Understanding University Success

Standards for Success
Understanding University Success

A project of the Association of American Universities
and The Pew Charitable Trusts
Perspectives on Standards for Success
Intelligently conceived, comprehensive, meticulously researched, detailed and effectively organized, Standards for
Success provides a major step forward in tightening the links between high schools and universities and thus
increasing the chances for both academic achievement and personal satisfaction for our nation's students. Faculties,
too, on both sides of the freshman class will profit from these thoughtful definitions of teaching and learning
standards.
M. Gilbert Porter, Ph.D.
Associate Vice Provost Undergraduate Studies,
University of Missouri
As a parent of two high school boys, I applaud Standards for Success for providing realistic measurements in each
area of study which will help me guide my sons toward a successful college experience.
Susan Franzella
High School Parent, Carlmont High School
I commend Standards for Success for a thoughtful and thought provoking document.
Dr. Jared L. Cohon, Ph.D.
President, Carnegie Mellon University
At Crescenta Valley High School, we believe our responsibility for a student's success extends beyond high school
graduation. We welcome the Knowledge and Skills for University Success. We know that by studying the standards
in English, math, science, social science and second languages—and aligning our curriculum—we will better
prepare our students for the transition to college.
Linda Evans
Co-Principal, Crescenta Valley High School
We commend this effort to build bridges for students to cross safely and successfully from high school to college.
Virginia Sapiro
Associate Vice Chancellor for Teaching and Learning,
University of Wisconsin
I will make sure all school leaders in my district know about Standards for Success. It is important that elementary
as well as secondary principals are aware of this resource. Just as reducing the dropout rate requires the energy and
attention of all K-12 educators, so does ensuring the academic success of all our students. I will make sure school
counselors, teachers and parents are familiar with this resource as well. Copies should be available at curriculum
evenings, parent clubs, college information evenings, counseling centers and Back to School Nights.
Suzanne Cusick
Assistant Superintendent, Hillsboro School District
With over 90% of the students in our district going on to two- and four-year colleges, we know our primary job is
making sure students have the knowledge and skills they need to earn college degrees. Unfortunately, we have never
had the direction from colleges and universities we need to align our work with theirs. Standards for Success is a
very welcome resource. I look forward to studying the work carefully with curriculum developers, principals, and
teachers and using it extensively to guide our ongoing work. The K-16 movement is about to take a major step
forward thanks to this publication.
Michael Riley
Superintendent, Bellevue School District
Understanding University Success
A report from Standards for Success
A project of the Association of American Universities
and The Pew Charitable Trusts
David T. Conley, Ph.D.

Director
Copyright © 2003, University of Oregon
Published by Center for Educational Policy Research, Eugene, Oregon
Printed in the United States of America
All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or
mechanical, including photocopying, recording, or by any information storage and retrieval system, without
permission in writing from the publisher.
Schools may make copies of the Knowledge and Skills for University Success for the sole purpose of
information and dissemination to school staff, students and their parents.
For more information or to order additional copies of this book, the S4S CD-ROM or the University Work
Sample book, contact:
Center for Educational Policy Research

720 E. 13th Ave., Suite 201, Eugene, OR 97401
Web: http://www.s4s.org
T: (541) 346-6153 Toll Free: (877) 766-2279 F: (541)346-6154
Cover Photo: Jack Liu

Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Natural Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Social Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Second Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
8 Introduction
A project of the AAU & The Pew Charitable Trusts
Understanding
University Success
This document is designed to answer one preparation. The standards, in combination
question: What must students know and be with the accompanying CD-ROM and the
able to do in order to succeed in entry-level S4S website, provide a road map of the
university courses? It is a difficult question content knowledge and habits of mind that
because admissions requirements only hint are valued by leading research universities in
at what is actually expected once students the United States.
reach college. Traditional measures of high
The faculty and staff members who
school achievement do not necessarily
participated in the process of developing
address this question very well either
these standards represent a wide range of
because they reflect each individual high
academic viewpoints. One of the most
school’s notions of what constitutes college
dominant themes raised by participants is the
readiness. Even the best, brightest and most
importance of the habits of mind students
diligent high school students who easily
develop in high school and bring with them
meet admission requirements may find
to university studies. These habits are
themselves struggling in entry-level courses.
considered by many faculty members to be
They may be eligible for admission and still
more important than specific content
not be prepared to succeed.
knowledge. The habits of mind include
Knowledge and Skills for University critical thinking, analytic thinking and
Success, developed by Standards for Success problem solving; an inquisitive nature and
(S4S), is the result of a two-year study in interest in taking advantage of what a research
which more than 400 faculty and staff university has to offer; the willingness to
members from twenty research universities, accept critical feedback and to adjust based on
all members of the Association of American such feedback; openness to possible failures
Universities (AAU), participated in extensive from time to time; and the ability and desire
meetings and reviews designed to identify to cope with frustrating and ambiguous
what students must do to succeed in entry- learning tasks. Other critical skills include
level courses at their institutions. National the ability to express one’s self in writing
academic content standards documents were and orally in a clear and convincing
analyzed and used for comparison. Multiple fashion; to discern the relative importance
peer reviews were employed to hone the and credibility of various sources of
standards and ensure their validity, while information; to draw inferences and reach
consultants with expertise in standards conclusions independently; and to use
development contributed suggestions for technology as a tool to assist the learning
improvement. The resulting statements process rather than as a crutch.
represent the most comprehensive and
The specific content knowledge identified
thoroughly grounded set of standards for
in this document should be considered in
college success yet developed.
relation to these overarching attributes and
The standards presented here are designed skills. Understanding and mastery of the
to create a new way to view college content knowledge specified here is achieved
Introduction 9
through the exercise of broader cognitive the skills that cut across the
skills. It is not enough simply to know disciplines within the area
something; the learner must possess the along with accompanying
ability to do something with that listings of the key knowledge
knowledge, whether it is to solve a problem, attributes for a number of
reach a conclusion or present a point of disciplines within the area.
view. This plexus of content knowledge and
The arts section adopts a
cognitive skills is what an education at an
unique approach, due to the
American research university (and many
fact that arts classes do not fit
other institutions of higher education)
as easily into the model of
seeks to develop.
entry-level classes. Arts
“Success” as defined by these standards courses may be experienced
means the ability to do well enough in for the first time by students
college entry-level core academic courses to at any point in their
meet general education requirements and to academic careers, making it
continue on to major in a particular area. more difficult to identify
These two levels of success are denoted here courses associated with first- David T. Conley, Ph.D.,
by identifying separate standards: those year students. Additionally, Director, Standards for Success
intended for all students versus those the arts are uniquely complex
intended for students wishing to major in in a number of other ways. First, the arts
the particular area of study. can be divided initially into the
performing arts, where one performs or
Success in a university is different from
creates an artistic product; and arts
success in high school in another important
appreciation, where one learns to enjoy or
way. Universities facilitate greater
understand the arts. Second, areas within
specialization than high schools. Therefore,
the arts require distinctly different
some students may find that they are able
technical skills. Music, art, dance and
to succeed in college even though their
theatre have more distinct skill sets and
mastery in some areas of Knowledge and
knowledge than do biology and chemistry,
Skills for University Success is less well
or geography and history. Therefore, the
developed than in others. Students do not
arts standards are organized by area based
need to master all standards contained in
on abilities derived from national arts
this document at the same level. However,
standards documents and the expressed
the more of the standards that a student has
values of arts faculty.
mastered, the more options the student will
have and the more successful the student is The knowledge and skills standards
likely to be during the all-important initial enumerated in this document are general
year of college. statements of expectations. The level of
challenge required to meet any particular
This document comprises six sections,
standard may be somewhat unclear without
each representing an academic content area.
further definition. The necessary skill level
English, mathematics and second languages
could be interpreted anywhere from an
capture a relatively clear and distinct set of
entering student to a college graduate. To
attributes associated with each respective
help clarify the level of expectation, a
discipline. Natural sciences and social
companion document includes examples of
sciences reflect the complexity of these areas,
the work students produce when they meet
each of which encompasses a series of
the standard. The university work sample
distinct academic disciplines. The standards
document is available by order (see page 6
in these two content areas are grouped into
10 Introduction
and grades to knowledge and skills. While

perfect agreement may never be achieved,
the process of seeking agreement will help
clarify for students and teachers alike, at
both the high school and postsecondary
levels, what is expected and needed for
success in college. To the degree that these
materials further such a process, they will
have achieved their goal.
As more and more states adopt academic

content standards and accompanying
assessment systems, the requirements for
postsecondary success become increasingly
important to understand. State high school
standards and tests should have some
relationship to university success, given that
close to two-thirds of American high school
graduates go on directly to some form of
postsecondary education. Most importantly,
the skills students develop to do well on state
assessments should bear some relationship
to the knowledge and skills for university
success. The standards contained in this
document are designed to help create a
better connection between high school and
university expectations.
Whether yo u are a student, parent,

teacher o r faculty member, explo re these
materials in o rder to gain greater insight
into what is required fo r university success.
I enco urage you to make use o f these
fo r details) . Fo r En g l i sh , math, natural materials in o rder to help impro ve the
scien ces, so cial scien ces an d seco nd preparatio n and success o f students as they
languages, the d o cum ent co n tain s a mo ve fro m high scho o l to co llege.
syllabus, assignment and wo rk sample.
American research universities are

