Foundation Strands (A, B, C and D)
Foundation Strands
16 credits, earned through University Seminar and Math classes
Strand A: Communication Goals
Communicate effectively using writing, speech, and image.
- Demonstrate ability to use Standard American English.
Proficiencies: Students will be able to
- Use standard conventions of grammar, punctuation, mechanics, and spelling.
- Structure sentences in varied and appropriate ways.
- Use vocabulary and phrasing appropriate to purpose and audience.
- Accurately comprehend written, verbal, visual, and/or symbolic communications.
Proficiencies: Students will be able to
- Summarize relevant components and structures in messages.
- Interpret communications’ purposes and cultural assumptions.
- Identify arguments used to justify a position.
- Critique and assess meanings.
- Communicate in ways appropriate to purpose and audience.
Proficiencies: Students will be able to
- Use effective styles, content, and or images.
- Adapt messages to facilitate mutual understandings.
- Target varied audiences for specific communication purposes.
- Develop claims and supporting information.
- Collaborate with others to achieve a common goal.
Proficiencies: Students will be able to
- Demonstrate accountability to group processes and goals.
- Practice norms of effective communication and active listening.
- Use a variety of conflict management skills.
Strand B: Thinking Goals
Conceptualize ideas holistically, logically, and creatively.
- Demonstrate awareness of multiple perspectives.
Proficiencies: Students will be able to
- Understand how thinking relates to historical and cultural contexts.
- Articulate the salient points of any idea.
- Identify the questions at issue.
- Identify perceptions, assumptions and biases in any point of view.
Proficiencies: Students will be able to
- Distinguish between critical thought and subjective reaction.
- Assess claims and conclusions in relation to points of view.
- Evaluate inferences in thought.
- Apply logical thought to theoretical and practical issues.
Proficiencies: Students will be able to
- Summarize an argument’s main claim(s) and conclusion(s).
- Analyze and evaluate an argument’s logic, evidence, and efficacy.
- Weigh evidence to determine accuracy, relevance and sufficiency.
- Assess implications and consequences of ideas.
- Produce effective arguments using claims, evidence, and valid inferences.
- Creatively shape ideas, evidence, and experiences.
Proficiencies: Students will be able to
- Use ideas to structure and solve problems.
- Frame decisions using sound interpretations, findings, and solutions.
- Effectively create a course of action or communicate a point of view.
Strand C: Information Literacy
Access and use information resources effectively and ethically.
- Determine the nature and extent of information needed.
Proficiencies: Students will be able to
- Develop and refine research questions.
- Identify key concepts and terms required to locate information.
- Examine and assess potential resources specific to research purpose.
- Access information effectively and efficiently.
Proficiencies: Students will be able to
- Differentiate among keywords, subject headings and descriptors.
- Differentiate between primary and secondary sources.
- Implement a variety of information search strategies.
- Use full array of library services to retrieve information.
- Evaluate information and resources.
Proficiencies: Students will be able to
- Determine accuracy of information by questioning source of data.
- Analyze limitations of information gathering tools or strategies.
- Investigate differing viewpoints in the information.
- Integrate information ethically and legally.
Proficiencies: Students will be able to
- Retrieve and manipulate information across contexts and in multiple formats.
- Understand intellectual property, copyright, and fair use of information.
- Cite sources using appropriate documentation style, without plagiarism or misrepresentation.
Strand D: Quantitative Reasoning
Effectively formulate and use mathematical models and procedures to address abstract and applied problems.
- Recognize and express relationships using quantitative symbols.
Proficiencies: Students will be able to
- Translate real world phenomena into algebraic expressions that correctly reflect quantitative relationships among variables.
- Know the four forms of quantitative symbols
- given numbers
- unknown constants
- parameters (unknown numbers fixed by an applied context)
- variables (unknown numbers that vary within an applied context) and use them appropriately.
- Apply fundamental mathematical models to a variety of academic contexts.
- Interpret, evaluate, and manipulate quantitative representations appropriately.
