Liberal Studies Program > Teaching in LSP > Learning Outcomes & Writing Expectations

Learning Outcomes & Writing Expectations by LSP Area

Common Core

Students who successfully complete the Chicago Quarter will be able to:
  • Integrate, in writing, the academic content with student experiences engaging in Chicago.
  • Articulate the connection between course content and DePaul University's mission.
  • Use Chicago resources in their coursework.

Students who successfully complete the Focal Point Seminar will be able to:

  • Discuss and analyze work from at least three different fields in their written work for the course.
  • Participate actively in advancing the collective intellectual understanding of the course topic through class discussions.
  • Distinguish between primary and secondary sources, and assess varying degrees of mediation and interpretation in specific source materials.
  • Construct arguments based on evidence and the work and interpretations of other sources.
  • Revise papers in response to the instructor’s comments.
  • Produce a project with a central argument, in which all parts of the project support the central argument.
 
 
Students who successfully complete QR courses will be able to:
 
  • Use proportional reasoning and percent change to analyze data in context. 
  • Make appropriate and effective graphs to communicate and visualize quantitative information.
  • Critique graphs and charts in the media.
  • Recognize disaggregation as a factor in interpreting data.
  • Use and interpret linear and exponential models.
  • Make algebraic calculations within a spreadsheet using cell addresses and formulas and use statistical, logical, and financial functions.
  • Critically assess the sources, importance and factual accuracy of quantitative information.
  • Make effective quantitative analyses in written form with supporting graphs and/or tables.

Students who successfully complete First Year Writing courses will be able to:

  • Identify and use key rhetorical concepts, including purpose, audience, and context, through analyzing and composing a variety of texts.
  • Integrate critical thinking, reading, and writing.
  • Reflect on and develop their own writing processes.
  • Appropriately apply knowledge of linguistic structures, genre, and citation.
 

Students who succesfully complete the Seminar on Race, Power, and Resistance (LSP 200) will be able to:

  • Demonstrate knowledge of the historically contingent nature of constructions of race, racism, and anti-racism. The course will compare at least two different dimensions of people's lived experiences by examining how class, ethnicity, gender, age, language, sexual orientation, religion, and/or ability have shaped racialized experiences and anti-racist resistance.
  • Develop, through self-reflection and critical analysis, alternative perspectives on the historical roots of inequality and be able to explain the lasting effects of oppression on marginalized groups.
  • Critically analyze multiple sources of information and interpret evidence from a variety of points of views in order to demonstrate knowledge about racism and tools that have been used to combat it. Sources may include relevant databases and other reference work, primary and secondary sources, community knowledge, etc.  
  • Advance a collective intellectual understanding of racism and anti-racist movements or actions - through discussion, group work, active listening and speaking - and use the information to address problems and issues related to racism and its intersection with other features of human experience. 

Seminar on Race, Power, and Resistance (LSP 200) - Learning Outcomes and Writing Expectations 

Students who successfully complete the Experiential Learning requirement will be able to:

  • Apply particular concepts from readings, lectures, etc. to an analysis of lived experiences in the settings provided by the course.
  • Use the experiences provided by the course to construct and articulate the impact of their experience on their understanding of course content.
  • Demonstrate an understanding of the ethics appropriate to his or her experiential placement.
  • Synthesize and articulate how the ideas and experiences provided by the course might inform their personal, academic, and/or professional pursuits.

Students who successfully complete the Capstone requirement will be able to:

  • Apply one or more theories or concepts from courses within their major to an analysis of a particular issue relevant to the major.
  • Identify an idea, method, or concept from a discipline outside their major field of study and be able to apply it within the context of their major field of study.
  • Examine how their previous coursework, including Liberal Studies courses, has contributed to their intellectual development and/or their post-graduation plans.

Learning Domains

Students who successfully complete the Arts and Literature requirement will be able to:

  • Explain, in well-written prose, what a work of art is about and how it was produced
    • Articulate and explain the “content” of that work and its methodology of production.
  • Comment on the relationship between form and content in a work.
    • How does the 14-line sonnet both enable and inhibit its practitioner, for example?
    • What are the generic expectations of a particular form?
    • How does an artist complicate, enrich, or subvert such expectations?
  • Assess the formal aspects of their subject and put those qualities into words, using, when appropriate, specialized vocabulary employed in class and readings.
  • Contextualize a work of art.
    • Do so with respect to other works of art in terms of defining its place within a broader style or genre.
    • Contextualize a work of art in terms of contemporaneous aesthetic, social, or political concerns, discussing how these might shape the work’s reception and how that reception might differ amongst various peoples and historical periods.

Arts and Literature Learning Outcomes and Writing Expectations

Historical understanding is a critical competence for our society and a fundamental component of a liberal arts education at DePaul University. Students who are competent in historical inquiry are able to achieve learning outcomes that demonstrate their successful development and application of historical knowledge, historical skills, and historical thinking.
 