complex, diverse environments. Not every
faculty member will necessarily agree with
every one of the Knowledge and Skills for David T. Conley, Ph.D.
University Success standards. In fact, spirited Director
debate typifies American higher education. Standards for Success
Therefore, the standards enumerated here
should be considered a starting point for a
continuing dialog about what is expected of
entering students. This dialog will help shift
the focus of discussion from course titles
Participants 11
Participants
Founding Partners Mary Sue Coleman, Ph.D., Admissions Officers
Association of American President,
The University of Iowa
Advisory Group
Universities (Affiliation at time of
The Pew Charitable Trusts Frederic Dietrich, Ph.D., participation)
Vice-President,
Michael Behnke, Ph.D.,
The College Board
Sponsoring Vice-President,
Melvin George, Ph.D., University of Chicago
Universities President Emeritus,
Harvard University Jack Blackburn,
University of
Indiana University Dean of Admissions,
Missouri
Massachusetts Institute of University of Virginia
Technology Gerardo Gonzalez, Ph.D.,
Bill Kolb,
New York University Dean, School of Education,
Director of Admissions,
Pennsylvania State University Indiana University
University of Florida
Rice University Michael Kirst, Ph.D.,
Rutgers, The State University Bob Laird, Ph.D., Chair,
Professor,
of New Jersey former director of
School of Education,
University of California, undergraduate admissions,
Stanford University
Berkeley University of California,
Ronald Latanision, Ph.D., Berkeley
University of Illinois
Chair,
The University of Iowa Gigi Lamens,
Professor, Material Sciences
University of Michigan Vice-President of Enrollment
and Engineering,
University of Minnesota Management, Hofstra
Massachusetts Institute
University of Missouri University
of Technology
University of Nebraska
Jerry Lucido, Ph.D.,
University of Oregon David Loganecker, Ph.D.,
Vice Provost for Enrollment
University of Southern Executive Director,
Management and
California Western Interstate
Director of Admissions,
University of Wisconsin Commission for Higher
University of North Carolina
Education
Martha Pitts,
Wayne Martin, Ph.D.,
Endorsing Director of Admissions,
Director, State Education
Universities Assessment Center, Council of
University of Oregon
Carnegie Mellon University Chief State School Officers Wayne Sigler, Ph.D.,
Case Western Reserve Director of Admissions,
University Esther Rodriguez, J.D.,
University of Minnesota
Duke University Director of Development,
Education Commission Ted Spencer, Ph.D.,
Stanford University
of the States Director of Admissions,
University of North Carolina
University of Michigan
University of California, Dale Vigil, Ph.D.,
Los Angeles Area Superintendent, Ruth Vedvik, Ph.D.,
University of Maryland Los Angeles Unified Director of Admissions,
University of Virginia School District University of Illinois
Washington University in Tim Waters, Ed.D., Bruce Walker, Ph.D.,
St. Louis C.E.O., Mid-continent Director of Admissions,
Research for Education and Associate Vice-President
Learning for Student Affairs,
Project Advisory University of Texas
Board Robert Weisbuch, Ph.D.,
(Affiliation at time of President, The Woodrow
participation) Wilson National Fellowship Standards for Success
Foundation David T. Conley, Ph.D.,
Betsy Brand, Co-Director,
Duncan Wyse, Ph.D., Director
American Youth Policy Forum
President, Terri Heath, Ph.D.,
Donald Carstensen, Oregon Business Council Research Associate and
Vice-President,
Project Coordinator
American College Testing
Françoise Bodone, Ph.D.,
Chris Cross, former president,
Research Associate and
Council for Basic Education
Data Analysis Coordinator
12 Participants
Standards for Success Cont’d John Kendall, Ph.D., Jack Cummings

R. Sam Larson, Ph.D., Mid-continent Research Paulette Dilworth
Research Associate and for Education and Learning Enrique Galindo
Assessment Database Gerardo Gonzalez
Coordinator Pam Hanratty
Special Thanks to: Russ Hanson
Jeff DeFranco, M.S., Shauna McKee, Administration Bill Harwood*
Research Assistant and Ryan Bowlby, Information Chris Haynes
Public Relations Coordinator Technology Janet Johnson
Jen Katz-Buonincontro, M.F.A., Apryl Smith, Research David Kinman
Research Assistant Chuck Theobald, Information Diana Lambdin
Technology Frank Lester
Eric-Michael MacCionnaith, M.S., Dana Watrud, Joan Pong Linton
Research Assistant Project Coordinator James Madison
Laura Bennett, B.A., Sony Disc Manufacturing Dan Maki
Art Director Lissa May Fleming
Susan Primak, B.S., Sharon O'Bryan
National Conversation Jennifer Robinson
Administrative Officer
Participants Shelley Sheila McDermott-Sipe
Matt Ashmore, B.A., Listed below are participants in Kumble R. Subbaswamy
Office Assistant the National Conversation on Key
Dylan Vogt, Knowledge and Skills for
Information Technology University Success conducted at Indiana University
nine AAU universities between Purdue University
Michael Kirst, Ph.D.,
January, 2001 and June, 2002. This at Indianapolis
Senior Project Associate,
list was compiled based on the Lisa Angermeier-Howard
Stanford University
registration sheet received from Beth Berghoff
Andrea Venezia, Ph.D., each National Conversation host Cindy Borgmann
Senior Project Associate, campus. Participants include both Judy Carlson
Stanford University teaching and administrative Steve Fox
Alyssa O'Brien, Ph.D., faculty members with on-campus Jacob Jayanthi
Consultant, involvement in or responsibility Betty Jones
Stanford University for the education of entering Marvin Kemple
students. Bob Osgood
Paula Razquin, Ph.D.,
Mary Glenn Rinne
Research Assistant,
*= Additional thanks to the Herman Saatkamp, Jr.
Stanford University
campus liaisons who gave many Phil Scarpino
Tiffany Smith, hours of their time organizing David Stocum
Research Assistant, meetings of the National Scott Weeden
Stanford University Conversation at their universities. Marianne Wokeck
Julie Slama, Facilitator,
Stanford University Association of American Massachusetts Institute
Autumn Zindel, Universities of Technology
Financial Coordinator, Kathy Bailey Mathae Jeanne Bamberger
Stanford University John Belcher
Lori Breslow
Brown University Gene Brown
Project Consultants Robert Shaw
Phillip L. Clay
Richard S. Brown, Ph.D., David Targan
Peter Dourmashkin
Assistant Professor Katharine Wilson
Peggy Enders
Director, Center for Research
Mary Enterline
in Educational Assessment
Harvard University Diana Henderson
and Measurement,
Daniel Goroff Betsy Hicks
University of California, Irvine
John Hildebidle
Bob Laird, Ph.D., former director David Jerison
of undergraduate admissions, Indiana University, Marilee Jones
University of California, Berkeley Bloomington Eric Klopfer
Robert Appelman Paul Lagace
Wayne Newberger,
Scott Baldridge Ron Latanision
former associate superintendent
Alan Bender Jeffrey Meldman
for assessment,
J. Jose Bonner Haynes Miller
Oregon Department
Myles Brand Heidi Nepf
of Education
Catherine Brown Julie Norman
Participants 13
Paul Parravano* Joseph Rosenstein University of California,

Robert Redwine Karen Smith Berkeley
Candace Royer James Swenson Ani Adhikari
Arthur Steinberg Corinne Webb Gregory Aponte
Gilbert Strang Piper Williams Robert M. Berdahl
Leon Trilling Calvin Yu Steven Chin
Kim Vandiver Martin Covington
The University of Iowa Mary Dubitzky
New York University Dan Anderson Lynne Frame
Andre Adler Ken Atkinson Barbara Gross-Davis
Lynne Brown* Victor Camillo Judith Gruber
Burton Budick Mary Sue Coleman Ole Hald
Kimberlee Campbell Laurie Croft Jane Hammons
Darlene Forrest Sandra Damico Brian Harvey
Frederick Greenleaf Carolyn Dyer Robert Jacobsen
John Halpin Kathleen Farrell Caroline Kane
Lynne Haney Gary Fischer Richard Kern
Trace Jordan Patricia Folsom Liza Knapp
Cyrus Patell Marsha Forys Robert Knapp
Vincent Renzi John Fry Claire Kramsch
Matthew Santirocco Jon Garfinkel Michael Mascuch
John Sexton Jane Gay Christina Maslach*
Otto Sonntag* Forrest Holly Daniel Melia
Regina Syquia Rex Honey Stuart Russell
Geoffrey Hope Cynthia Schrager
Beth Ingram Jean Schultz
Pennsylvania State Angelica Stacy
Douglas Jones
University Craig Kletzing Cara Stanley
Martha Aynardi Brenda Leicht Philip Stark
Sandra Bargainnier Kevin Leicht Steve Tollefson
James Beierlein Yi Li Mark Wilson
David Bender Carolyn Lieberg
Ingrid Blood* James Lindberg University of California,
Helen Caffrey Judith Liskin-Gasparro
Tineke Cunning Davis
Lola Lopes* Henry Alder
Jacqueline Esposito David Manderscheid
Carol German Joseph Kiskis
Roberta Marvin Patricia Turner
Marianne Goodfellow Debra Miller
Billie Jones Paul Muhly
Joseph Lambert Alan Nagel University of California,
James Levin Betsy Palmer Irvine
Lisa Morris Lynn Pringle Michael Dennin
Jon Olson Roland Racevskis Patricia Hartz
Horst Von Dorpowski Tom Rocklin Susan Jarratt
Barbara Wade Christopher Roy David Kay
Anthony William Leonard Sandler
Ronald Zigler Helen Schartz
University of California,
James Schmeling
Nancy Schneider
Los Angeles
Rutgers, The State Lucy Blackmar
University of New Jersey Alberto Segre
Greg Kendrick
Lynne Allen Carol Severino
Marc Levis
Scott Cagenello Jonathan Simon
Mary Ann Cancio John Soloski
Cary Cherniss Keith Stroyan University of California,
Susan Forman* Downing Thomas Riverside
Pat Grove Mary Trachsel Albert Stralka
Gregory Herzog Shaun Vecera
Lewis Hirsch Paul Windschitl
Emil Rinderspacher University of California,
Ann Jurecic
Frances L. Lawrence
Santa Barbara
Britt Andreatta
Richard Miller
Margaret Persin
14 Participants
National Conversation Cont’d Judith Wanhala Benyamin Schwarz

