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Goals for Student Learning and Development
The goals that follow reflect the unique characteristics and synergies of our B.A. and B.S. programs, as well as certain emphases that are deeply engrained in Skidmores history and culture: on creativity, on civic responsibility, and on interdisciplinary thinking. As in the past, we aim to graduate students who strive for excellence, think deeply and creatively, and communicate and act effectively. We continue to ask our studentsto link theoreticaland practical learning, and now also to develop intercultural understanding andan appreciation of their roles as global citizens. These goals have much in common with those of all liberal arts colleges who share a common mission, though we take pride inhaving long approached them inour own distinctive way.
Our goals emerge in particular from our collective sense of a Skidmore education as a transformative experience. We want our students to acquire both knowledge and capacities that enable them to initiate and embrace change and apply their learning lifelong in new contexts. We believe that this learning takes place throughout our students experience, both inside the classroom and out, on campus and off. Our goals articulate, then, in language that is as clear and lean as possible, our understanding of students learning and development at Skidmore. They lay the groundwork for our continued inquiry into the evidence of that learning.
I. Knowledge
Acquire knowledge of human cultures and the physical world through study in the arts, humanities, languages, mathematics, natural sciences, and social sciences
Understand social and cultural diversity in national and global contexts
Demonstrate advanced learning and synthesis in both general and specialized studies
II. Intellectual Skills and Practice
Think critically, creatively, and independently
Gather, analyze, integrate, and apply varied forms of information; understand and use evidence
Communicate effectively
Interact effectively and collaboratively with individuals and across social identities
Engage in and take responsibility for learning; strive for excellence
III. Personal and Social Values
Examine ones own values and their use as ethical criteria in thought and action
Interrogate ones own values in relation to those of others, across social and cultural differences
Develop practical competencies for managing a personal, professional, and community life
Apply learning to find solutions for social, civic, and scientific problems
IV. Transformation
Integrate and apply knowledge and creative thought from multiple disciplines in new contexts
Embrace intellectual integrity, humility, and courage
Foster habits of mind and body that enable a person to live deliberately and well
Develop an enduring passion for learning
The following documents were fundamental sources for the Goals.
91 Mission Statement
Intersections of Paradigms, 2008 [including key phrases from the Strategic Plan, 2005]
91 Core Abilities, 1997-8
91 Academic Vision Statement, 2003-04
Liberal Education and Americas Promise (LEAP) Essential Learning Outcomes
Wabash National Study of Liberal Arts Colleges: Liberal Arts Outcomes
Council for the Advancement of Standards: Learning and Development Outcomes
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