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Educational Policies Committee
Revised Wording for the Eight Competencies of the Core
January 26, 2006
Attached is the
most recent revision of the Eight Competencies.
It is my understanding that Jeff Chapp will explore #7.
Please be reassured that these Eight Competencies still
retain their original intent as we passed them in July 2005 despite
our word-smithing efforts. It
is absolutely critical that the crux of all eight statements remain
intact as departments/Schools begin identifying appropriate learning
experiences (i.e., core courses).
CORE CURRICULUM - EIGHT COMPETENCIES
Changes: [in brackets]
Mission Statement (see www.lincoln.edu)
Core Curriculum Philosophy
University fully supports a liberal arts [and sciences-based]
approach in the general education preparation of its students.
Our aim is to provide a thorough grounding in the liberal arts
and sciences via a curriculum that incorporates the heritage of the
past coupled with the knowledge of the present in order to address the
anticipated challenges of the future.
[Skills in] the liberal arts and sciences will equip
graduates for the learned professions, business, public and
international service. The
core curricular experiences will enable students to contribute to the
quality of life in an increasingly complex yet unitary world.
Core Curriculum Learner Outcomes (8 Competencies)
eight learner outcomes are derived from the core curriculum
philosophy. These learner
competencies serve as the curricular driving force for all three
schools of study: Humanities;
Natural Sciences & Mathematics; and Social Sciences &
Upon successful completion of the core curriculum, students
will be able to:
and effectively] communicate ideas through written,
spoken and visual means.
critically via classifying, analyzing, comparing, contrasting,
hypothesizing, synthesizing, extrapolating and evaluating ideas.
information literacy/research skills to assist their systematic
process of critical thought; articulating the problem; gathering
information from multiple sources and venues; evaluating the accuracy/thoroughness/timeliness of the collected data, and
determining when/if the problem has been satisfactorily
and [contrast] self and others and [explain] their
interdependence in terms of historical, social, political,
economic, psychological, health and moral/ethical factors.
good citizenship and service to one’s community.
Students also benefit when they engage
in free intellectual inquiry seeking truth, understanding
and appreciating self as well as a readiness to learn from and
about different cultural and linguistic perspectives.
interpret the quantitative aspects of life through the
disciplines of mathematics, computational science, laboratory
science, selected social sciences and other like-minded
approaches that prize sophistication and precision of thought.
and [demonstrate] a life-long interest in the fine and
performing arts so that students will experience perceptions,
emotions and empathies that communicate humanity’s deepest and
worthiest thoughts and aspirations.
themselves in ways that uplift self and others by strictly
adhering to the universal principles of freedom, justice,
equality and fairness; recognize and demonstrate positive
interpersonal skills that advance the human condition; respect
diverse views; and embrace open dialogue in an honest and caring
collective search for common ground, tolerance and the greater
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