Joel Weinsheimer Dennis Sentilles
University of California, Joyce Weinsheimer Wendy Sims
Santa Cruz Steve Yussen Jo Stealey
Lynda Goff Marty Townsend
David Trinklein
Randy Vessell
University of Minnesota Sandra Abell
Richard Wallace
Richard Beach John Adams
Chris Weisbrook
Andrea Berlin Erma Ballenger
Sharon Welch
Lillian Bridwell-Bowles Lloyd Barrow
Dale Wilcox
Paula Brugge John Beem
Jeffrey Williams
Robert H. Bruininks Pam Benoit
Warren Zahler
Mark Bultmann Steve Borgelt
Bonnie Zelenak
Tom Clayton Martin Camargo
Flore Zephir
Laura Coffin Koch Meera Chandrasekhar
Terence Collins Marilyn Coleman
Arnold Cutler Marilyn Cummins University of Oregon
Linda Ellinger* Suzanne Currence James Arnold
Bert Fristedt Susan Daniels Melinda Beane
Bill Ganzlin William Dawson Jason Bakanoff-Ellis
Jill Gidmark Michael Devaney Jack Bennett
Larry Gray Michael Finke Tricia Bevans
George Greene Louanna Furbee Jim Buch
Tim Gustafson Magdalena Garcia-Pinto Cristina Calhoon
Ken Heller Mel George Brett Clark
Rudy Hernandez Theresa Goedeke Suzanne Clark
Gordon Hirsch Richard Hardy George Cusack
Peter Hudleston Suzette Heiman Ronald Davies
Alan Hunter Richard Hessler Robert Davis
Naresh Jain Daryl Hobbs Maria De La Torre
Kathy Johnson Elaine Hocks Dianne Dugaw
Patricia Jones Whyte Emily Holt-Foerst James Earl
Chris Kearns Douglas Hunt Paula Ellister
Betsy Kerr John Iverson Hilary Fisher
Harvey Keynes Joe Johnston James Florendo
Len Kuhi Steve Keller Dave Frohnmayer
Jim Leger Marvin Lewis Meredith Gall
Kate Maple Kay Libbus Carla Gary
Judith Martin Gail Ludwig Roxanne Gerbrandt
Charlotte Melin Patrick Market Hilary Gerdes
Carolyn Nayematsu Peter Markie Nancy Goldschmidt
Chris Paola Joel Maruniak Evelyn Gould
Claudia Parliament Jill McReynolds John Hardwick
Robert Pepin Andrew Melnyk Susan Hardwick
Kathie Peterson Neil Minturn Diane Hawley
Sandra Peterson Phyllis Moore Charles Hunt
Lou Pignolet Johnetta Morrison Inga Johnson
Tom Post Peter Motavalli Linda Kintz
Paula Rabinowitz Mary Jo Muratore Michel Kovcholovsky
Luis Ramos-Garcia Pat Okker Jon Kujawa
Gerald Rinehart Stuart Palonsky Susan Lesyk
Shelly Rodgers Ira Papick Shlomo Libeskind
Jenise Rowekamp Martha Patton Dean Livelybrooks
Ed Schiappa Glenn Pierce Glenn May
Eric Sheppard Gil Porter* Margaret McBride
David Shupe Michael Porter David McDonald
Wayne Sigler Jill Raitt Mark Dean Meritt
Geoffrey Sirc Don Ranly Candace Montoya
Eileen Sivert Marcus Rautman John Moseley
Richard Skaggs Clyde Ruffin Sayo Murcia
Craig Swan Kimberly Sallee John Nicols
Art Walzer David Schenker Lisa Oberbroeckling
Participants 15
Marilyn Olson Diana Henderson, Ph.D., Second Languages

Lyllye Parker Massachusetts Institute Liza Knapp, Ph.D.,
Bert Pooth of Technology University of California, Berkeley
John Postlethwait Dan Melia, Ph.D., Alan Timberlake, Ph.D.,
Martha Ravits University of California, Berkeley University of California, Berkeley
Matt Rocha
Laurie Rodgers Cyrus Patell, Ph.D., Luis Ramos-Garcia, Ph.D.,
Martin Saar New York University University of Minnesota
Joel Schoening Carol Severino, Ph.D., Andrew Irving, Ph.D.,
James Schombert The University of Iowa University of Wisconsin
Paul Simonds
Jill Gidmark, Ph.D., Robert Davis, Ph.D.,
Jessica Sklar
University of Minnesota University of Oregon
Marliss Strange
Ron Swisher Carl Falsgraf, Ph.D.,
Sasha Tavenner Kruger Mathematics University of Oregon
Christine Tell Richard Askey, Ph.D.,
Lora Vess University of Wisconsin
The Arts
Holly Zanville Trish Bevans, M.S., Visual Arts
Robert Zimmerman University of Oregon Lynne Allen, Ph.D.,
Harvey Keynes, Ph.D., Rutgers
University of Wisconsin University of Minnesota Doug Blandy, Ph.D.,
Daniel Barnish University of Oregon
Michel Kovcholovsky, M.A.,
Steve Bauman
University of Oregon Craig Zabel, Ph.D.,
Mark Beissinger
Paul Muhly, Ph.D., Pennsylvania State University
Cal Bergman
Sally Berray* The University of Iowa Gail Simpson, Ph.D.,
Alda Blanco Dennis Sentilles, Ph.D., University of Wisconsin
Matt Briggs University of Missouri
Charles Cohen Theatre
Don Cox Clyde Ruffin, Ph.D.,
Jean Heitz Natural Sciences
Katie Huggett John M. Halpin, Ph.D.,
Andrew Irving New York University Charles Railsback, Ph.D.,
Brent McCown Indiana University
Sasha Tavenner Kruger, M.S.,
Susan Nossal University of Oregon
Jan Plug Dance
Brenda Leicht, Ph.D.,
Uli Schamiloglu Anna Beatrice Scott, Ph.D.,
The University of Iowa
John Sharpless University of California,
Dan Shea Mark Kubinec, Ph.D., Riverside
Gail Simpson University of California, Berkeley
Gus Solomon, Jr., Ph.D.,
Robert Skloot Patrick Market, Ph.D., New York University
Denise Solomon University of Missouri
Peter Timbie Thomas DeFrantz, Ph.D.,
Leon Trilling, Ph.D., Massachusetts Institute
Keith White
Massachusetts Institute of of Technology
John Wiley
Technology
Music
Content Review Social Sciences Lissa May Fleming, Ph.D.,
Panelists Lindy Beane, M.S., Indiana University
These faculty members reviewed University of Oregon
Jeanne Bamberger, Ph.D.,
and helped develop the final draft
John Fry, Ph.D., Massachusetts Institute
of the Knowledge and Skills for
The University of Iowa of Technology
University Success standards.
Claudia Parliament, Ph.D.,
University of Minnesota Art History
English
Richard Hessler, Ph.D., Rick Asher, Ph.D.,
Terence Collins, Ph.D.,
University of Missouri University of Minnesota
University of Minnesota
George Cusack, M.A.,
University of Oregon
English
Students need to engage texts critically and identify a theme or idea.
They must be able to identify these before they can move on to any deeper analysis.
Faculty Viewpoint
Knowledge & Skills variety of interpretations and that subject-

ivity, including personal experience and
Foundations opinion, influences possible reactions.
Students who perform well and derive the The ability to paraphrase reading assign-
greatest benefit from entry-level university ments shows whether a student
English courses are students who are comprehends the material. Paraphrasing
prepared for thoughtful study, students who requires that students pay close attention to
are engaged in the material and the process and understand both the literal meanings
of learning, students who are curious, and connotations of words. While reading,
persistent and realistic. The following successful students decide which pieces of
discussion presents in greater detail the skills information are important and relevant to
and attributes that help make these students the current assignment, noting the specific
successful. points that support the argument they plan
to present.
Reading, Comprehension & Students who are ready for introductory
Literature literature courses come to the university
Successful students connect reading to familiar with a range of world literature.
writing and thinking skills. Reading is an They are aware of major U.S. and British
active process that, if done well, involves authors—both men and women—and
asking questions and noticing patterns representative literary works from a variety
along the way. Active reading includes of cultural traditions. These students have
making notes, summarizing and critiquing had exposure to non-literary sources as
the material. Many students read in a well: documents such as the Magna Carta
mechanical manner—just following the or the Declaration of Independence. With
words on the page—instead of using active that exposure, students have a better
reading strategies. understanding of the range of writing from
Once students understand what it means which their literature courses will draw.
to be active readers, their next step is to Awareness of cultural contexts is impor-
think critically about what they have read. tant, but students need to be familiar with
Successful students recognize an effective literary forms and genres, as well. The ability
thesis and how it is constructed. Reading is to distinguish between different forms and
interactive and leads to experiential and genres of writing is crucial. Students should
literary connections. Successful students be able to recognize forms, such as a novel,
are prepared to answer questions such as, poem, play, essay, short story, and be able to
“How does this text make you feel?” and identify what makes a biography different
“What features of the text made you feel from a novel, or a short story different from
this way?” an essay. To understand the purposes and
It is important, too, to be able to take a possibilities of various forms, students need
position about the material and defend that to be able to tell the difference between
position in a discussion. Students need to genres: comedy, epic, tragedy, romance and
realize that one piece of writing can evoke a others.
18 English
Writing & Editing overall argument and understand the

