Program Goals & Student Learning Outcomes

At Hood College, we are committed to teaching excellence. Program goals and learning outcomes identify what we expect students to learn, think critically about and accomplish in their courses and programs of study at both the undergraduate and graduate levels.

We believe an integrated learning approach that combines a strong grounding in the liberal arts with advanced study in the major and opportunities for internships and research initiatives is the best way to prepare students for lives of purpose and civic engagement. 

 

Students will be able to write with clarity in English

Develop an effective thesis and support it well with evidence

Formulate well-organized and coherent essays

Write with clarity and precision using appropriate tone and diction

Apply conventions of standard U.S. English concerning grammar, syntax, spelling, punctuation, and mechanics

Cite sources accurately and in current MLA style

 

OIRA-10/17/2019

Students will demonstrate an ability to develop and present ideas through formulating a strong thesis statement, providing convincing evidence to support their statement, and arriving at a conclusion that satisfactorily closes an essay. They will use a tone suitable for an academic audience, arrange the text logically and cohesively, and follow the conventions of standard written English usage and mechanics.

Students will be able to develop a research question, search the appropriate catalogs or databases for suitable sources, and evaluate their selected sources for currency, relevance, authority, and purpose. Students will provide annotations, including summaries of the authors’ arguments, using appropriate citation style and mechanic

Students will become familiar with identified out-of-class learning tools and resources available at Hood College

OIRA- December 2019

Students will be able to function successfully using the four skills (listening, speaking, reading and writing) of a foreign language and develop awareness of a foreign culture

Listening Comprehension

  • Students are able to understand some information from sentence-length speech in basic personal and social contexts.

Spoken Communication

  • Making spoken statements about personal information and basic needs
    • Students are able to handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations (including but not limited to basic personal information and basic needs).
  • Answering Questions
    • Students can answer direct questions or request for information with some difficulty.

Written Communication

  • Making spoken statements about personal information and basic needs
    • ​​​​​​​Students can formulate questions based upon familiar material.
  • ​​​​​​​Answering Questions
    • ​​​​​​​Students can write short and simple sentences on topics tied to highly predictable content areas and personal information.

Reading

  • Understand Text
    • ​​​​​​​Students can understand simple facts and information presented in short, uncomplicated texts.
  • ​​​​​​​Comprehend Vocabulary
    • ​​​​​​​Students can understand key words, cognates, and formulaic phrases in contextualized texts.

 

OIRA-10/17/2019

Student will be able to i) critically examine a work, discourse or institution of global significance in its historical context and suggest ways it has influenced world cultures, ideas or issues or ii) describe the cultural, ideological or institutional structures that transcend two or more national, cultural or continental boundaries and critically considering how two or more different communities divergently experience the world shaped by such global structures; iii) Study abroad for at least one full semester would fulfill this requirement.

Examine Global Significance

  • Critically examines a text, discourse, artifact, or institution of global significance in its historical, cultural, economic, and/or political context.

Analyze for Impact: Across Boundaries

  • Analyze a cultural, ideological, or institutional process and/or impact that transcends two or more boundaries in space and/or time.

Clear Communications

  • Writes about global issues and processes with clarity.
  • Thesis
    • Develops a thesis statement that responds to global issues and problems.
  • Visual Communication
    • ​​​​​​​Uses appropriate visual communication to convey information about global studies.
  • ​​​​​​​Citations
    • ​​​​​​​Utilizes appropriate citation format.

 

OIRA-10/17/2019

Students will be able to realize the relationship between physical activity and wellness, and be able to design at least one physical activity program for improving wellness

Relationship

  • Realize the relationship between physical activity and wellness.

Design Physical Activity

  • Design at least one physical activity program for improving wellness.

 

OIRA-10/17/2019

Appropriately identify and analyze primary sources

Place significant works in their proper historical and cultural context

Assess the complex relationship between historical events and the human condition

Chronologically order major events and the development of key social and political institutions for at least one period of history

Explain the significance of major events and the development of key social and political institutions for at least one period of history

 

OIRA-10/17/2019

Students will be able to i) read with perception the literature they have studied; ii) analyze significant aspects of this literature; and iii) intelligently discuss relationships between the literature and human experience.

Read and comprehend literary works

  • Read with perception the literature they have studied

Analyze significant aspects of literature

  • Analyze significant aspects of literature.

Discuss Relationships between literature and human experience

  • Intelligently discuss relationships between the literature and human experience.

 

OIRA-10/17/2019

 

Students will be able to i) analyze, in a preliminary way, questions about reality, meaning or value; ii) discuss some of the traditional views on such questions; and iii) develop criteria to arbitrate differences between conflicting normative claims about thought or behavior.

