College-wide Learning Goals
College-wide Learning Goals and eportfolios
The College-wide Learning Goals were adopted during the development of the strategic plan. The goals are integrated across courses, programs, majors and co-curricular activities. The eportfolio process allows a student to demonstrate their skills and knowledge relative to each of those goals. The goals are:
In 2009, a group of faculty and staff developed a set of descriptions for each goal to facilitate understanding and use across the campus. The descriptions were revised in 2013. See below for the current versions.
Critical thinkers demonstrate the ability to accurately identify a problem, question, or issue, and find and use information relevant to that issue. They analyze and evaluate assumptions, implications, and conclusions, and support claims with evidence. They make connections between disparate sources of information and when appropriate, integrate other perspectives and positions into their own thinking.
Creativity includes a range of practices from across the disciplines. Artistic expression, innovation in business, and scientific experimentation would all fall under the heading of creativity. The creative process involves combining or synthesizing new ideas, practices, or expertise in original ways, and is characterized by a high degree of innovation, divergent thinking, and risk taking. The creative process includes acknowledging current practices in the field, pressing beyond them, and reflecting on the process itself in order to apply skills in new contexts.
Leadership, collaboration, and teamwork include concepts and practice which apply in academic and co-curricular settings. Students who excel in these areas demonstrate self-awareness, understanding of effective group dynamics, and project management skills. This includes a clear comprehension of the collaborative process and active participation in leadership.
Communication is the function of expressing an idea to an audience in oral, visual, and/or written form to establish knowledge, to increase understanding, and/or to advocate for a particular position. Communication occurs in a variety of contexts in which oral, visual, and written modes may be used in individual or interactive forms. The act of communication, used in either a single or an incorporated form, emphasizes its interdisciplinary applicability while complying with the goals, values, and conventions of each discipline.
Global consciousness, social responsibility and ethical awareness includes knowledge of global issues within the contexts of both the international community and U.S. American cultural diversity, along with their potential ethical and social implications. By viewing these issues through the rubric categories of power relations and cultural lenses, students can work to articulate knowledge of global, social, and ethical awareness from the standpoint of its relevance to their lives. Furthermore, students should demonstrate the scope of ideas about diversity and global learning included in a Westminster College education, and describe the complexity of understanding between nations, cultures, and subcultures. Students might show evidence of their ability to explain issues (see list below), propose an ethical assessment of significant problems, and create plans to participate in solutions where appropriate. The ability of students to explain, apply, and synthesize these concepts should exemplify an understanding of global and U.S. American issues such as race, class, gender, sexuality, disability, poverty, health, environment, economics, procedural and distributional justice, international trade, sovereignty, religious freedom, human rights, sustainable development, immigration, and more.