Grammar is the basis for good writing. Good purposes of their writing. To achieve this,
writing demands that writers consistently use successful students write an outline before
proper sentence structure. Students in college they start the larger piece, then use the
are expected to know how to diagram a outline as a tool to develop a detailed
sentence and recognize how this process structure, as well as a guide while writing.
helps them understand words and their
Successful students also understand how
functions within a sentence. It is also
to support an argument well enough that a
important to understand the specific ways
strong position emerges, while at the same
correct grammar makes writing clearer and
time understand the consequences of taking
helps communicate more effectively.
a particular position. Defending a position
requires an attuned knowledge of the
material—which also tends to improve
Students should know basic grammatical students’ ability to think about what they
terminology and the parts of speech. They should write.
distinguish between clauses, phrases and Writing is just the beginning. Editing is
complete sentences. The mechanics of writing is the most important part of the writing
simply a subset of writing skills. process. Going through several drafts of a
Faculty Viewpoint particular paper is routine for a college-level
assignment. Often, students rely too heavily
on the computer spell-checker in place of
references and careful revision. Students
All students can benefit from more
need to be able to proofread, check for
attention to writing mechanics. A review of
mistakes on their own and appreciate the
work samples from students in entry-level
value of the revision and re-writing
courses reveals a high level and array of
processes. These processes improve writing
grammatical errors. In order to succeed in
ability; they help students be better writers
and benefit from writing and literature
and improve grades on written assignments.
courses, students must have a good grasp of
writing conventions.
Information Gathering:
Good writers use language to express Notes & Research
ideas, not simply to describe events. Students are expected to take useful notes
Student writing must be coherent, and during the many lectures they attend during
students need to think rhetorically when their first year of college. To be useful, a set
they write, consider the audience, of notes should be more than just a
carefully select the evidence used to transcript of what a professor has said. It is
support ideas, cogently present the all too common for many new college
students simply to fill up pages without
sufficiently evaluating the relative quality
and importance of the information
delivered by the instructor. Students are
expected to pay close attention and engage
with presented materials, both written and
verbal. This requires taking in information,
analyzing it and recording that which is
meaningful and useful.
English 19
A huge part of the information gathering

process takes place outside of the classroom.
Successful students know how to make a
research plan and carry it out: What questions
need to be asked, who has the knowledge and
authority to answer them and what sources
can be used to answer those questions? Also,
students should have, or at least be able to
develop quickly, the following skills:
1. The ability to identify a source.

Students must understand what
plagiarism is and understand the
ethics of writing. It is essential to
know what borrowing ideas from
other authors means, how to
paraphrase properly and how to
cite sources.
2. The ability to distinguish the

Analysis, Critique & Connections
degree of quality and reliability of
In addition to the ability to engage in
information. Many students often
reading and to present a solid structure and
accept unreliable information
argument in writing, students need to think
from the Internet or other
analytically about the information they
unverified sources.
collect. Students should be able to:
3. The ability to connect information
1. Categorize information
from sources to support an
thematically. Doing so allows
argument. Students need to know
students to see the larger
the difference between primary
constructs inherent in the
and secondary sources and ask
information and see the
themselves whether the evidence
relationships between ideas and
they have found is weak or strong,
attendant concepts and theories.
and how that evidence helps
Then, students can identify the
create a cogent argument.
main message and avoid
4. The ability to be disciplined in becoming overwhelmed by
doing research, regardless of what details.
the field may be. The humanities
2. Go beyond facts presented in
use good research, just as the
readings or lectures. Students must
sciences do.
allow questions to emerge from the
text, identify connections with
other concepts they have learned
and imagine alternatives to a text’s
Students should have read English, American final content message or
and world literatures and know many of the conclusion.
important authors and key works. They should be
3. Be aware of the difference(s)
able to identify a literature's country of origin.
between summary and description,
Faculty Viewpoint and interpretation and analysis.
20 English
that do no t necessarily have right o r wro ng

answers. This req uires reflective and
critical thinking. It is crucial that students
be able to discuss questio ns in depth and
effectively defend a po sitio n based on their
analysis of the material.
At the college level, students must also be

able to accept constructive criticism of their
own work without taking it personally. Many
students are unable or unwilling to argue
effectively, nor can they differentiate between
criticism and critique. To succeed in
discussion classes and written work, critical
skills are essential.
Students need to be willing to receive a

critique of their work without perceiving it as
an attack on their integrity, intelligence or
creativity. A good refutation of your argument
is not a personal attack; it does not mean that
you are talentless or a bad person.
Faculty Viewpoint
Successful students are able to integrate

personal experiences and knowledge with
the material they encounter in their
coursework. Information comes from a
variety of sources—whether it is from a
4. Move between general and specific different class or department, personal
ideas when analyzing information. observation or public knowledge, students
should be able to connect ideas and
5. Think comparatively and make concepts across sources. Making such con-
connections across texts and nections helps students understand the
points of view, enriching and interdisciplinary nature of knowledge.
expanding the understanding of Successful students have opinions. They
the materials. are able to assert their opinions and ask
bold questions. By thinking out their
Once the information is gathered and opinions, students develop a consciousness
the analysis process is underway, the most and a distinct voice. At the same time,
important skill to employ is critical students need to understand that “I”
reflection. Critical reflection goes beyond statements are rarely acceptable in formal
“I liked it,” or “I didn’t like it.” When academic writing. Opinions may be a good
asked to evaluate a piece of writing, stu- thing, but they need to be substantiated and
dents are expected to answer questions supported by empirical evidence.
English 21
Orientation Towards Learning in a geographical context. Students must

Time management is a key part of research, understand how that geographic setting
coursework and effective participation. influences the content of the work.
College level study often takes more time
Students need to be open-minded and
than students are prepared to spend.
willing to consider a variety of viewpoints,
Incoming students must learn how to set
texts and phenomena that may differ from
aside enough time for reading and study and
what they may have learned before. Such
to understand that some assignments take
open-mindedness helps students understand
many hours. The ability to start early and to
the ways in which knowledge is constructed.
budget time effectively are essential skills.
It broadens student perspectives and helps
Students who participate in public students deal with the novelty and ambiguity
discourse—by reading newspapers, follow- often found in new materials.
ing the course of world events and
considering how those events play out in the
U.S.—are ready to participate in academic
discussion. Such discussion requires give I wish students had a willingness to go deeper,
and take, and students should have ideas to get beneath the surface of the text or the
and questions to add to the conversation. It surface of the argument and discover what the
is necessary for students to ask questions substance is. I wish they were willing to try to
and to understand why it is important to do do that more often.
so. To benefit from material presented in Faculty Viewpoint
classes, students need to be engaged with
their instructors and to ask questions that go
beyond what is presented in class.
As tasks become more challenging, it is
often difficult for new college students to
maintain acceptable levels of attention and
Young students are often quick to make broad application. It is essential that students
generalizations. What they tend not to deal approach their work with an open mind and
with are the specifics. They don’t know that willingness to push forward. Students are
almost always capable of following through;
you’re supposed to support positions with
more often, they are simply unwilling to try
references. They can say the world is screwed
and keep trying.
up, but think they can leave it at that without
being more specific. Students do well if they appreciate what
Faculty Viewpoint college is—and what it is not. They must
understand academic expectations and the
realities of college life, including the need to
apply themselves and work hard. College is
To be able to discuss a piece of lit-
a process of learning, not a series of
erature, students must have a basic
obligatory hurdles towards a degree. The
understanding of its place in history.
students who appreciate the need to
Placing text in its historical context can
persevere and think independently are in
help students understand where they
the best position to succeed.
themselves fit and how societal contexts
influence writing and thinking.
The same applies to geography: To

understand fully the impact of a piece of
literature, students must be able to place it
22 English
English A.7.* recognize and comprehend

narrative terminology and
Standards techniques, such as author

versus narrator, stated versus
*= Items with an asterisk are those expected of implied author and historical
students who plan to major in these fields of study versus present-day reader.
(English, comparative literature, writing).
B. Successful students use reading skills

