2.4.2 IMPACTS System-Wide Orienting Questions, LOs, and CRCs
2.4.2 System wide Orienting Questions, Learning Outcomes, and Career-Ready Competencies for Core IMPACTS Domains
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System wide Orienting Questions, Learning Outcomes (LOs), and Career-Ready Competencies (CRCs) have been developed for each Core IMPACTS domain defined as follows:
Core IMPACTS: Orienting Questions
These are questions that are intended to orient students to what is covered in each Core IMPACTS domain and to pique student interest.
Core IMPACTS: Learning Outcomes (LOs)
System wide Learning Outcomes have been developed for each Core IMPACTS domain. These Learning Outcomes have intentionally been defined broadly, so that existing institutional courses and learning outcomes will generally fit the systemwide Core IMPACTS Outcomes. Each course included in Core IMPACTS should ensure that students can meet the Learning Outcomes and Career-Ready Competencies specified for the domain.
Core IMPACTS: Career-Ready Competencies (CRCs)
Core IMPACTS Career-Ready Competencies are broad transferable skills that go beyond the content of specific courses. Responsibility for cultivating Career-Ready Competencies has been assigned to courses in each Core IMPACTS domain and it is expected that students will develop these competencies through taking these combinations of courses.
These competencies are defined in the table below. The definitions are sourced from the American Association of Colleges and Universities (AAC&U) Value Rubrics, the National Association of Colleges and Employers (NACE), the “soft skills” listed in O*Net, as well as desired employability skills identified from surveys of Georgia employers.
| Career-Ready Competencies | Definition |
|---|---|
| Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative approaches to solving problems and making decisions |
| Ethical Reasoning | Assessing one’s own ethical values, recognizing ethical issues in a variety of settings, thinking about how different perspectives might apply to ethical dilemmas, and considering the ramifications of alternative actions |
| Information Literacy | Recognizing when information is needed, and locating, evaluating, synthesizing, and effectively using the needed information, while appropriately crediting the original source of information |
| Inquiry and Analysis | Exploring the world, and supporting informed conclusions through the collection, evaluation, and use of relevant evidence |
| Intercultural Competence | Developing knowledge, skills and behaviors that support effective and appropriate interaction in a variety of cultural contexts |
| Perspective-Taking | Considering perspectives other than one’s own and allowing new information, differing opinions, and others’ experiences to impress upon one’s thinking, understanding, and appreciation of others |
| Persuasion | Using messages that are intentionally designed to appeal to another’s reason, emotions, or both, in order to enact change |
| Problem-Solving | Designing, evaluating, and implementing strategies to solve problems using data, knowledge and facts |
| Teamwork | Building and maintaining collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities |
| Time Management | Prioritizing and structuring tasks and resources to achieve an effective use of time while performing goal-directed activities |
The Orienting Questions, Learning Outcomes, and Career-Ready Competencies assigned to each Core IMPACTS domain are listed in the table below.
| Core IMPACTS (Domain Shorthand) | Orienting Question | Learning Outcome(s) | Career-Ready Competencies |
|---|---|---|---|
| Institutional Priority (Institution) | How does my institution help me to navigate the world? | Students will demonstrate the ability to think critically and solve problems related to academic priorities at their institution. | Critical Thinking, Teamwork, & Time Management |
| Mathematics & Quantitative Skills (Mathematics) | How do I measure the world? | Students will apply mathematical and computational knowledge to interpret, evaluate, and communicate quantitative information using verbal, numerical, graphical, or symbolic forms. | Information Literacy, Inquiry and Analysis, & Problem-Solving |
| Political Science and U.S. History (Citizenship) | How do I prepare for my responsibilities as an engaged citizen? | Students will demonstrate knowledge of the history of the United States, the history of Georgia, and the provisions and principles of the United States Constitution and the Constitution of Georgia. | Critical Thinking, Intercultural Competence, & Persuasion |
| Arts, Humanities & Ethics (Humanities) | How do I interpret the human experience through creative, linguistic, and philosophical works? | Students will effectively analyze and interpret the meaning, cultural significance, and ethical implications of literary/philosophical texts or of works in the visual/performing arts. | Ethical Reasoning, Information Literacy, & Intercultural Competence |
| Communicating in Writing (Writing) | How do I write effectively in different contexts? | 1) Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions. 2) Students will appropriately acknowledge the use of materials from original sources. 3) Students will adapt their written communications to purpose and audience. 4) Students will analyze and draw informed inferences from written texts. | Critical Thinking, Information Literacy, & Persuasion |
| Technology, Mathematics & Sciences (STEM) | How do I ask scientific questions or use data, mathematics, or technology to understand the universe? | Students will use the scientific method and laboratory procedures or mathematical and computational methods to analyze data, solve problems, and explain natural phenomena. | Inquiry and Analysis, Problem-Solving, & Teamwork |
| Social Sciences (Social Sciences) | How do I understand human experiences and connections? | Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change. | Intercultural Competence, Perspective-Taking, & Persuasion |
Systemwide Orienting Questions, Learning Outcomes, and Career-Ready Competencies must be centerpieces of Core IMPACTS courses and must be clearly listed in the syllabus for each instance of a Core IMPACTS course. A template for the required syllabus statement is provided below. The syllabus statement must be included in the syllabus for all sections of each Core IMPACTS course. Instructors in courses that are part of Core IMPACTS must be aware of their responsibilities to ensure that students meet these Core IMPACTS Learning Outcomes and develop the specified Career-Ready Competencies through their participation in the courses.
Course PREFIX and Number COURSE TITLE
This is a Core IMPACTS course that is part of the XXXX domain.
Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic domains. This course will help students master course content and support students’ broad academic and career goals.
This course should direct students toward a broad Orienting Question: • [Insert University System of Georgia Orienting Question here.]
Completion of this course should enable students to meet the following Learning Outcome: • [Insert University System of Georgia Learning Outcome here.]
Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: • [Insert University System of Georgia career-ready competencies here.]
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