Learning Outcomes Associated with Each Goal

Note:  We view these learning outcomes as a working draft.  As we actually assess the goals, we will be able to develop more specific descriptions of what we actually mean (and appropriate rubrics for assessment).

Intellectual Engagement

Skidmore seeks an emotional attachment to learning from our students, not simply fulfilling requirements.  Engagement refers to the commitment, passion, and intensity that a student brings to a learning task.  Students will write an explicit reflection on present and past learning experiences in a way that demonstrates their vision of the learning experience as a whole, of their goals, and how all that reflects their own standards for what it means to be a learner.

Students who demonstrate intellectual engagment:

• Develop a deeper analysis, achieve greater understanding, make conceptual leaps, develop internal standards, develop creative solutions, and question one's own assumptions.  

• Exhibit a real voice, craftsmanship, or identifiable style.  

• Prepare thoroughly for class, be willing to undertake more work, and continue work after class or in new contexts.  

• Risk failure to learn more.  

• Demonstrate a passionate commitment to the study now and in the future and excite faculty through their commitment.  

• Apply learning to a new context, work, or activity and relate learning to personal experiences or prior knowledge. 

The evidence of intellectual engagement might be demonstrated by:

• Any performances – e.g., papers, dance, painting/sculpture, lab research, frequent class participation, student life involvement

• Energy level and enthusiasm

• Involvement in arguments, debates, expressions of doubt and further questioning

• Volunteering, inside and outside the classroom

• Explicit connections made to other courses/experiences

• Taking responsibility inside and outside the classroom

• Leading other students inside and outside the classroom

• Frequently exceeding the work required in an assignment

• Entering class/lab/studio/meetings with new information/questions/hypotheses/revised thinking about texts, lectures, research plans, performance plans

• Talking to each other, not just responding to the faculty or staff member

• Seeking out ways to improve or become more involved

• Discussing material with faculty and peers outside of class

• Suggesting/revising assignments

• Developing their own assignments and being delighted with the opportunity to engage in  open assignments or plan a learning experience

Critical Inquiry

Critical inquiry involves using various modes of inquiry and interdisciplinary perspectives or methodologies to conceptualize, investigate, and derive meaning, whether through research or creative acts.  It implies that learners are active learners, self-motivated learners, and learners who understand the ambiguities and uncertainties of achieving absolute knowledge and who understand the implications of various choices and acts.

Skidmore students who demonstrate evidence of their being critically-inquiring humans: 

• Employ both quantitative and qualitative analysis to describe and solve problems;

• Interpret, evaluate, and use information discerningly from a variety of perspectives;

• Tolerate ambiguity while understanding the complexity of many problems, issues, and topics;

• Transform the results of their inquiry into judgments, actions, objects, and/or performances;

• Critique their own conclusions or creative works, take into account alternative points of view, and understand possible implications of alternative courses of action.

Citizenship

Citizenship includes the ability to value and apply the principles of equity, social justice, and ethical judgment; to appreciate ambiguity and to value competing perspectives; to encourage respect for difference, including for domestic and global diversity; to strengthen democracy, civic life, and civic responsibility; and to promote intellectual honesty and personal freedom coupled with social responsibility.  A student will consider citizenship, as expressed through curricular and co-curricular community service, as an integral part of her/his experience (service such as volunteering, club leadership, journalism, student government, campus governance, etc).

Students who demonstrate citizenship:

• understand how to use knowledge to effect social change

• think critically about issues of social justice and intercultural differences

• see connections between language and culture, including how cultural values, norms and practices are communicated

• demonstrate openness to cultural differences, respect, and

• tolerance for ambiguity

• demonstrate understanding of how a culture other than their own reasons about some realm of human endeavor...and the role that culture plays in decision-making in specific cultural contexts outside their own cultural milieu (CEPP Vision statement)

• demonstrate concern for the common good through civic engagement and political processes (moral and civic education)

• apply acquired knowledge, awareness, and virtues such as empathy, honesty, respect and fairness to transform informed judgments into action

Communication

Skidmore students should be able to communicate information, concepts, and ideas effectively in writing, in speaking, and visually.  Their communications should be appropriate for various audiences and for the disciplines in which they are communicating. Three skills are fundamental to effective communication: i) the ability to transmit information; ii) the ability to receive information; and iii) the ability to recognize when communication is impeded and revise one's approach accordingly.

Communication may be broadly defined by the exchange of information (ideas, opinions, beliefs, facts, and feelings) through the means of writing and speech (discursive), and visual and aural representations (the non-discursive) ^1,2.  Three skills are fundamental to effective communication: i) the ability to transmit information; ii) the ability to receive information; and iii) the ability to recognize when communication is impeded and revise one's approach accordingly.

Throughout their Skidmore education, students may determine the role, the importance, and the level of proficiency (beyond the standard) of the three modes of communication according to the demands (or requirements or needs) of their academic focus as well as their individual talents and passions. Furthermore, students may find that the skills of transmission, reception, and revision vary according to their relationship to their subject matter.

Operational definitions or ways in which Skidmore students may demonstrate the core skills in effective communication:

1.  Written Communication.

Transmission.  Demonstrated by college-level academic discourse (expository and analytical writing), creative writing, and, professional, scholarly and research writing².       

Receipt. Demonstrated by the ability to comprehend, interpret, analyze, and criticize texts through reading.           

Revision. Demonstrated by the ability to clarify, strengthen and improve written text in response to self-analysis and constructive criticism from peers and faculty.

2.  Communication through speech           

Transmission. Demonstrated by the ability to present information in a lucid (and engaging) manner to a variety of audience size (one on one, small group, large presentation) and audience expertise.  Delivery also includes the ability to determine how, where, and why visual and aural components (such as PowerPoint presentations) will most effectively support the communications act.

Receipt. Demonstrated by the ability to comprehend and interpret information through active listening.         

Revision. Demonstrated by the ability to alter a presentation style, format or content in response to audience cues.

3.  Communication through the visual and aural

Transmission.  Demonstrated by the ability to present and convey information and feelings by means of graphic, studio, visual or performance art.  This mode of communication may also include the representation of information in the form of graphs and charts found in the sciences and social sciences as well as popular modes of visual representations such as cartoons and illustrations.           

Receipt.  Demonstrated by the ability to define, interpret, comprehend and analyze information presented through imagery and behavior. 

Revision. Demonstrated by the ability to re-envision an art piece in light of the properties of the medium, the evolving artistic vision and purpose, and the needs of the audience.

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1.  Definition of communication adapted from The American Heritage Dictionary of the English Language, 3^rd Edition.

2.  From 6 Principles of Undergraduate Learning, IUPUI, Office for Integrative Learning