I. Reading & Comprehension and strategies to understand
informational texts. They:
A. Successful students employ reading
skills and strategies to understand B.1. understand instructions for
literature. They: software, job descriptions,
college applications, historical
A.1. engage in an analytic process to documents, government
enhance comprehension and publications, newspapers and
create personal meaning when textbooks.
reading text. This includes the
ability to annotate, question, B.2. use monitoring and self-
agree or disagree, summarize, correction, as well as reading
critique and formulate a aloud, as means to ensure
personal response. comprehension.
A.2. make supported inferences and B.3. understand vocabulary and

draw conclusions based on content, including subject-area
textual features, seeking such terminology; connotative and
evidence in text, format, denotative meanings; and
language use, expository idiomatic meanings.
structures and arguments used. B.4. exercise a variety of strategies to
A.3. use reading skills and strategies understand the origins and
to understand a variety of types meanings of new words,
of literature, such as epic pieces including recognition of cognates
(for instance, the Iliad) and lyric and contextual clues.
poems, as well as narrative
novels and philosophical pieces. C. Successful students are able to
understand the defining
A.4. understand plot and character
characteristics of texts and to
development in literature,
recognize a variety of literary forms
including character motive,
and genres. They:
causes for actions and the
credibility of events. C.1. comprehend the salient
A.5.* identify basic beliefs, characteristics of major types
perspectives and philosophical and genres of texts, such as
assumptions underlying an novels, short stories, horror
author’s work. This includes stories, science fiction,
identifying points of view, biographies, autobiographies,
attitudes and the values poems and plays.
conveyed by specific use of C.2. understand the formal
language. constraints of different types of
A.6.* exercise a variety of strategies to texts and can distinguish
understand the origins and between, for example, a
meanings of new words, Shakespearean sonnet and a
including analysis of word roots poem written in free verse.
and the determination of word C.3. are able to discuss with
derivations. understanding the effects of an
English 23
author’s style and use of literary E. Successful students are able to discuss
devices to influence the reader with understanding the relationships
and evoke emotions. This between literature and its historical
includes devices such as and social contexts. They:
imagery, characterization,
choice of narrator, use of E.1. know major historical events that
sound, formal and informal may be encountered in literature.
language, allusions, symbols, E.2. demonstrate familiarity with the
irony, voice, flashbacks, concept that historical, social
foreshadowing, time and and economic contexts influence
sequence and mood. form, style and point of view;
C.4. are able to identify archetypes, and that social influences affect
such as universal destruction, an author’s descriptions of
journeys and tests and character, plot and setting.
banishment, which appear E.3. demonstrate familiarity with
across a variety of types of the concept of the relativity of
literature, including American all historical perspectives,
literature, world literature, including their own.
myths, propaganda and E.4. are able to discuss with
religious texts. understanding the relationships
C.5. are able to discuss with between literature and politics,
understanding themes such as including the political
initiation, love and duty, assumptions underlying an
heroism and death and rebirth author’s work and the impact of
that appear across a variety of literature on political
literary works and genres. movements and events.
C.6. use aesthetic qualities of style,
such as diction or mood, as a
basis to evaluate literature that
contains ambiguities, subtleties
or contradictions.
D. Successful students are familiar with a

range of world literature. They:
D.1. demonstrate familiarity with
major literary periods of
English and American literature
and their characteristic forms,
subjects and authors.
authors from literary
traditions beyond the English-
speaking world.
major works of literature
produced by American and
British authors.
24 English
F. Successful students are able to read A.3. demonstrate consistent, correct

and interpret visual images, including and appropriate pronoun
charts and graphs. They: agreement and the use of
different types of clauses and
F.1. identify the primary elements phrases, including adverb
of the types of charts, graphs clauses, adjective clauses and
and visual media that occur adverb phrases.
most commonly in texts.
F.2. interpret accurately the content B. Successful students know conventions
of charts, graphs and visual of punctuation and capitalization. They:
media that occur in texts.
B.1. use commas with
nonrestrictive clauses and
II. Writing contrasting expressions.
A. Successful students apply basic B.2. use ellipses, colons, hyphens,
grammar conventions in an effort to semi-colons, apostrophes and
write clearly. They: quotation marks correctly.
A.1. identify and use correctly and B.3. capitalize sentences and proper
consistently parts of speech, nouns correctly.
including nouns, pronouns, B.4. consistently avoid run-on
verbs, adverbs, conjunctions, sentences and sentence
prepositions, adjectives and fragments.
interjections.
A.2. use subject-verb agreement
and verb tense consistently
and correctly.
English 25
C. Successful students know conventions D.7.* use a style manual, such as the
of spelling. They: Modern Language Association
(MLA) or the American
C.1. use a dictionary and other Psychological Association (APA)
resources to spell new, to apply writing conventions
unfamiliar or difficult words. and to create documentation
C.2. differentiate between commonly formats in a manner consistent
confused terms, such as “its” and with the manual.
“it’s” or “affect” and “effect.”
C.3. know how to use the spell- E. Successful students use writing to
checker and grammar check communicate ideas, concepts, emotions
function in word processing and descriptions to the reader. They:
software while understanding the
limitations of relying upon these E.1. know the difference between a
tools. topic and a thesis.
E.2. articulate a position through a
D. Successful students use writing thesis statement and advance
conventions to write clearly and it using evidence, examples
coherently. They: and counterarguments that are
relevant to the audience or
D.1. know and use several pre- issue at hand.
writing strategies, including
E.3. use a variety of methods to
developing a focus; determining
develop arguments, including
the purpose; planning a
compare-contrast reasoning;
sequence of ideas; using
logical arguments (inductive-
structured overviews; and
deductive); and alternation
creating outlines.
between general and specific
D.2. use paragraph structure in (e.g., connections between
writing as manifested by the public knowledge and personal
ability to construct coherent observation and experience).
paragraphs and arrange
E.4. write to persuade the reader by
paragraphs in logical order.
anticipating and addressing
D.3. use a variety of sentence counterarguments, by using
structures appropriately in rhetorical devices and by
writing, including compound, developing an accurate and
complex, compound-complex, expressive style of
parallel, repetitive and communication that moves
analogous sentence structures. beyond mechanics to add flair
D.4. present ideas to achieve overall and elegance to writing.
coherence and logical flow in E.5. use a variety of strategies to
writing and use appropriate adapt writing for different
techniques such as transitions audiences and purposes, such
and repetition to maximize as including appropriate
cohesion. content and using appropriate
D.5. use words correctly; use words language, style, tone and
that mean what the writer structure.
intends to say; and use a varied E.6. distinguish between formal and
vocabulary. informal styles, for example,
D.6.* demonstrate development of between academic essays and
a controlled yet unique style personal memos.
and voice in writing where
appropriate.
26 English
E.7. use appropriate strategies and III. Research Skills

formats to write personal and
business correspondence, A. Successful students understand and
including appropriate use research methodologies. They:
organizational patterns, formal A.1. formulate research questions,
language and tone. refine topics, develop a plan for
E.8.* use appropriate strategies to research and organize what is
write expository essays that known about the topic.
employ supporting evidence; use A.2. use research to support and
information from primary and develop their own opinions, as
secondary sources; incorporate opposed to simply restating
charts, graphs, tables and existing information or opinions.
illustrations where appropriate;
anticipate and address readers’ A.3. identify claims in their writing
biases and expectations; and that require outside support or
explain technical terms and verification.
notations. A.4.* identify through research the
E.9.* use strategies to write fictional, major concerns and debates in
autobiographical, and a given community or field of
biographical narratives that inquiry and address these in
include a well-developed point their writing.
of view and literary elements;
present events in logical B. Successful students know how to find
sequence; convey a unifying a variety of sources and use them
theme or tone; use concrete and properly. They:
sensory language; and pace
action. B.1. collect information to develop a
topic and support a thesis.
F. Successful students both use and B.2. understand the difference
prioritize a variety of strategies to between primary and secondary
revise and edit written work to sources.
achieve maximum improvement in B.3. use a variety of print or
the time available. They: electronic primary and
secondary sources including
F.1. employ basic editing skills books, magazines, newspapers,
proficiently to identify journals, periodicals and the
obvious mechanical errors, Internet.
clarify and improve the
structure of the piece and B.4. understand the concept of
sharpen language and plagiarism and how (or why) to
meaning. avoid it and understand rules
for paraphrasing, summarizing
F.2. review ideas and structure in and quoting, as well as
substantive ways to improve conventions for incorporating
depth of information and logic information from Internet-
of organization. based sources in particular.
F.3. reassess appropriateness of B.5. evaluate sources of information
writing in light of genre, located on the Internet in
purpose and audience. particular to ascertain their
F.4. use feedback from others to credibility, origin, potential
revise written work. bias, and overall quality.
B.6. select relevant sources when
writing research papers and
appropriately include
English 27
information from such sources; A.2.* demonstrate an ability to make

logically introduce and connections between the
incorporate quotations; component parts of a text and
synthesize information in a the larger theoretical structures,
logical sequence; identify including presupposition,
different perspectives; identify audience, purpose, writer’s
complexities and discrepancies credibility or ethos, types of
in information; and offer evidence or material being used
support for conclusions. and style.
B.7.* evaluate sources critically,
discerning the quality of the B. Successful students demonstrate the
materials and qualifying the ability to think independently. They:
strength of the evidence and
B.1. are comfortable formulating
arguments, as well as
and expressing their own ideas.
determining credibility,
identifying bias and perspective B.2. support their arguments with
of the author and using prior logic and evidence relevant to
knowledge of the source. their audience and that
explicates their position as fully
as possible.
IV. Critical Thinking Skills
B.3. understand fully the scope of
A. Successful students demonstrate their arguments and the claims
connective intelligence. They: underlying them.
A.1. are able to discuss with B.4. reflect on and assess the
understanding how personal strengths and weaknesses of
experiences and values affect their ideas and the expression
reading comprehension and of those ideas.
interpretation.
Mathematics
I would characterize having a good mathematical background as the ability to extract
the problem from a context, use mathematics to solve the problem and then interpret
the solution back into the context. This is an important skill.
Faculty Viewpoint
Knowledge & Skills 2. Using lo gical reaso ning and

co m m o n sense to wo rk o n and
Foundations find m athem atical so lutio ns.