Proficiencies: Students will be able to
- Know the important features of various quantitative models (algebraic, graphical, numeric, tables, charts, verbal).
- Use various quantitative models to analyze phenomena.
- Choose critically among quantitative models to efficiently discover relevant conclusions.
- Communicate quantitative concepts and relationships in plain language.
Proficiencies: Students will be able to
- Reason inductively in a quantitative context by imagining, testing, and communicating general relationships from patterns.
- Reason deductively in a quantitative context by identifying mathematical premises, inferred conclusions, and errors in reasoning.
- Translate and communicate quantitative results into real world contexts.
Exploration Strands (E, F and G)
Exploration Strands (Lower Division)
36 credits, earned with 3 courses in each of the following categories
Strand E: Humanities
Recognize human accomplishments in the arts and humanities and understand their role in clarifying individual and social values.
SOU defines study in the arts and humanities as focusing on intellectual and cultural expression approached through historical, cultural, and aesthetic investigations and interpretations.
- Understand basic formal elements, principles, and composition structures in written, oral, visual, or performed texts, works, and/or artifacts.
Proficiencies: Students will be able to
- Describe how technical, organizational, and aesthetic elements in human expression reflect ideas and emotions.
- Classify and compare intellectual and artistic endeavors according to recognized criteria and genres.
- Understand how differences in form affect meaning.
- Understand how cultural and historical factors impact the creation of written, oral, visual, or performed texts, works, and/or artifacts.
Proficiencies: Students will be able to
- Compare works from different time periods and cultures.
- Demonstrate how cultural and historical forces influence a creative process.
- Analyze individuals' creative processes within a specific art and/or discipline.
- Understand how the reception of texts, works, and/or artifacts influences individuals, cultures, and societies.
Proficiencies: Students will be able to
- Explain how individuals respond differently to intellectual and artistic endeavors.
- Recognize and explain how intellectual and artistic endeavors influence cultural and societal assumptions and values.
- Recognize and explain how intellectual and artistic endeavors change culture and society.
Strand F: Social Science
Understand fundamental concepts of social science and the inter-connections among social institutions, values, individuals, and groups.
Social Science are disciplines that examine how individuals, groups, institutions, and societies behave and interact with one another and their environments. They provide students with the tools to analyze social, political, or economic institutions (such as families, communities, or governments), and to examine society issues and problems at individual, cultural, national, or global levels
- Understand connections between individuals and social, economic, and/or political institutions.
Proficiencies: Students will be able to
- Identify impact of social, economic, and/or political institutions on individuals.
- Analyze social, economic, and/or political institutions, using discipline-based contexts or approaches.
- Understand the interactions of and the relationships between natural and social environments and resources.
Proficiencies: Students will be able to
- Analyze reciprocal influences among political, economic, and/or social developments.
- Identify and evaluate the impact of one’s own actions in a societal context.
- Apply social science perspectives to past and contemporary issues.
Proficiencies: Students will be able to
- Analyze and evaluate past episodes using discipline-based methodologies.
- Analyze and evaluate contemporary issues and problems from social, economic, and/or political perspectives.
Strand G: Sciences – Physical, Biological, and Computer
Understand the fundamental concepts, methods, and applications of the sciences and their impacts on human experience.
SOU defines the sciences as those disciplines that focus on a systemized body of knowledge derived through objective methodologies involving repeatable experimentation, observation, verification, and study. A lab class will include a practical laboratory component that accompanies lecture and course material. We define a lab as a controlled setting where scientific experiments are performed.
- Understand major concepts, principles, and theories of the sciences.
Proficiencies: Students will be able to
- Apply critical thinking, quantitative reasoning, and/or problem-solving skills to evaluate scientific evidence, theories, and hypotheses.
- Use language and concepts of a science discipline.
- Understand the broad historical outline of the development of the scientific worldview and important theories.
- Understand science as a means of learning about and understanding the natural world.
Proficiencies: Students will be able to generate and test scientific hypotheses by
- Designing and carrying out experiments and systematic observational studies. In some cases this may include a laboratory or field setting.
