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Hood College Competencies and Definitions

Written Communications

  • Demonstrate ability to communicate effectively in verbal, nonverbal and written forms.
  • Ability to develop and express complex ideas clearly, coherently and logically in a style appropriate for both purpose and audience.
  • Ability to use appropriate technology that supports or facilitates communication.
  • Competent writing must demonstrate mastery in focus, content, organization, style and conventions.

Oral Communications

  • Prepared, purposeful presentation to increase knowledge, to foster understanding, and to promote change in the listeners’ attitudes, values, beliefs or behaviors.
  • Outcomes cover these dimensions:
    • Cohesive organization of content
    • Language choice
    • Delivery techniques
    • Use of evidence
    • Central message development

Information literacy

  • Process in which the students need to find, understand, evaluate and use information in various forms
  • Effectively access and evaluate a wide variety of information and data sources
  • Use of library, search engines, research and integration process
  • Recognize and articulate an information need
  • Develop effective research strategies
  • Analyze and critically evaluate information
  • Organize and synthesize information
  • Information competency
    • Determine the extent of information needed
    • Access the needed information effectively and efficiently
    • Evaluate information and its sources critically
    • Incorporate selected information into one’s knowledge base
    • Use information effectively to accomplish a specific purpose
    • Understand the economic, legal and social issues surrounding the use of information and access and use information ethically and legally

Quantitative Analysis

  • Apply quantitative methods to solve real-world problems
  • Perform necessary computations to solve quantitative problems relevant to the field or course
  • Evaluate information presented in tabular, graphic or numerical form
  • Continuous and discrete mathematics

Critical Reasoning

  • Identify and examine assumptions and premises
  • Distinguish belief, opinion and empirical truth
  • Think open-mindedly
  • Present and assess the quality of supporting data and empirical evidence within a context
  • Draw conclusion based on evidence, prior knowledge and context
  • Create or generate idea, processes, experiences or artifacts

Technological Capabilities

  • Engage in global and collaborative outreach through electronic communication
  • Engage in face-to-face communication through technology-enhanced presentations
  • Use emerging technologies to collect and manage data and information
  • Use technology to analyze more effectively
  • Demonstrate familiarity with major legal, ethical, privacy, and security issues in information technology

Values

  • Understand the concepts of values, attitudes, and beliefs and the ways in which these concepts relate
  • Identify cultural, societal, and personal values and the potential of conflict between different value systems
  • Understand the influence of values in determining policy and practice in government, business, and the society as a whole
  • Be able to define, and defend logically, personal values

Ethics

  • Understand the meaning and function of ethics, and the necessity for, and value of ethical behavior in personal and societal relationships
  • Identify essential questions and variables related to making ethical decisions
  • Recognize ethical questions in personal, professional and societal contexts
  • Be able to analyze ethical problems and decide upon appropriate courses of action
  • Understand the application of ethics in the particular discipline
  • Students will understand and apply the principle of the ethical use of information and intellectual property
  • Personal privacy issue
  • Academic honesty and plagiarism

Diversity

  • Understand the concept of culture, the evolution of different cultures and demonstrate a respect for cultural differences
  • Learn to view objectively persons of different gender, races, nationalities, ethnic groups, ages and sexual preferences
  • Develop an openness to learning the variation of values and cultural traditions in different groups
  • Recognize laws, regulations and social and commercial practices that discriminate against members of minority groups
  • Develop ways of thinking and behaving that recognize and respect persons of diverse backgrounds
  • Cultural competency (can be included as well)
    • Ability to function effectively in diverse cultures
    • Understanding of cultural biases and knowledge of how to proactively challenge them.
    • Knowledge about cultural differences including historical perspective
    • Sensitivity, understanding and respectful in interacting with persons of a different culture

Sources

Association of American Colleges & Universities (AAC&U) http://www.aacu.org/

Banta, T.W. et. al., 2009. Designing Effective Assessment: Principles and Profiles of Good Practice: Jossey-Bass.

National Institute for Learning Outcomes and Assessment (NILOA). http://www.learningoutcomesassessment.org/AboutUs.html

The Governor's Blue Ribbon Commission on Higher Education. State Council of Higher Education for Virginia (SCHEV) http://www.schev.edu/