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Goals & Outcomes

Goals & Outcomes

Find Goals & Outcomes Related to Categories of:


Human Inquiry

Literary, Visual, or Performing Arts:

Students should cultivate a love of human expression in the arts.

  • Students will be able to understand how the literary, visual, and performing arts reflect and inspire the richness of human expression, and how language and other forms of expression convey meaning and story.
  • Students will be able to analyze how forms of expression are used to reflect, exalt, or challenge the values of a culture.
  • Students will be able to explain the many purposes for which art is created and the multiple contexts in which it acquires meaning and value.
  • Students should acquire perceptual habits and conceptual lenses conducive to the appreciation of specific media, genres, and styles.

 

Worldviews and Ways of Knowing:

Students should think critically about what it means to be human, and to explore and interpret the human place in the universe.

  • Students will be able to think critically about how human beings are able to gain knowledge beyond the limits of their own personal experiences.
  • Students will be able to identify and explain how theories are challenged and defended in different areas of human inquiry.
  • Students should be able to formulate a point of view on the intersection of science, religion, politics, and other forms of culture.
  • Students should develop imaginative and conceptual skills needed to compare and evaluate alternative worldviews.

 

Behavioral, Social, or Cultural Perspectives:

Students should understand the social context within which they live, and understand how the social dynamics of human behavior and the structures of social institutions influence beliefs and actions.

  • Students should be able to understand the dynamics of human behavior in social interactions.  They should recognize the fundamental factors that shape themselves in relationship to others.
  • Students should understand the nature of human social relationships.  They should know how people construct relationships within family, schools, work, and communities.
  • Students should be able to understand how major social institutions organize and regulate social life, and allocate resources according to prevailing and alternate cultural values. They should be able to examine the balance of collective and individual interests and examine how social systems and cultural values are used to perpetuate patterns of privilege and inequality.
  • Students should be able to analyze the impact of major social institutions such as the family, economy, education, government, and religion.
  • Students should be able to gather information, analyze data, and draw conclusions in selected areas of the social sciences.

 

Social Change in Historical Perspective:

Students should understand how social contexts change over time and how human events have been, and continue to be, shaped by social and historical forces.

  • Students should acquire an informed and critical understanding of change in societies. They should understand broad patterns of social development in pre-modern and modern societies.
  • Students should appreciate the wide range of actors; women and men, elites and ordinary people, classes and ethnic groups; and their role in social change.
  • Students should understand how historical information is acquired and relevant hypotheses confirmed or disconfirmed. They should gain skills in comprehending both secondary works and primary sources, and develop a fluid and effective style of writing and speaking about social change.

 

Natural Science:

Students should understand the process of scientific investigation and the major features of scientific reasoning as they develop a selected, substantive knowledge of basic natural science content.

  • Students should be able to understand distinctive ways in which information is acquired in the natural sciences. They will be able to appreciate differences between basic and applied research in natural science.
  • Students will be able to understand the concept of “theory” and the use of models in natural science.  They will be able to gain familiarity with the process of hypothesis testing as applied to investigations conducted by natural scientists.
  • Students will be able to explain how the basic natural sciences interface with one another.
  • Students will be able to understand how modern societies are constructed on an infrastructure of technological and scientific advances and be familiar with landmark discoveries that shaped at least one natural science discipline.  They will understand how natural scientists evaluate social problems and formulate ethical solutions that incorporate scientific reasoning and the application of appropriate scientific principles.
  • Students should acquire a substantive body of factual natural science knowledge, principles, and concepts, including proper use of scientific terminology and vocabulary.

 

Quantitative Reasoning:

Students should understand quantitative reasoning so they can respond effectively to claims deriving from quantitative arguments.

  • Students will understand how real-world problems and social issues can be analyzed using the power and rigor of quantitative methods while also learning to recognize and articulate the limitations of these methods.
  • Students will be able to do all of the following: evaluate, interpret, and draw inferences from mathematical models such as algorithms, formulas, graphs, and tables.
  • Students will be able to use quantitative methods (such as algebra, geometry, statistics and computation) to solve problems.

Intellectual and Scholarly Growth

Students will be able to demonstrate fundamental dispositions and abilities to engage in academic discourse, including analytic and integrative skills, and the ability to formulate, defend, and communicate their own points of view.

  • Students are expected to learn how higher learning provides an intellectually exciting and challenging experience. Students should gain intellectual curiosity and be intellectually engaged with academic questions.
  • Students should deal in significant ways with questions or points of view about areas of knowledge or controversies within areas of knowledge, rather than simply with the areas themselves.
  • Students should engage in a free exchange of ideas involving both discussion and oral presentations.  We expect the exchange to be constructive and civil.
  • Students should engage in scholarship that is basically the same as that expected in upper level courses, but without required prerequisites.  Students should engage in independent and group research.
  • Students should think about charting a path through college that prepares them for life.