Successful students are able to
A s in many other disciplines, incoming pro vide suppo rting evidence to
students in mathematics are expected to co nstruct co m pelling argum ents
bring a combination of hands-on skills to explain pro cesses and
and conceptual understanding. Entering so lutio ns. They check their
students need to know basic mathematical so lutio ns thro ugh visualizatio n,
concepts—computation, algebra, trigo- so that they can see whether their
nometry, geometry—so that they have the findings m ake sense.
tools to work with increasingly complex
conceptual mathematical and quant-
3. Using experimental thinking,
itative procedures and analyses in their
inquisitiveness and a willingness to
college courses.
investigate the steps used to reach a
solution. Successful students
Understanding Mathematics understand there can be multiple
Successful students approach math- approaches to solving a problem.
ematical problems as they would an
investigation. They ask questions, reflect
4. Taking risks and accepting failure
and revisit their solutions with this idea
as part of the learning process.
in mind: It is important how one reaches
When students do not find the
a solution and why a solution works.
correct answer to a problem, it is
Problem solving involves analytical pro-
an opportunity to revisit the
cesses and sets of skills. These skills include,
procedures they used, try new ones
among others, the following:
and ask further questions. Finding
a solution may be only vaguely
logical. Verifying a solution should
1. Thinking conceptually, not just be rigorously logical.
procedurally, about mathematics.
Successful students understand the
5. The ability to use formulas and
relationships that exist between
algorithms of computation. A
mathematical concepts and that
lack of facility with computation
formulas do not function in a
and formulas encumbers the
vacuum. They perceive
analytical process.
mathematics as a way of
understanding, a thinking process
Problem Solving, Technology and
and not a collection of detached
Communication
procedures to be learned and
Problem solving is central to the teaching
applied separately.
and learning of mathematics. The step-by-
step approach is the best way to solve math
30 Mathematics
Mathematics is the language of the

sciences, and thus fluency in this language is
a basic skill. Students prepared for college-
level study are comfortable with mathematic
terminology and use it appropriately. It is
crucial to understand that formulas and
symbols provide precise statements of often
vaguely posed problems. Different inter-
pretations of a problem may lead to different
mathematical models and analyses. Students
must pay attention to the wording of
problems and move with ease between the
symbolic representation of a problem and its
verbal presentation.
Students need to understand that process is also

important in mathematics. They tend to put too
much emphasis on the answer.
Faculty Viewpoint
While mathematics is a type of language,

the study of math also requires solid verbal
skills. In mathematics, students are expected
problems and draw parallels and to write with clarity and cohesiveness. A
connections from various problems. poorly written solution is often an indication
Mathematical problem solving involves of confused thinking. While clarity in writing
logical reasoning; it is important to explore is the best way to convey information to
the reasons why step two follows step one. others, it is also an important indication that
Successful students understand the process one understands the problem.
of modifying, adapting and combining
mathematical tools to find new ways to Orientation Towards Learning
reach a solution. They also need to question Relating mathematical abstractions to life
results until they can explain their answers outside of mathematics courses is a highly
and defend them. Technology is important useful skill. Students who do well in
and relevant to the understanding of mathematics classes are prepared to
mathematics. However, students need to be translate real situations into mathematical
aware of its limitations and recognize that representation and, conversely, extract
calculators are tools that assist but do not meaning from mathematical expression.
replace the thinking process. A graphing They understand when mathematics
calculato r can b e a to o l to deepen generalizes and when it is specific, and
understanding o f functio ns and a way to recognize the importance of abstraction
represent them visually. At the same time, and generalization as they learn and do
successful students can identify whether the mathematics.
calculato r’s answers are reaso nable in light
o f their o wn calculatio ns.
Mathematics 31
Often, college-level mathematics courses

require that students work in groups. While it Mathematics
is important to be able to work effectively
with peers, students must also develop the
Standards
*= Items with an asterisk are those expected of
skills necessary to approach mathematical students who plan to major in these fields of study
problems on their own; independent of (mathematics, computer science, statistics).
classes, group projects and work
environments. Doing so will help students I. Computation
get the most from group activities. Both
situations are valuable—as are the skills to A. Successful students know basic
work within them. mathematical operations. They:
A.1. apply arithmetic operations with
Students often experience anxiety when
fractions and integers (e.g., add
confronted with a mathematical problem, and subtract by finding a
even when encountering mathematical common denominator, multiply
terminology. Persistence is invaluable in the and divide, reduce and perform
quest for correct answers to a problem, and it long division without a
is vital to tolerate ambiguity on the road to calculator).
solution. Interestingly enough, some faculty A.2. use exponents and scientific
expressed a concern about students being too notation.
confident in their perceived knowledge and A.3. use radicals correctly.
skills. Students are sometimes naively A.4. understand relative magnitude.
confident, preventing themselves from
A.5. calculate using absolute value.
engaging in the mathematical process,
A.6. use the correct order of
finding other solutions and estimating or
arithmetic operations,
questioning the viability of their results. particularly demonstrating
Mathematical problems rarely have facility with the Distributive Law.
instant or quick solutions and often
require long periods of time before a
solution can be found. Sustained
inquiry—engaging in the process for more
than a short time—is an important part of
the process when solving a problem or
writing an exam. Successful students
understand that math is an academic
activity that requires time, sustained
engagement, patience and persistence.
When students practice multiplying and adding

by hand for a long time, they get a feel for what
numbers are. Now, by overusing the calculator,
simple operations are gone. Mental calculations
help develop a feel for math. Going to the
calculator too soon is a problem.
Faculty Viewpoint
32 Mathematics
A.7.* know terminology for complex C.3. use alternative symbolic

numbers, integers, rational expressions, particularly
numbers, irrational numbers alternatives to x (e.g., letters of
and complex numbers. the Greek alphabet that do not
already have specific scientific
B. Successful students know and carefully or mathematical meanings).
record symbolic manipulations. They:
B.1. understand the uses of II. Algebra
mathematical symbols as well as A. Successful students know and apply
the limitations on their basic algebraic concepts. They:
appropriate uses (e.g., equal
signs, parentheses, superscripts A.1. use the distributive property to
and subscripts). multiply polynomials.
A.2. know how to compose and
C. Successful students know and decompose functions and how to
demonstrate fluency with find inverses of basic functions.
mathematical notation and A.3. simplify and perform basic
computation. They: operations on rational
C.1. correctly perform addition, expressions, including finding
subtraction, multiplication and common denominators (e.g.,
division that includes variables. add, subtract, multiply and
divide).
C.2. perform appropriate basic
operations on sets (e.g., union, A.4. understand exponents, roots
intersection, elements of, and their properties [e.g.,
subsets and complement). (x2)(x3)=x5 and (√x)3 = x3/2)].
Mathematics 33
A.5. know basic theorems of solve the equation 0 =

exponents and roots. (x+3)(x+1); or evaluate the
A.6.* understand logarithms (to bases function f(x) = (x+3)(x+1) at x
2, 10 and e) and their properties. = -1.
A.7.* divide low degree polynomials C.2. understand that the concept of
(e.g., long division). a function has a specific
definition beyond being a type
A.8.* know basic theorems of of algebraic expression.
logarithms.
C.3. represent functions, patterns
A.9.* factor polynomials (e.g., and relationships in different
difference of squares, perfect ways (e.g., statements, formulas
square trinomials, difference of and graphs).
two cubes and trinomials such
as x2 + 3x + 2). C.4. understand the algebraic
language and notation for
functions (e.g., domain and
B. Successful students use various
range).
appropriate techniques to solve
basic equations and inequalities. C.5. understand a variety of functions
They: (e.g., polynomial, rational,
exponential, logarithmic and
B.1. solve linear equations and trigonometric) and properties of
absolute value equations. each.
B.2. solve linear inequalities and
absolute value inequalities. D. Successful students understand the
B.3. solve systems of linear relationship between equations and
equations and inequalities graphs. They:
using algebraic and graphical D.1. understand basic forms of the
methods (e.g., substitution, equation of a straight line and
elimination, addition and how to graph the line without
graphing). the aid of a calculator.
B.4. solve quadratic equations using D.2. understand the basic shape of
various appropriate methods a quadratic function and the
while recognizing real relationships between the roots
solutions. This includes: of the quadratic and zeroes of
B.4a. factoring. the function.
B.4b. completing the square. D.3. know the basic shape of the
B.4c. the quadratic formula. graph of exponential and log
functions, including
exponential decay.
C. Successful students distinguish between
and among expressions, formulas,
equations and functions. They: E. Successful students understand
algebra well enough to apply it
C.1. know when it is possible to procedurally and conceptually to a
simplify, solve, substitute or range of common problems. They:
evaluate equations and
expressions and when it is not E.1. recognize which type of
possible. For example, expand, expression best fits the context of
but do not solve, the expression a basic application (e.g., linear
(x+3)(x+1); substitute a = 3, b = equation to solve distance/time
4 into the formula a2 + b2 = c2; problems; quadratic equation to
explain the motion of a falling
object; or compound interest as
an exponential function).
34 Mathematics
F. Successful students demonstrate the A.4.* know and use identities for sum
ability to work with formulas and and difference of angles [e.g.,
symbols algebraically. They: sin (x ± y), cos (x ± y)] and use
double and half angle formulas.
F.1.* know formal notation (e.g.,
sigma notation and factorial
notation). IV. Geometry
F.2.* know arithmetic and geometric A. Successful students understand and
progressions and series. use both basic plane and solid
geometry. They:
III. Trigonometry A.1. know properties of similarity,
A. Successful students know and congruence and parallel lines
understand basic trigonometric cut by a transversal.
principles. They: A.2. know how to figure area and
perimeter of basic figures.
A.1. know the definitions of sine,
cosine and tangent using right A.3. understand the ideas behind
triangle geometry and simple geometric proofs and are
similarity relations. able to develop and write simple
geometric proofs (e.g., the
A.2. understand the relationship Pythagorean theorem; that there
between a trigonometric function are 180 degrees in a triangle;
in standard form and its and that the area of a triangle is
corresponding graph (e.g., half the base times the height).
domain, range, amplitude,
period, phase shift and vertical A.4. solve problems involving
shift). proofs through the use of
geometric constructions.
A.3. understand periodicity and
recognize graphs of periodic A.5. use similar triangles to find
functions, especially the unknown angle measurements
trigonometric functions. and lengths of sides.
Mathematics 35
A.6. visualize solids and surfaces in

three-dimensional space (e.g.,
recognize the shape of a box
based on a two-dimensional
representation of its surfaces; and
recognize the shape of a cone
based on a two-dimensional
representation of its surface).
A.7. know basic formulas for
volume and surface area for
three-dimensional objects.
B. Successful students know analytic

