Assessment of Student Learning

Proposed Draft Language for Learning Goals

Draft Language from Assessment-of-Student-Learning Working Groups

Thanks to all of you who participated in the previous survey and listening session. Below, please find draft language emerging from this year’s working groups on assessment-of-student-learning (diversity, ethical reasoning, communication, information and technology literacy).

In responding to these drafts, we ask that you consider this proposed language carefully. If you wish to suggest changes at this point, we ask that you frame those suggestions as proposed edits:

If you wish to add language, please specify what language you wish to add and where you would like it to appear.

If you wish to modify language, please indicate what language you wish to substitute, and which portions of the draft you wish to replace.

If you wish to remove language, please specify what language you wish to omit and where it currently appears.

Thank you very much for your participation in this process!


Undergraduate Learning Goal on Diversity

“Understanding of diversity in cultures, identities, backgrounds, and experiences among individuals and groups”

Proposed Learning Objectives:

  • Self-awareness: Reflect on and articulate own identity and biases in terms of culture, background, and experiences in relation to others.
  • Structural understanding: Analyze power and privilege through social, cultural, structural, institutional, and historical lenses/ perspectives.
  • Multiple perspectives: Incorporate multiple - informed, complex, and conflicting - perspectives into curricular and co-curricular interactions.
  • Dialogue: Engage in dialogue drawing on multiple perspectives to deepen understanding, respect and empathy for others.
  • Action: Take responsible action to create an inclusive environment of mutual respect, tolerance, social justice, and equity in the classroom, on campus, and beyond.


Undergraduate Learning Goal on Ethical Reasoning

“Ethical reasoning in application to self, occupation, citizenship, and society”

Proposed Learning Objectives:

Students will be able to:

  1. Identify their own core values and how it influences their perceptions and behaviors;
  2. Recognize and compare different value systems and how they affect the construction of “truth”/“truths”;
  3. Understand how ethics apply to their chosen profession or discipline;
  4. Critique professional practices in terms of ethics;
  5. Understand different concepts of human rights, equity, equality, and justice;
  6. Apply concepts of human rights, equity, equality, and justice;
  7. Integrate concepts of equity, equality, fairness, responsibility, and empathy into everyday practice and citizenship.

These objectives reflect the proposed themes our group came up with:

Truth—whose truth?


Human rights

Violation of rights




Examining world views








Undergraduate Proficiency in Communication

“Communication including writing, speaking, and fluency in a range of media and genres”

Proposed Learning Objectives:

  • Community = Become aware of, acknowledge, and respond to diverse communities and networks within and beyond the classroom, and articulate the role we play as members embedded in communities
  • Interpretation = Interpret a range of communication forms, patterns, media, and genres, and then ground those interpretations in our understanding the world around us
  • Reflection = Reflect on one’s own communication practices
  • Expression = Create, perform, and express communication for an audience, and demonstrating a nuanced approach to the question of audiences
  • Tools = Engage with the skills necessary to craft and use communication tools, the ability to make critical choices with when and how to use the tools, and the knowledge needed to adapt to new tools


Undergraduate Proficiency in Information and Technology Literacy

Proposed Learning Objectives: 

Proficiency in technology literacy:

Context – Explain what technology is, its history and its role in shaping culture and society
Inventiveness - Use critical and algorithmic thinking skills to creatively apply technology to address a variety of challenges and issues in both person and public spaces
Tools - Select and employ tools appropriately and ethically within and across disciplinary fields
Impact - Critique potential intended and unintended consequences of technology applications and solutions

Proficiency in information literacy:

  • Identify when and why information is needed
  • Conduct effective searches using appropriate tools
  • Evaluate and select information most appropriate for the research needed
  • Use and communicate information
  • Reflect on and apply skills to new contexts