Students will be able to demonstrate well-developed, confident identities as good writers who can communicate clearly and effectively to an array of audiences for a range of purposes.

  • Students should be able to appreciate the similarities & difference between oral and written communication; respond to needs of different audiences; respond to rhetorical situations; use appropriate strategies and conventions; focus on specific purpose; adopt voice, tone, and formality level suited to purpose and audience; and apply technology.
  • Students will be able to use writing and reading for inquiry, learning, thinking, and communicating; understand assignments as a process that includes analyzing and synthesizing from sources; develop note-taking systems; integrate own ideas with others; and use appropriate technologies for inquiry.
  • Students should be able to understand writing as an open, recursive process; develop techniques for brainstorming; be aware that it takes multiple drafts to complete a successful text; develop flexible strategies for revising, editing, and proof-reading; understand the collaborative aspects of writing process; learn to critique their own and others’ work; learn to balance the advantages of relying on others with the responsibility of doing their own part; integrate technology.
  • Students should learn common formats for different kinds of texts; practice appropriate means of documenting their work; and control surface features such as syntax, grammar, punctuation, and spelling, which affect meaning, purpose, and readers’ comprehension.

Students will be able to demonstrate well-developed, confident identities as good speakers who can communicate clearly and effectively to an array of audiences for a range of purposes.

  • Students should be able to recognize the need for speaking events and develop an appropriate response. They should be able to assess audience type and need and select a topic and form of address that is suited to their purpose.
  • Students should be able to study a topic and organize insights and information according to effective rhetorical methods.  They should clearly state their intent, organize the presentation, provide sufficient support, and select words and phrases that accurately represent ideas and feelings suited to the topic.
  • Students should be skilled in effective delivery of more formal speeches.  They should demonstrate verbal and nonverbal as well as social interaction skills that contribute to the effectiveness in conveying their intended message.

Students will become familiar with at least one additional language so they can readily access perspectives and information from communities other than their own.

  • Students will be able to understand sentence-length utterances which consist of recombinations of learned elements in a limited number of content areas, particularly if strongly supported by the situational context.
  • Students will be able to handle successfully a limited number of interactive, task-oriented, and social situations.
  • Students will be able to understand main ideas and/or some facts from the simplest connected texts dealing with basic personal and social needs.
  • Students will be able to meet limited practical writing needs.

Students will be able to navigate information resources using digital and other technology in order to support their studies, and their efforts to communicate their findings persuasively.

  • The information literate student determines the nature and extent of the information needed.
  • The information literate student accesses needed information effectively and efficiently.
  • The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
  • The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
  • The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Civic Responsibilities

Students should have an understanding of the nature of race and ethnicity and the impact both have on our lives in modern communities.

  • Students should be able to explain the broad spectrum of human racial and ethnic experience.  They should understand the differences and similarities between race and ethnicity as concepts.
  • Students should understand the arbitrary and socially defined nature of race as well as analyze the ways race and racism maintain positions of class, power, and privilege in America.
  • Students should develop thoughtful and equitable personal, ethical, and political decision-making abilities when considerations of race and ethnicity are involved.  They should identify the limits of ethnocentric and parochial thinking.

Students should have an understanding of gender and the impact it has on our lives in modern communities.

  • Students should be able to explain how gender and sexuality shape our daily lives.  They should understand how gender is a central category of analysis that informs our interpretation of human experience.
  • Students should understand that gender is socially constructed.  They should be able to analyze family, education, labor, religion, and government as they are shaped by gendered constructs.  Further, they should be able to explain how gender intersects with other constructed patterns of privilege and oppression in society, such as race, ethnicity, class, and sexual orientation.
  • Students should develop skills in the application of gender research and theory to problems in the contemporary world

Students should have an understanding of the nature of the global community and the complexities of modern society in an international context.

  • Students should understand how experiences across cultural and social boundaries challenge cultural-centric preconceptions.  Students should understand the complexity and connectedness of the world. Students should recognize the international dimensions of academic disciplines.
  • Students should be able to understand divergent points of view in the global community.  They should recognize and respect a culture or society that is different from their own and comprehend some of its connections with other parts of the world.
  • Students should understand the development of cross-cultural differences.  They should adopt responsible approaches to global issues and policies.

Students should seek to sustain and advance the communities in which they live by engaging in an informed and academically based service experience.

  • Students should think critically, analytically, and inclusively about their society.  They should develop a hands-on understanding of class, power, and privilege.
  • Students should develop the means to apply the knowledge they gain from their academic experiences within the context of everyday community life.   They should understand how to accept responsibility for active and engaged citizenship in a complex and diverse society.
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