
As a student-centered institution, Southern regards student success as its highest priority. We seek to instill in all of our students the value of the liberal arts and sciences as a foundation for professional development and life-long learning. Our students receive exemplary professional training and are inspired by the research, scholarship, and creative activity of our faculty (Discover Southern: A Strategic Plan for Southern Connecticut State University 2015-2025).
Consistent with the university’s approach to student success, the university’s Liberal Education Program (LEP) was designed to create learning experiences that are structured around three overarching questions:
Each course in the program has at least one Area of Knowledge and Experience, attends to at least one major Competency, and presents at least one Discussion of Values. Including all three groups in every course provides program coherence (The Liberal Education Program at Southern, 2009).
The Liberal Education Program (LEP) is characterized by concretely articulated goals, curricular coherence, and assessment and review. Other characteristics include a dynamic and amendable approach, oversight, and flexibility (The Liberal Education Program at Southern, 2009). The LEP promotes specific learning outcomes, which allow concrete and consistent measurement. Upon completion of the LEP, students will be able to:
Southern determines at regular intervals how well, faithfully, and completely the university promotes student learning. The university has a systematic approach to the assessment of student learning. This approach promotes academic excellence and improves academic program quality. As a result, the university is able to make curricular and programmatic changes based on evidence. In this way, the university models to the students a sense of curiosity and self-growth.
Southern’s innovative Liberal Education Program is continually evaluated to make sure that students are learning and progressing as expected. LEP’s aim is to promote students’ mastery of such competencies as critical thinking, information literacy, multilingual communication, oral communication, quantitative reasoning, technological fluency, and written communication. These competencies are desired by employers. Interdisciplinary teams of faculty have collaborated to develop assessments to measure how well the university is promoting these competencies among the students. LEP also addresses areas of knowledge and experience (American experience, natural world, cultural expressions, global awareness, etc.) that educated citizens are expected to know. The LEP evaluation of students’ mastery of competencies and areas of knowledge contributes to planning program revisions and individual course improvements.
The list of "key elements" (learner outcomes) of each LEP component provides the alignment between the campus-level student learner outcome statements and the program- and course-level student learner outcome statements. In the Undergraduate Curriculum Forum’s Course Proposal Form, professors indicate how the proposed course will meet each key element of the selected competency. For example, the competency known as multilingual communication has five key elements: language proficiency, cultural and linguistic awareness, communities, connections, and critical analysis. A description of each learner outcome appears in the LEP Document. Similarly, there are five learner outcomes for competency in written communication: argument comprehension, argument construction, academic honesty, audience awareness, and correctness. A course may be taught by multiple instructors who may choose to address the key elements in different ways and/or use different Embedded Competencies, Areas of Knowledge, or Discussion(s) of Values for their sections.
Assessments of student work in courses and programs are linked to campus-level learner outcomes. For example, competency in “analyzing and solving complex problems” incorporates aspects of both critical thinking and quantitative reasoning. Since Southern participates in the Multi-State Collaborative to Advance Quality Student Learning (MSC), the final papers of freshmen and seniors are scored by faculty in other states using AAC&U’s rubrics for critical thinking, quantitative literacy, and written communication. The following sections show how assessments of students’ progress are linked to campus-level learner outcomes.
For every aspect of the Liberal Education Program (the general education program), “key elements” or learner outcomes have been articulated.
Purpose
To prepare students to think creatively by engaging them in a process that generates new
ideas. This ability leads students to fresh insights and perspectives, novel approaches to
problems, and new ways of understanding, and it is a prerequisite for excellence in all of
the academic disciplines, especially in a rapidly changing society.
Key Elements
Purpose
To prepare students to identify problems and to think effectively about their solutions,
both of which require making good arguments and critically assessing information. These
skills are necessary for active learning and independent thinking; they also are essential
for academic success and good decision-making in students’ personal, professional, and
public lives.
Key Elements
Using real world problems, the course will provide instruction in:
Purpose
To provide students with the ability to recognize when information is needed and to
locate, evaluate, and use information effectively. In their academic, professional, personal
and civic endeavors, students face an expanding quantity of information from sources of
uncertain quality and have an increasing number of tools available to them for
information retrieval and evaluation.
Key Elements
Purpose
To help students develop a capacity to interact successfully with others. In the twentyfirst
century, the ability to work collaboratively is a necessity and has become one of the
characteristics of an educated person.
Key Elements
Purpose
To develop students’ proficiency in a language and create awareness of cultures other
than their own. These capacities enhance the students' ability to think critically about
themselves in relation to others, to appreciate the complexity of language and the richness
of cultures, and to live as informed and responsible citizens in an increasingly
interdependent world.
Key Elements
Purpose
To provide students with the tools to express themselves coherently and cogently in faceto-face interactions. In the twenty-first century, students must be able to interact
effectively in the community and in the workplace to succeed in their professional,
personal, and community roles.
Key Elements
Purpose
To enable students to recognize, understand, and use the quantitative elements they may
encounter in various aspects of their lives, to foster abstract quantitative thought, to build
self-confidence, and to appreciate the beauty and power of quantitative reasoning.
Increasingly, success in modern life, academic disciplines, and career paths depends upon
quantitative reasoning.
Key Elements
Purpose
To provide students fluency in contemporary and emerging technologies that transform
the way we work, and to prepare them to respond to future technological changes. In
today’s highly technological society, comfort with and fluency in rapidly evolving
technology provide students with a competitive edge professionally and with important
tools for social interaction and collaboration.
Key Elements
Purpose
To provide students with the tools to comprehend what they read, to discover new ideas,
to refine their thinking, and to express their thoughts cogently in writing. In our
contemporary society, the capacity to grapple with complex thoughts and to communicate
effectively in written form is of ever-increasing importance to students’ personal,
professional, academic, and public lives.
Key Elements
Purpose
To develop a broad understanding of the society, politics, and culture of the United States
and in particular its historical and contemporary diversity. This knowledge enables
students to become informed and engaged citizens and provides a social and historical
context to their lives.
Key Elements
American experience courses should contain exposure to all of the below with emphasis
on at least one.
Purpose
To prepare students to think creatively through significant hands-on practice with a
process that generates new conceptions and reveals new interpretations. Creativity is the
well-spring of invention and delight.
Key Elements
Purpose
To develop the students’ understanding of and aesthetic appreciation for influential
cultural objects and traditions. This understanding will enable students to expand their
own aesthetic sensibilities and enhance their encounters with cultural works.
Key Elements
Purpose
To acquaint students with perspectives on current world affairs not centered in the
American experience. To be effective citizens, students need to know and understand the
conditions of others around the globe and the relationships and connections between self, local surroundings, and the broader world.
Key Elements
Purpose
To develop students’ understanding of various conceptions of the self and awareness of
the self as a developing entity. This will enrich students’ appreciation of their own
personal identity and help them make effective and meaningful decisions about their
lives.
Key Elements
Purpose
To familiarize students with science as a method of inquiry and to raise their awareness
of the role science plays in the world. The ability to accurately and objectively articulate
the scientific underpinnings of important complex issues is essential in a society that
increasingly depends on science and technology.
Key Elements
Purpose
To develop student understanding of social conflicts and their sources, and of possible
means for seeking resolution. An understanding of the relationships among competing
interest groups, power dynamics, conflicts, and potential resolutions of such conflicts is
necessary to engage with a diverse society.
Key Elements
Purpose
To appreciate the rich variation in human perspectives on the human experience and on
nature. Exposure to such perspectives fosters a more cosmopolitan view of the world and
provides an important context for the students’ understanding of themselves and their
own time and place.
Key Elements