Learning at Chapman

General Education Learning Outcomes

Learning at Chapman

General Education Learning Outcomes

» General Education Learning Outcomes

The General Education program at Chapman prepares student to think critically and solve problems in a complex and dynamic world. The General Education inquiry areas are each designed to produce a learning outcome or ability consistent with our mission and strategic initiatives, making the Chapman experience truly unique. Through the General Education experience, the Chapman student can explore:

AI/Artistic Inquiry: Students compose critical or creative works that embody or analyze conceptually an artistic form at a baccalaureate/pre-professional level. [Revised spring 2019]

CC/Citizenship, Community, Service Inquiry: Students choose a course and/or complete three credits in one of the following categories that addresses that category’s learning outcomes. (3 credits)

  • Citizenship Learning Outcome: Student demonstrates through analysis and/or personal engagement an understanding of the emergence, development, operations, and/or consequences of political systems in the US and other countries. Student can identify the rights and responsibilities of citizens and/or leaders as embodied in political, civic, or service organizations.
  • Community Learning Outcome: Student demonstrates through analysis and/or personal engagement an understanding of the emergence, development, changes and challenges to and, in some cases, destruction of diverse social groups who are marginalized within the context of larger societal environments. Student demonstrates through written, oral, media or other communication process a critical perspective on issues of civil rights, self-representation, participatory politics, and/or similar issues of inclusiveness.
  • Service Learning Outcome: Student examines the theoretical and/or applied aspects of community service through coursework and/or through active engagement in a service -learning experience and demonstrates:
    • the ability to apply discipline‐specific and/or interdisciplinary knowledge and critical thinking skills to community issues.
    • critical self‐reflection of the student’s own assumptions and values as applied to community issues.
    • knowledge and sensitivity to issues of culture, diversity, and social justice as applied to community engagement.

First-Year Focus: Student critically analyzes and communicates complex issues and ideas.

GC/Global Studies Inquiry: Students connect contemporary social and/or environmental topics to their origins and analyze their effects on our increasingly globalized world. [Revised spring 2019]

Exploration Focus: Integrates an additional specialized knowledge with the major field or adds a secondary area of study in order to enrich personal or professional goals.

LC/Language Inquiry: Students complete part of their general education program in a language other than English so that they may lead inquiring, ethical and productive lives as global citizens. This may be accomplished by completing a language class at the intermediate or above level (i.e., a language acquisition course at the 201 level or a higher-level language course taught in language other than English). In today’s world, mastery of a foreign language transcends geography and political borders while reinforcing communication and cross-cultural understanding.

LC GE Languages-Student Learning Outcomes (SLO’s):

  • Students will understand, speak, read and write the target language at the intermediate or above level as defined by the American Council on the Teaching of Foreign Language (ACTFL) proficiency guidelines.
  • Students will demonstrate an understanding of culture(s) where the target language is spoken and will compare similarities and differences across languages and cultures (according to National Standards in Foreign Language Education –Known as ‘The Five Cs’).

NI/Natural Sciences Inquiry: Students engage in scientific investigation to explore the knowledge produced by scientific processes. [revised 2019]

QI/Quantitative Inquiry: Students create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate). [Revised spring 2019]

SI/Social Inquiry: Students identify, frame and analyze social and/or historical structures and institutions in the world today. [Revised spring 2019]

VI/Values/Ethics Inquiry: Students articulate how values and ethics inform human understanding, structures, and behavior. [Revised summer 2019]

WI/Written Inquiry: Students establish active, genuine, and responsible authorial engagement; communicate a purpose—an argument or other intentional point/goal; invokes a specific audience, develop the argument/content with an internal logic-organization; integrate references, citations, and source materially logically and dialogically, indicating how forms of evidence relate to each other and the author’s position; and compose the text with: a style or styles appropriate to the purpose and intended audience, a consistent use of the diction appropriate to the author’s topic and purpose, the ability to establish and vary authorial voice(s) and tone(s), a choice of form(s) and genre(s) appropriate to purpose and audience (forms may be digital and/or multimodal), and rhetorically effective use of language. [Revised 2019]