- Using appropriate tools to analyze results.
- Communicating results orally and in writing according to established standards of scientific communication, including appropriate use of tables, figures, and graphs.
- Apply scientific knowledge and methods to societal issues.
Proficiencies: Students will be able to
- Inform decision-making on social, political, and/or economic issues.
- Explain interrelationships between society and the sciences.
- Investigate impacts of technologies on segments of society and investigate plausible solutions to adverse impacts.
Integration Strands (H, I and J)
Integration Strands (Upper Division)
9 to 12 credits, earned by 1 course in each of the following categories; two of the Integration courses can carry the same prefix and one must be different.
Strand H: Science, Technology & Society
Understand the interactions of science, technology, and human affair
- Understand how scientific inquiry works as a method of discovery.
Proficiencies: Students will be able to
- Distinguish between scientific and other explanations for phenomena.
- Compare and contrast methodologies used to compile evidence for constructing arguments and drawing conclusions.
- Make connections between science, technology, and other disciplines.
Proficiencies: Students will be able to
- Explain how scientific knowledge and new technology relate.
- Identify the role of scientific inquiry in the natural sciences, humanities, and/or social sciences.
- Recognize role of mathematics in scientific inquiry.
- Recognize ethical dilemmas in scientific inquiry, methods, and technology.
Proficiencies: Students will be able to
- Analyze consequences of technological and scientific change on the individual, society, and environment.
- Examine how scientific and technological solutions to societal problems interact with belief systems and worldviews.
- Evaluate how scientific and technological perspectives inform our understanding of societal problems
Strand I: Citizenship and Social Responsibility
Understand and apply moral standards to individual conduct and citizenship through ethical inquiry, social awareness, and civic engagement.
- Understand and apply the tools necessary for responsible participation in communities.
Proficiencies: Students will be able to
- Demonstrate knowledge of community issues, community assets, and community needs.
- Identify how individuals affect communities.
- Identify how communities affect individuals.
- Apply knowledge, information, and skills to community issues.
- Understand how ethical issues are embedded in citizenship and social responsibility.
Proficiencies: Students will be able to
- Identify and analyze ethical problems or dilemmas.
- Articulate and acknowledge beliefs and assumptions as part of value system.
- Describe own and others’ perceptions and ethical frameworks in decision-making.
- Consider diverse choices, beliefs, and ethical frameworks in responding to ethical dilemmas.
Strand J: Diversity, Equity, and Inclusion
Prepare learners of various backgrounds, identities, and positions to contribute to our diverse world, making it more equitable and inclusive.
- Understand how our societies are complex, contested, and dynamic based on factors such as age, class, (dis)ability, gender, sexuality, language, geography, ethnicity, race, indigeneity, nationality, and/or religion.
Proficiencies: Students will be able to
- Illustrate how and why categories, ideologies, assumptions and roles are constructed and maintained.
- Demonstrate critical awareness of how individual and group perspectives influence the way people come to interpret the world.
- Describe the many contributions marginalized groups have made to our human communities and how the ways in which we differ shape people's lives.
- Understand how the dynamics of power and privilege advantage some and disadvantage others.
Proficiencies: Students will be able to
- Examine how power and privilege shape perceptions, beliefs, practices, and institutions and can negatively affect marginalized groups.
- Assess how cultural attitudes and practices are created, accepted, and maintained and how these may inhibit understanding and acceptance of marginalized groups.
- Explain how marginalized groups respond to intersecting systems of oppression, power, and privilege.
- Understand how human-created systems (whether economic, political, social and/or cultural) address the values of diversity, equity, and inclusion.
Proficiencies: Students will be able to
- Explore how values of diversity, equity, and inclusion differ among societies or groups.
- Evaluate the limits and potential of individual and/or group agency to support the values of diversity, equity, and inclusion.
- Analyze why and how communication across differences can transform individual attitudes and the human relationships that depend on the values of diversity, equity, and inclusion and so cultivate social justice.