Appendix 3: General Learning Outcomes

Appendix 3: General Learning Outcomes
After Presentation to Faculty on September 22, 2004

This grid purposely makes a distinction between desire (what we want students to learn but cannot really control) and outcome (a relatively controllable goal related to an uncontrollable desire). Since many faculty included desires in the lists they created during the workshop session, we wanted to show the connection between our summary work and the work of the entire faculty.

In our final work, however, we omitted the “desire” column since it is neither realistic nor measurable.

Area	Outcome	Desire
Knowledge (faith, general culture and major)	Understand Christianity, Bible, and Wesleyan tradition in relation to other faith positions	Have vibrant personal faith in Christ
	Know what believe and why	Have vibrant personal faith in Christ
	Demonstrate professional entry-level knowledge in a major area	Be prepared for work world or graduate education
	Understand general human experience (history, lit, philosophy, arts, science, social science, psych)	Know Western European culture in its richness and limitations
Competencies (social and intellectual skills)	Verbal and written communication	Be educated and cultivated speakers, thinkers, writers, and readers
	Critical reading and thinking
	Mathematical problem-solving
	Information and technology literacy
	Social literacy (teamwork)	Cooperative and contributing members of community
	Learning skills	Be lifelong learners
Values/attitudes (ability to manage self and the world)	Understand diversity and complexity of world’s needs	Humility; appreciation of others
	Have an experience of service and engagement with needs of others	Servanthood and engagement in community
	Comprehend difference between a vocation and a job	Sustaining sense of vocation
	Understand the diversity and complexity of the self (physical, intellectual, emotional, social)	Live a healthy life physically, emotionally and relationally

The General Education Committee is a standing faculty committee, elected annually according to requirements outlined in the PLNU Faculty Handbook. To this basic committee were added several extra faculty members and administrators in order to constitute the General Education Task Force that has been charged with a revision of General Education. Once that revision has been accomplished, the Task Force will be dissolved and the General Education Committee will resume meetings focused entirely on the ongoing administration and assessment of our general education program.