(i.e., coordinate) geometry. They:
B.1. know geometric properties of
lines (e.g., slope and midpoint
of a line segment).
B.2. know the formula for the
distance between two points.
B.3. solve mathematical and real-
world problems (e.g., ladders,
shadows and poles) that involve
the properties of special right
triangles with the Pythagorean
theorem and its converse.
B.4.* recognize geometric V. Mathematical Reasoning
translations and
transformations algebraically. A. Successful students know important
definitions, why definitions are
necessary and are able to use
C. Successful students understand basic mathematical reasoning to solve
relationships between geometry and problems. They:
algebra. They:
A.1. use inductive reasoning in basic
C.1. know that geometric objects and arguments.
figures can also be described
A.2. use deductive reasoning in basic
algebraically (e.g., ax + by = c is
arguments.
the standard form of a line).
A.3. use geometric and visual
C.2. know the algebra and geometry
reasoning.
of circles.
A.4. use multiple representations
C.3.* know the algebra and geometry
(e.g., analytic, numerical and
of parabolas and ellipses as a
geometric) to solve problems.
prerequisite to the study of
calculus. A.5. learn to solve multi-step
problems.
C.4.* use trigonometry for examples
of the algebraic/geometric A.6. use a variety of strategies to
relationship, including Law of revise solution processes.
Sines/Cosines. A.7. understand the uses of both
proof and counterexample in
problem solutions and are able
to conduct simple proofs.
36 Mathematics
A.8. are familiar with the process of E.2.* use calculators for systematic
abstracting mathematical trial-and-error problem solving.
models from word problems, E.3.* plot useful graphs.
geometric problems and
applications and are able to
F. Successful students are able to
interpret solutions in the
generalize and to go from specific to
context of these source
abstract and back again. They:
problems.
F.1. determine the mathematical
B. Successful students are able to work concept from the context of an
with mathematical notation to solve external problem, solve the
problems and to communicate problem and interpret the
solutions. They: mathematical solution in the
context of the problem.
B.1. translate simple statements into
equations (e.g., “Bill is twice as F.2. know how to use specific
old as John” is expressed by the instances of general facts, as well
equation b=2j). as how to look for general results
that extend particular results.
B.2. understand the role of written
symbols in representing
G. Successful students demonstrate
mathematical ideas and the
active participation in the process of
precise use of special symbols
learning mathematics. They:
of mathematics.
G.1. are willing to experiment with
C. Successful students know a select list problems that have multiple
of mathematical facts and know how solution methods.
to build upon those facts (e.g., G.2. demonstrate an understanding
Pythagorean theorem; formulas for of the mathematical ideas
perimeter, area, volume; and behind the steps of a solution,
quadratic formula). as well as the solution.
G.3. show an understanding of how
D. Successful students know how to to modify patterns to obtain
estimate. They: different results.
D.1. are able to convert between G.4. show an understanding of how
decimal approximations and to modify solution strategies to
fractions. obtain different results.
D.2. know when to use an G.5. recognize when a proposed
estimation or approximation in solution does not work, analyze
place of an exact answer. why and use the analysis to
D.3. recognize the accuracy of an seek a valid solution.
estimation.
D.4. know how to make and use H. Successful students recognize the
estimations. broad range of applications of
mathematical reasoning. They:
E. Successful students understand the H.1. know that mathematical
appropriate use as well as the applications are used in other
limitation of calculators. They: fields (e.g., carbo n dating,
exponential growth,
E.1. recognize when the results amortization tables,
produced are unreasonable or predator/prey models, periodic
represent misinformation. motion and the interactions of
waves).
Mathematics 37
H.2. know that mathematics has A.3.* understand curve-fitting

played (and continues to techniques (e.g., median-fit line
play) an important role in the and regression line) for various
evolution of disciplines as applications (e.g., making
predictions).
diverse as science,
engineering, music and
philosophy. ** The majority of math participants
indicated that knowledge of statistics
is not necessarily a prerequisite for
VI. Statistics** success in most entry-level university
mathematics courses. However,
A. Successful students apply concepts of participants in other disciplines
statistics and data analysis in the identified knowledge of statistics as
social sciences and natural sciences. important to success in some entry-
They: level courses in the social sciences
(e.g., economics) and sciences (e.g.,
A.1. represent data in a variety of biology and ecology). Statistics is
ways (e.g., scatter plot, line being included within mathematics
graph and two-way table) and for organizational convenience, but
should not be interpreted as
select the most appropriate.
equivalent to the other five areas of
A.2. understand and use statistical mathematical knowledge and skill for
summaries data (e.g., standard university success in terms of its
deviation, range and mode). importance in entry-level college
mathematics courses. Statistics
standards also appear in the natural
sciences and social sciences.
Natural Sciences
Those students who do well in my class aren’t afraid to fail. They are willing to take
risks. If they read a problem and they don’t instantly know how to do it, they don’t
quit or feel embarrassed. They understand they’re not failing the course as a result of
a failed experiment. Faculty Viewpoint
Knowledge & Skills one another. Science is a process, and it

requires certain skills.
Foundations First, students ready to get the most out
Science presents both technical and of science courses have a measure of
psychological challenges for incoming scientific common sense; an overall
students. A number of subjects come understanding of how scientific concepts,
together in this field, including math and definitions and applications fit together.
statistics. Students who are prepared to Second, these students are capable of
study science at the college level are capable experimental thinking. They have an
of integrating scientific methods and understanding that experimentation is an
contextual understanding, critical thinking inherent part of the scientific process.
and hands-on skills. Incoming students will benefit greatly from
an understanding of the interrelationships
Basic Knowledge among scientific concepts and across the
In the fields of physics, chemistry and sciences. For instance, a biology student
biology, successful students are familiar with would do well to know about physics and
fundamental scientific concepts, including chemistry, and the ways that those
the significance of time; the range of light disciplines inform the study of biology.
waves; the nature of force, velocity and Successful students use mathematical
acceleration; and the principles of evolution. reasoning as they work with chemical
Entering students who are well-prepared formulas and as they try to solve and
for science courses have mathematical explain problems. Once a solution is
skills. They have knowledge of basic reached, they can also defend why they
mathematical concepts and processes in chose each math process. Evaluating
arithmetic, algebra, trigonometry and scientific issues in daily life and
geometry. They can translate and transform understanding the origins of scientific
fairly simple word problems into knowledge is important, as well. As they
mathematical equations and vice-versa. In study, successful students address questions
the sciences, as in mathematics, students along the way, such as “Do I know for
demonstrate a dependency on calculators. sure?” and “How do I know?”
Technology can help students with The relationship between a chemical
scientific experiments but does not replace formula and its real-world application is
the thinking processes required to estimate, worth thinking about, too. There is a
question and solve problems. formula behind the process of
photosynthesis, and it is applied in plant
Thinking about Science life all around us. This type of
Beyond simple memorization of defin- conceptualization helps students to realize
itions or theories, successful students the position of humans within a global
understand how scientific processes context and to gain an appreciation for
operate and how those processes relate to everyday existence. Students who succeed in
40 Natural Sciences
the sciences employ critical thinking skills Reading, Writing &

as they learn scientific concepts. Beyond Communication
mere curiosity, they inquire about their In the sciences, as in other disciplines,
place in the universe and question their successful students write with clarity,
own scientific knowledge and beliefs. cohesiveness and meaning. Good science
writers have knowledge of scientific writings
Science, like any field of study, carries
and the terminology used in such texts and
with it historical and social contexts.
know how to translate this knowledge into
Incoming students need not be historians,
non-scientific language. As students write
but they benefit greatly from knowing
scientific analyses, they need to construct
about the central features of historical
logical and coherent arguments that
traditions and contemporary events that
demonstrate an understanding of causation
relate to and influence the development of
and of the various levels of abstraction
scientific inquiry.
involved in science. These are important
tools that enable students to communicate
Solving Problems, Asking understanding of a scientific process,
Questions particularly as they present and defend
Incoming students are ready to benefit from
experiments to teachers and peers.
science courses when they are prepared to
solve scientific problems using the step-by-
step approach known as the scientific
method. Examples of scientific problem- Basic math skills are, quite possibly, the most
solving skills include: important set of skills for students to have
1. Drawing a picture to represent a mastered coming into a freshman science
situation described in a physics course. They need to understand why
problem. equations work and what each equation says
about the physical world, for example,
2. Identifying and organizing what is measuring the velocity of air. Mastery of
known and not known in a algebraic equations allows students to make
problem. complicated measurements.
3. Identifying assumptions and Faculty Viewpoint

relevant equations.
4. Testing equations for unknowns.

