Core Curriculum Committee


Principles of Undergraduate Learning


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Approved by the IUPUI Faculty Council May 7, 1998

The Principles of Undergraduate Learning are the essential ingredients of the
undergraduate educational experience at Indiana University Purdue University
Indianapolis. These principles form a conceptual framework for all students' general
education but necessarily permeate the curriculum in the major field of study as well.
More specific expectations for IUPUI's graduates are determined by the faculty in a
student's major field of study. Together, these expectations speak to what graduates of
IUPUI will know and what they will be able to do upon completion of their degree.

Core Communication and Quantitative Skills

Definition: The ability of students to write, read, speak and listen, perform
quantitative analysis, and use information resources and technology--the foundation
skills necessary for all IUPUI students to succeed.

Outcomes: This set of skills is demonstrated, respectively, by the ability (a) to
express ideas and facts to others effectively in a variety of written formats, (b) to
comprehend, interpret, and analyze texts, (c) to communicate orally in one-on-one and
group settings, (d) to solve problems that are quantitative in nature, and (e) to make
efficient use of information resources and technology for personal and professional
needs.

Critical Thinking

Definition: The ability of students to analyze carefully and logically information and
ideas from multiple perspectives.

Outcomes: This skill is demonstrated by the ability of students (a) to analyze complex
issues and make informed decisions, (b) to synthesize information in order to arrive at
reasoned conclusions, (c) to evaluate the logic, validity, and relevance of data, (d) to
solve challenging problems, and (e) to use knowledge and understanding in order to
generate and explore new questions.

Integration and Application of Knowledge

Definition: The ability of students to use information and concepts from studies in
multiple disciplines in their intellectual, professional, and community lives.

Outcomes: This skill is demonstrated by the ability of students to apply knowledge (a)
to enhance their personal lives, (b) to meet professional standards and competencies,
and (c) to further the goals of society.

Intellectual Depth, Breadth, and Adaptiveness

Definition: The ability of students to examine and organize disciplinary ways of
knowing and to apply them to specific issues and problems.

Outcomes: (a) Intellectual depth describes the demonstration of substantial knowledge
and understanding of at least one field of study; (b) intellectual breadth is
demonstrated by the ability to compare and contrast approaches to knowledge in different
disciplines; (c) adaptiveness is demonstrated by the ability to modify one's approach to
an issue or problem based on the contexts and requirements of particular situations.

Understanding Society and Culture

Definition: The ability of students to recognize their own cultural traditions and to
understand and appreciate the diversity of the human experience, both within the United
States and internationally.

Outcomes: This skill is demonstrated by the ability (a) to compare and contrast the
range of diversity and universality in human history, societies, and ways of life; (b)
to analyze and understand the interconnectedness of global and local concerns; and (c)
to operate with civility in a complex social world.

Values and Ethics

Definition: The ability of students to make judgments with respect to individual
conduct, citizenship, and aesthetics.

Outcomes: A sense of values and ethics is demonstrated by the ability of students (a)
to make informed and principled choices regarding conflicting situations in their
personal and public lives and to foresee the consequences of these choices; and (b) to
recognize the importance of aesthetics in their personal lives and to society.

 


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Updated: Friday, April 5, 2002 2:46 PM
Comments: Common Core Curriculum Committee - [ common@iupui.edu ]
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URL: http://clas.iupui.edu/clastext/home.html
Original: December 2001 - [ David M. Plater ]
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