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Institutional Student Learning Outcomes — CMC Signature Learning Outcomes

CMC students will be able to incorporate in their lives by the time they graduate the following institutional learning outcomes:

DOMAIN: KNOWLEDGE OF HUMAN CULTURES AND THE PHYSICAL AND NATURAL WORLD

  • Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
  • Recognize the interconnectedness of the human, physical, and natural systems

Focused by engagement with big questions, both contemporary and enduring

   
DOMAIN: INTELLECTUAL AND PRACTICAL SKILLS, INCLUDING
  • Inquiry and analysis
  • Critical and creative thinking
  • Written and oral communication
  • Quantitative literacy
  • Information literacy
  • Technological literacy
  • Ecological literacy
  • Teamwork and problem solving

Practiced extensively, across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance

 
DOMAIN: PERSONAL AND SOCIAL RESPONSIBILITY, INCLUDING
  • Civic knowledge and engagement – local and global
  • Intercultural knowledge and competence
  • Ethical reasoning and action
  • Foundations and skills for lifelong learning
  • Incorporation of life practices leading to health and wellness
  • The ability to apply ethical and responsible behaviors towards our environment
  • Taking responsibility for their academic success

Anchored through active involvement with diverse communities and real-world challenges

 
DOMAIN: INTEGRATIVE AND APPLIED LEARNING, INCLUDING
  • Synthesis and advanced accomplishment across general and specialized studies
 

Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems

 

Adapted from previous publications of the Association of American Colleges and Universities: Greater Expectations: A New Vision for Learning as a Nation Goes to College (2002), Taking Responsibility for Quality of the Baccalaureate Degree (2004), and Liberal Education Outcomes: A Preliminary Report on Achievement in College (2005) and published most recently in High –Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (2008).