Policy

The ability to understand and appreciate the complex biological, social, and physical interrelationships associated with the management of the earth's resources;

The ability to write and speak effectively in the expression of disciplined thought;

The ability to listen carefully and respectfully to the views of others, especially views with which we disagree;

The ability to reason effectively in matters both quantitative and qualitative;

The ability to access and make effective use of modern sources of information;

The ability to evaluate and effectively interpret factual claims, theories, and assumptions in the natural sciences, the social sciences, and the humanities;

The ability to communicate with people of different cultural perspectives;

The ability to employ ethical reasoning in judging and acting on the moral implications of ideas and deeds;

The ability to work both independently and in cooperation with others;

The ability to evaluate priorities, and to set and achieve goals;

The ability to integrate theory with practice;

The ability and interest to pursue 'lifelong learning'.

 

Rationale

Faculty, students, prospective employers, and the general public each have expectations of skills and traits to be gained from an undergraduate education. Most acknowledge the expectation that technical competence be acquired in major and minor fields of study. Increasingly, there are expectations that graduates possess a broad range of intellectual skills that allows them to synthesize knowledge, to achieve understanding of complex issues, and to contribute their specific expertise more effectively. The following policy reflects a consensus of faculty expectations of educational gains by all College of Agriculture and Life Sciences undergraduate students. This policy is intended to guide the Curriculum Committee and others in the College of Agriculture and Life Sciences seeking to improve the quality and value of undergraduate education.