Salient Features

  • Accurately describe the salient features of either (a) some major (e.g., historically significant) ethical values or (b) some major theories of ethical value.
  • Issues
    • Comprehends central issues
  • Terms
    • Uses disciplinary terms appropriately
  • Reasoning
    • Appreciates intentional/explicit reasoning

Persuasively Analyzes

  • Persuasively analyze either (a) how some major ethical values are informed or not informed by some major theories of ethical value or (b) how some major ethical values recommend or do not recommend certain individual behaviors, societal norms, and/or states of affairs.
  • Background
    • Provides context or background for the Issue
  • ​​​​​​​Commentary
    • ​​​​​​​Provides critical commentary
  • ​​​​​​​Understanding
    • ​​​​​​​Careful reading of source material
  • ​​​​​​​Cohesiveness
    • ​​​​​​​Analytical organization/cohesiveness

​​​​​​​​​​​​​​Constructing Arguments

  • Offer rationally constructed arguments about the strengths and/or weaknesses of either (a) how some major ethical values are informed by or not sufficiently informed by some major theories of ethical value or (b) how some major ethical values recommend or do not recommend enough certain individual behaviors, societal norms, and/or states of affairs.
  • Thesis
    • ​​​​​​​Thesis statement and organization plan
  • ​​​​​​​Premises
    • ​​​​​​​Plausible argument
  • ​​​​​​​Scope
    • Limitations of the argument​​​​​​​

 Mechanics

  • Writing style, sources, and citations
  • Clarity
    • ​​​​​​​Writes with clarity
  • ​​​​​​​Sources
    • ​​​​​​​Uses sources appropriately
  • ​​​​​​​Citations
    • ​​​​​​​Uses appropriate citations

 

OIRA- 10/17/2019

Students will be able to interpret and manipulate quantitative data arising in a variety of contexts using elementary mathematical tools, create arguments supported by data, and communicate those arguments in many ways – using tables, graphs, mathematical expressions, and words

Interpret Quantitative Data

  • Interpret quantitative data arising in a variety of contexts

Demonstrate Computational Fluency

  • Demonstrate computational fluency, including the use of technology as appropriate.

Create Arguments

  • Create arguments using data.

Communicate Arguments: Tools

  • Communicate arguments using quantitative tools such as tables, graphs, and mathematical expressions.

Communicate Arguments: Narrative

  • Communicate arguments through the narrative analysis

 

OIRA- 10/17/2019

Students will be able to i) understand from a nonprofessional perspective the scientific concepts, laws, and principles that affect current societal issues and assess the impact of scientific or technological maters on society and the environment; and ii) use scientific tools and techniques to measure and analyze the systems under study.

The student shows proficiency in understanding and appreciation of fundamental concepts in a scientific discipline.

Non-Lab - The student describes the importance of science and technology on society.

Lab - Hands-on laboratory experience using the scientific approach to problem solving

  • Lab - Shows proficiency in using tools and techniques in the scientific approach to problem solving
  • Lab - Shows proficiency in analyzing data and in drawing the appropriate conclusions in the scientific approach to problem solving

 

OIRA-10/17/2019

Social and Behavioral Analysis courses introduce students to the study of human behavior and/or the structures of society by acquainting students with the methods used for solving problems in the social or behavioral sciences.

Upon satisfactory completion of this requirement, students will be able to identify the essential features of society and culture or the major factors of human behavior, either in general or as they apply to particular social, political or economic issues; describe the structures and functions of some major social institution or analyze the effect of social structures on their own and others’ attitudes and behavior; analyze and synthesize information that deals with social or behavioral issues, distinguish between relevant and irrelevant information and lines of reasoning and form appropriate conclusions.

Identify

  • Identify the essential features of society/culture, or the major factors of human behavior, either in general or as they apply to particular social, political or economic issues.
  • Identify Features/Society
    • Identify the essential features of society/culture either in general or as they apply to particular social, political or economic issues.
  • Identify Factors/Behaviors
    • Identify the major factors of human behavior, either in general or as they apply to particular social, political or economic issues.

​​​​​​​​​​​​​​Analyze

  • Analyze the structures/functions of some major social institution, or the effect of social structures on individuals’ attitudes and behaviors.
  • ​​​​​​​​​​​​​​Analyze Institutions
    • ​​​​​​​Analyze the structures/functions of some major social institution.
    • Understands Concepts
      • ​​​​​​​Demonstrates an understanding of disciplinary concepts associated with a major institution.
    • ​​​​​​​Applies Concepts
      • ​​​​​​​Appropriately applies disciplinary concepts associated with a major institution.
  • ​​​​​​​​​​​​​​​​​​​​​​​​​​​​Analyze Human Behaviors
    • ​​​​​​​Analyze the effect of social structures on individuals’ attitudes and behaviors.
    • Understands Concepts
      • ​​​​​​​Demonstrates an understanding of disciplinary concepts associated with behaviors.
    • ​​​​​​​Applies Concepts
      • ​​​​​​​Appropriately applies disciplinary concepts associated with behaviors.
  • ​​​​​​​​​​​​​​ Identify Methods
    • ​​​​​​​Identify the methods used to address questions related to structures of society and/or human behavior.

 

OIRA- 10/17/2019

Allow students to explore the creation of art from a variety of perspectives (expectation of behavior needed). As delineated in the catalog, courses in this area of the core primarily fit into one of two categories: Analytical and Practicum. Thus the numbering is slightly different for this section.

Analyze a work/piece/site in terms of its cultural role, content, meaning, significance, and/or influence

Analyze a particular figure and/or their work(s) in terms of their cultural role, content, meaning, significance, and/or influence

Demonstrate the ability to use and appropriately apply methods and/or vocabulary appropriate to the discipline

Demonstrate technical skill(s), including an understanding of the fundamental techniques and/or tools of the discipline

Demonstrate the ability to communicate original ideas in creative, discipline-specific ways

Demonstrate the ability to use and appropriately apply methods of work and/or vocabulary appropriate to the discipline

 

OIRA- 10/17/2019