  • Students have demonstrated a depth of historical knowledge of specified content when they are able to:
    • explain historical developments in terms of continuity and change; 
    • describe the relevant political, economic, social or cultural contexts of historical events and developments; 
    • explain how people have lived, acted and thought in one or more particular historical periods. 
  • Students have demonstrated historical skills when they are able to: 
    • analyze and evaluate primary and secondary sources; 
    • differentiate between historical facts and historical interpretations; 
    • articulate an historical argument; 
    • supporting an intrpretation with evidence from primary and secondary sources. 
  • Students have demonstrated historical thinking when they are able to: 
    • articulate how geography and regional differences affect the past; 
    • interpret the complexity and diversity among issues, events, and ideas of the past; 
    • distinguish among multiple perspectives that shape interpretations of the past; 
    • use the categories of race, gender, class, ethnicity, region, and religion to analyze historical events and developments.  

Historical Inquiry Learning Outcomes and Writing Expectations

**Effective Fall 2021**
 
Students who successfully complete the Math and Computing requirements of Statistical Reasoning and Computational Reasoning will be able to:
 
Statistical Reasoning 
Students will be able to:
  • Recognize and explain statistically based results from real data (either primary or secondary) and evaluate whether reported conclusions reasonably follow from the study and analysis conducted.
  • Use statistical software to produce and interpret graphical displays and statistical summaries.
  • Recognize and explain the roles of variability and randomness in interpreting data and drawing conclusions.
  • Explain common ethical issues associated with sound statistical practice, including those associated with research design, and their impact on statistical decision-making.
  • Measure the strength of association between variables and identify possible effects of confounding or interacting variables on the interpretation of the association.
  • Apply basic ideas of statistical inference, including confidence intervals or hypothesis testing, in a variety of settings.
 
Computational Reasoning
Students will be able to:
  • Apply computational thinking skills to analyze and design solutions to problems or to express a creative concept.
  • Develop, express, trace, and analyze algorithms.
  • Apply fundamental concepts of programming in implementing algorithms.
  • Create original artifacts using computational tools and techniques.
  • Apply computational tools to transform and manipulate data.
  • Explain the potential harms and benefits of computing in a number of contexts.

Math and Computing Learning Outcomes and Writing Expectations

Students who successfully complete the Philosophical Inquiry requirement will be able to:

  • Address, critically think about, and analyze philosophical questions and problems.
  • Evaluate philosophical questions, issues and/or problems using informed judgment.
  • Analyze and interpret the methods used by philosophers in addressing philosophical questions, issues, and/or problems.
  • Engage with philosophical topics and figures in their historical context.
  • Confront and interpret primary texts from the philosophical tradition.
  • Write an analytic essay treating a philosophical question, issue and/or problem that forwards an identifiable thesis, argument, and conclusion.

Students who successfully complete the Religious Dimensions requirement will be able to:

  • Explain beliefs and practices of one or more religious traditions in their specific social and cultural contexts.
    • In courses in which the focus is on one religious tradition, describe the diversity of strands within the tradition and explain with significant depth the modes of interpretation of the world the tradition offers both to adherents and to others.
  • Identify religious modes of thinking, acting, and feeling such as: myth and narrative, symbol, ritual, law, doctrine, ethics, religious experience.
  • Analyze the impact of religion on personal as well as communal dimensions of human life, including for example the relationship between religion and power, social integration, social transformation, and social justice.
Students who successfully complete the Scientific Inquiry requirements of Science as a Way of Knowing and Scientific Inquiry Lab will be able to:
 
Science as a Way of Knowing 
Students will be able to:
  • Identify the types of questions that can and cannot be answered by science, and recognize the strengths and limitations of science in answering questions about the natural world.
  • Critically evaluate the assumptions that underlie scientific investigations.
  • Substantiate the claim that scientific knowledge is durable but can evolve with new evidence and perspectives.
  • Connect evidence to the predictions made by theories and hypotheses, and then assess the extent to which the presented evidence supports or refutes a scientific claim.
  • Evaluate the role of creativity, curiosity, skepticism, open‐mindedness and diligence of individuals in scientific discovery and innovation.
  • Recognize the uncertainty inherent in the scientific approach and evaluate scientists’ efforts to minimize and understand its effect through experimental design, data collection, data analysis and interpretation.
  • Evaluate the role of communication, collaboration, diversity and peer review in promoting scientific progress and the quality of scientific evidence and ideas, and ensuring compliance with ethical standards.
  • Determine the extent to which science both influences and is influenced by the societies
  • Apply scientific approaches to problem solving and decision‐making in their own lives, and evaluate how scientific knowledge informs policies, regulations, and personal decisions.
 
Scientific Inquiry - Lab
Students will be able to:
  • Pose meaningful scientific questions and generate testable scientific hypotheses.
  • Plan, design and conduct scientific investigations in a collaborative environment using appropriate tools and techniques to gather relevant data in order to test and revise scientific hypotheses.
  • Develop and use scientific models (conceptual, physical, and mathematical) to make predictions and develop explanations of natural phenomena.
  • Address variability in the data and recognize and analyze alternative explanations and predictions.
  • Communicate scientific procedures, results, and explanations and engage in arguments based on scientific evidence.

Students who successfully complete the SCBI requirement will be able to:

  • Analyze and reflect upon arguments about the contemporary world using relevant theory, methods, and/or empirical evidence.
  • Analyze interdependent relationships between contemporary society and individuals.

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