Creative and interpretive processes

Creative and interpretive processes require the study of the historical and cultural contexts of works drawn from the visual, performing and literary arts. This study involves analysis of different aesthetic processes for creating and performing in the arts as well as approaches for conveying meaning through artistic works and students’ experiences in developing artistic works.

Critical thinking

"Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking also involves evaluating the thinking process - the reasoning that went into the conclusion we've arrived at the kinds of factors considered in making a decision. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome."
Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking. 1996.

Environmental perspectives

An environmental perspective allows students to consider the changing nature of the earth, and its constituent elements, as well as the relationship between the physical, biological, and human worlds. Courses will explore factors affecting the environment and develop understanding of the extent to which changes in the earth’s environment are affected by human activities, and non-human processes. Courses should explore potential consequences of the changes, and whether these changes are healthy and desirable for human beings and other organisms. Students should also explore the nature of the consequences and tradeoffs involved if some or all of these changes are slowed, stopped or their effects mitigated.

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Ethical perspectives

This perspective allows students to explore how values inform the behavior of individuals and societies and govern the way humans relate to each other on a daily basis, understand the implications of our thoughts and actions and to take responsibility to them. Students also learn how these values in both their unity and diversity can provide insight into the way our personal and social worlds are shaped in various historical and social contexts.

The study of values and ethics advances respect for knowledge and its problems. Students will learn to recognize the value-laden character of knowledge, including knowledge about the world, the environment, race and ethnicity, language and gender. Students advance their understanding of the values that underlie the criteria used by scholars in identifying and formulating problems, in constructing methods and models, and in articulating and choosing theories.

Global context

This involves a critical understanding of the local and global processes that historically influence and help to define human differences, how these differences have influenced the relative rights and responsibilities.

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Historical context

Studies which focus on the physical, temporal, intellectual context in which events in human history have taken place. Historical processes involve the impact these events have on human actions and events, and the ways in which societies evolve as a result. Processes affect peoples and societies, institutions, ideas and beliefs. Mastering the terms, issues, participants, theoretical orientations, methods and methodologies used in the discussion of historical knowledge is the goal of this dimension. A course which fulfills the historical context and process requirement addresses three components: facts, their impact on the development of cultures and societies, and an awareness of the evolution of their historical interpretation.

Human and cultural diversity

These courses encourage an understanding of the interplay of biological and cultural diversity in the evolution of the human species, followed by historically based material on the distribution and movement of cultural and biologically diversity globally and the link between culture, geography, and the development of different economic systems, including the development of capitalism.

Inquiry

Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer -- because often there is none -- but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.
http://www.thirteen.org/

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Interrelationships among disciplines

Courses which draw from multiple disciplines and identify the need for and value of this material in the context of a broader issue being examined.

Mathematics and quantitative reasoning

Skills taught in these classes include analyzing evidence, verbalizing problems into mathematical form, reading graphs, understanding logical arguments and evidence, detecting logical fallacies, evaluating risks, assessing uncertainty, detecting errors in data, designing experiments, understanding creation of models, validations and inferences, interpreting quantitative data, developing number and symbol sense.

Natural sciences

Natural science courses include the Physical and Life Sciences. Physical science courses emphasize scientific methodology by involving the student in making observations, evaluating data, and solving problems.

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Problem based learning

This is a widely used inquiry technique that involves having students learn by solving real-world problems through a series of steps, while working in groups.
http://www.thirteen.org

Quality Enhancement Plan (QEP)

A plan to implement the revision of the General Education Plan to infuse more inquiry and critical thinking into the curriculum while promoting Undergraduate Research.

Scientific processes

Scientific processes emphasize scientific methodology and habits of mind. Students are actively involved in making observations, organizing data, critically evaluating data, designing and/or evaluating experimental procedures for obtaining data, using data to answer questions and make predictions. Habits of mind include curiosity, skepticism, creativity, appreciation of uncertainty and tolerance for ambiguity, intellectual honesty and a willingness to consider new and different ideas.

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