice and compassionate service.
Learning Goal7: Civic Engagement.
We expect students to demonstrate a life-long commitment to becoming
politically aware and socially responsible, to analyze their life choices from this
perspective, to continue to implement these plans as USD alumni, and to mentor
others in the development of engagement as civic responsibility. While many
undergraduates are becoming actively involved in the current presidential elections,
most do not see a link between political interest and civic engagement. Recent studies
indicate that students do not identify civic engagement as an important reason for
attending college nor do they see public service as an essential social commitment
(Bok, 2006). In Goal6, we considered responsible leadership from a moral perspective.
We also recognize that being civically engaged impacts student learning, providing
arenas critical for the extended understanding and application of core and disciplinary
knowledge across diverse and global contexts.
Learning Goal8: Cultural Competence:
We expect students to develop a set of skills, identified as “cultural competence,”
that enable students to appreciate and analyze one’s own cultural background
while comparing and valuing cultures of distinct others, to differentiate between
histories of cultural groups, and to consider the implications of alliances with
distinct groups. The University provides a climate for experiencing diversity and
encourages the development of cultural competence through a commitment to social
justice in thought and action. Our curricular responses have been to develop academic
programs such as Ethnic Studies and Gender Studies, and to require students to
complete the diversity core by reading the literature of the basic composition and
literature course, taking three semesters of a foreign language, and completing one
course that focuses on the thought and experiences of traditionally underrepresented
groups. We expect students to analyze and understand the variety of experiences of
diverse individuals and social groups in American society, with particular sensitivity to
the need for inclusion of those persons traditionally denied rights and privileges, and to
recognize and appreciate the artistic, intellectual, and social contributions of these same
groups. Students should be able to extend this understanding and appreciation to all
social contexts.
Goal9: Global Engagement:
In considering how to prepare students to engage in global contexts, we expect
students to become better citizens and understand complex contexts in which
contact with other cultures occur, and to develop intercultural communication
and competence. Students need to develop an increasing transnational and
international awareness of issues across, on, and within national boundaries. Bok
(2006) identified four important objectives: 1) Colleges and universities can help to train
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students in international affairs at undergraduate and graduate levels to meet an
increasing demand by government and private agencies, 2) Students need to expand
their knowledge at global levels in order to function effectively as citizens, 3) Increasing
numbers of students will travel for professional and business reasons, and 4)
Awareness of other cultures helps American students develop reflective perspectives on
their own country’s customs, values and institutions (2006, pp. 226-227). To meet these
objectives, USD students can (but are not required to) take courses in international
relations and intercultural competence. Students are required to demonstrate a thirdsemester competency in a second language, and many students engage in various
international experiences (e.g., courses and community service learning).
Application:
Goal10: Well-being:
We expect students to develop a sense of well-being by learning to balance the
habits of mind, heart, body, and spirit. Individuals who learn to think and act with a
sense of balance develop patterns of learning that continue through life at home and in
the workplace, inspiring others to think about and solve old problems in new ways. They
demonstrate empathy for others and a concern for one’s own health and well-being,
becoming strong sources of social support. At USD, we recognize the importance of
identifying learning outcomes we want students to achieve inside and outside of the
classroom. Administrators and faculty can work collaboratively instead of working
separately and competitively here on campus to facilitate the level and focus of learning
most likely to promote qualities of a holistic and integrated model of learning. The
University emphasizes spiritual traditions and values in the curriculum, campus ministry
outreach, and community service learning as ways of encouraging students’ awakening
to a lifetime commitment of compassionate service and social justice. Additionally,
campus life can provide multiple opportunities for students to learn about balancing their
abilities and their application. By engaging students through the curriculum, through
opportunities in student government and organizations, through exposure to the
richness of art exhibits, plays, concerts, and guest lectureships, through public service
to their communities, we are providing the kind of assistance they will need to make the
important decisions about learning to exercise wise choices as they develop a sense of
well-being personally, spiritually, physically, and socially. Following graduation, students
will be able to more effectively apply their undergraduate learning if they adopt an
integrated, balanced approach in their lifestyles and career choices.
References
Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn
and why they should be learning more. Princeton: Princeton University Press.
National Leadership Council (2007). College Learning for the New Global Century.
Washington, D.C.: Association of American Colleges and Universities.
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Undergraduate Learning Goals Task Force
Membership
Susie Babka, Faculty, Theology and Religious Studies
Amy Besnoy, Faculty, Copley Library
Jonathan Bowman, Faculty, Communication Studies
Esteban del Rio, Faculty, Communication Studies
James Gump, Faculty, History
Carole Huston, Committee Chair and Faculty, Communication Studies
Dayanne Ismiriam, Assistant Dean, Residential Life
Jewel Leonard, Assistant Director of Undergraduate Programs, School of Business
Merrick Marino. Assistant Dean, Student Learning Initiatives
Chris Nayve, Associate Director, Community Service Learning
Chris Procello, Assessment Coordinator, Provost’s Office
David Shirk, Director and Faculty, Transborder Institute and Political Science
Anne Sturz, Associate Dean and Faculty, Dean’s Office, College of Arts & Sciences
Amanda Womack, Director, Student Organizations