Two specific reading skills are particularly
5. Checking units. necessary for success. First, successful
students comprehend what they read.
6. Checking that the answer is
Second, they are familiar with publications
physically reasonable.
that carry articles on scientific findings (for
Successful students know how to design a example, Discover m agazine and the
testable scientific question, refine that New York Times) and understand both
question and conduct an experiment to find scientific terminology and experiments
solutions. They are able to think creatively described in such publications. This
as they develop hypotheses and estimate comprehension of scientific literature with
potential results. They also show a some technical language, content or
willingness to question existing results, and concepts is useful when students try to
then to generate and weigh new options explain processes used to test a scientific
and questions as a result of the inquiry they hypothesis. Also, as students read scientific
undertake. literature they exercise scientific common
Natural Sciences 41
sense, or a healthy skepticism. This helps In addition to the willingness to try,

them assess the likely validity of the content successful students have the ability to
of articles and continue to build indepen- conduct honest and sustained inquiry and
dent judgment about the validity of to engage in the scientific process for long
scientific reports in general. periods of time as hypotheses are tested
over and over. They understand that
Orientation Towards Learning scientific learning is ongoing. It is a
Entry-level students often feel anxiety as scholarly activity that requires time,
they tackle a scientific experiment or try to sustained engagement, reflective study
explain a scientific concept. Persistence is skills, patience and persistence.
vital in the quest for solutions, as is
Beyond good study skills, successful
acceptance of failure and ambiguity as part
entry-level students take responsibility for
of the experimentation process. Some
their own education. They structure and
scientifically well-prepared students have
manage time according to course
such a fear of failure that they are unwilling
expectations. They know how and when to
to approach new things. They often have
ask for help. Study in any field of science
trouble investigating alternative solutions
requires hard work, a focused curiosity and
to a problem, offering an estimate rather
a willingness to dedicate the time necessary
than a precise answer or questioning the
to follow through on a scientific inquiry.
credibility of their results. To develop a
scientific knowledge base, successful
students act on their curiosity and take risks
to understand the intricacies and mysteries
of science.
42 Natural Sciences
organize, display and analyze

data; make revisions of
hypotheses, methods and
explanations; present the
results; and seek critiques from
others).
B. Successful students know basic

mathematics conventions. They:
B.1. understand the real number
system and its properties.
B.2. use exponents and scientific
notation.
B.3. understand ratios, proportions
and percents and how each is
related to the other.
B.4. use proportional reasoning to
solve problems (e.g., equivalent
fractions, equal ratios, constant
rate of change, proportions and
percents).
B.5. add, subtract, multiply and
divide with a high, consistent
degree of accuracy.
B.6. simplify rational expressions.
C. Successful students are able to

recognize and use basic algebraic
forms. They:
Natural Sciences C.1. know ways that variables can be
used (e.g., as a placeholder for
Standards an unknown, such as x + 2 = 9,
*= Items with an asterisk are those expected of or to represent a range of
students who plan to major in fields of the natural values, such as -3m - 8).
sciences such as environmental sciences, biology,
chemistry and physics. C.2. know when it is possible to
simplify, solve, substitute in or
evaluate equations and
I. General Foundation Skills expressions and when it is not.
For example, expand, but not
A. Successful students understand the
solve, the expression (x +1)(x +
steps that make up the scientific
4); substitute a = 2, b = 4 into
method. These students are able to
the formula a2 + b2 = c2; solve
observe, hypothesize, test and revise,
the equation 0 = (x +3)(x+1);
and they know the difference between
and evaluate the function
a hypothesis and a theory. They:
f(x)=(x+1)(x+4) at x = -1.
A.1. design and conduct scientific C.3. represent functions, patterns
investigations during which and mathematical relationships
they formulate and test using a variety of models (e.g.,
hypotheses (formulate and statements, formulas, and
clarify the method; identify the graphs).
controls and variables; collect,
Natural Sciences 43
C.4.* understand various types of H. Successful students understand that

functions (e.g., direct and mathematics is a symbolic language,
inverse variation, polynomial, that fluency requires practice and that
radical, step and sinusoidal), mathematics is the language of all
and have a deep understanding scientific pursuit. They:
of exponential and logarithmic
functions. H.1. know the definition of a
mathematical expression (a
statement using numbers and
D. Successful students demonstrate the symbols to represent
ability to work algebraically with mathematical ideas and real-
formulas and symbols. They: world situations).
D.1. are familiar with the concept of H.2. understand the use of written
continuity. symbols and the limitations on
D.2.* use formal notation to appropriate uses of such
describe applications of symbols (e.g., equal signs,
sequences and series. parentheses and superscript).
E. Successful students know and

understand basic trigonometric
principles. They:
E.1. know the definitions of sine,
cosine and tangent in relation
to right triangle geometry and
similarity relations.
F. Successful students understand the

relationships between geometry and
algebra. They:
F.1. understand that a curve drawn
in a certain location is fully
equivalent to a set of algebraic
equations.
F.2.* possess the ability to represent
a geometrical figure (e.g., a
triangle or a circle) on a plane
using a set of equations, as in
descriptive geometry.
F.3.* understand vectors and how
they can be used (e.g.,
representing velocity and force).
F.4.* use operations on vectors (e.g.,
vector addition and scalar
multiplication).
G. Successful students demonstrate an

ability to problem-solve. They:
G.1. use various strategies to
approach problem-solving
situations and to revise solution
processes.
44 Natural Sciences
I. Successful students understand and of the entire scientific

apply concepts of probability and community.
statistics. They: • acceptable validation
I.1. understand and use data includes reproduction and
represented in various ways internal consistency.
(e.g., charts, tables, plots and A.2. know ways in which science
graphs). and society influence each
I.2. understand descriptive statistics other. For example, that:
(e.g., mean, median, mode and • scientific methods and the
standard deviation). knowledge they produce
I.3. understand that predictions may influence how
based on sample data are people think about
inferential. themselves and their
world.
J. Successful students understand and • technology can contribute
apply concepts of measurement. They: to the solution of an
individual or community
J.1. select and use appropriate units problem.
to express measurements for
• social and economic forces
real-world problems.
strongly influence which
J.2. know how to make estimates science and technology
and approximations and when programs are pursued,
to use those approaches to invested in and used.
solve problems.
A.3. understand that science
J.3. use unit analysis in problem- involves different types of work
solving. in many different disciplines.
J.4. understand the differences For example:
between the metric and the • different disciplines of
traditional U.S. measurement science approach
system and are able to perform investigations in different
simple conversions between ways, such as using
the two. different questions,
J.5.* know the difference between methods and evidence.
accuracy and precision, as well • contributions from
as how to use significant digits different disciplines are
appropriately. often required to
complete an investigation.
II. Science and Society • when traditional
disciplines meet, new
A. Successful students understand the branches of science are
scientific enterprise. They: often formed, such as
A.1. understand that science and the geophysics and molecular
theories of science are not biology.
absolute and should be A.4. know that scientists throughout
questioned and challenged. history have had many difficulties
This includes the ideas that: convincing their contemporaries
• new theories will to acknowledge what are now
continue to replace generally accepted scientific ideas.
current or older ones. A.5. understand that a host of
• scientific theories must perplexing new problems is
stand up to the scrutiny generated by our society’s new
Natural Sciences 45
powers (e.g., population A.8.* know that investigations and

management, environmental public communication among
protection and regulation of scientists must meet certain
weapons of mass destruction). criteria in order to result in new
A.6. know that technology is the understanding and methods.
systematic use of materials, For example:
energy, and information to • arguments must be logical
design, build, maintain and and demonstrate
operate devices, processes and consistency between
systems with a goal of serving natural phenomena
individual and societal human revealed by investigations
needs. and the historical body of
A.7. understand that interactions scientific evidence.
between science and technology • the methods and
have led to refined tools (e.g., procedures used to obtain
precision instruments, measuring evidence must be clearly
techniques, data processors, etc.), reported and reproducible
and the means for a safer, more to enhance opportunities
comfortable life for more people for further investigation.
(e.g., electricity, transportation,
medical advances, etc.).
46 Natural Sciences
(hydrology and oceanography)

and the atmosphere
(meteorology and
atmospherics), and that the
relationship is best exemplified
by the water cycle.
B. Successful students understand

concepts related to geology. They:
B.1. are familiar with the history of
the Earth.
B.2. are familiar with the history of
the solar system.
B.3. understand the processes of
volcanism and erosion.
C. Successful students understand the

interaction of the environment and
biota (including humans) and some
of the consequences of that
interaction. They:
C.1. understand the notion of
habitats and their role in
evolution.
IV. Biology
A. Successful students know the general
III. Environmental Science structure and function of cells. They:
A. Successful students understand A.1. know that all living systems are
concepts related to environmental composed of cells, which are
science. They: the fundamental units of life,
and that organisms may be
A.1. know that the earth is a body in
unicellular or multicellular.
space whose environmental
system (the atmosphere, A.2. know the importance of both
lithosphere, cryosphere, water and the element carbon
hydrosphere and biosphere) to cells, and further understand
depends largely on the sun for that cells have four important
light and heat and that the types of macromolecules
current environment (e.g., (carbohydrates, lipids, proteins
geography and climate) is and nucleic acids) that are
subject to change. each different in chemical
properties and have specific
A.2.* are familiar with environmental
functions in cells.
processes (e.g., the carbon and
nitrogen cycles) and their role A.3. understand that both unity and
in processing matter crucial for diversity exist among cells.
sustaining life. A.4. know that while all cells share
A.3.* understand that relationships basic features (e.g., a plasma
exist among the earth (geology membrane and genetic material
and soil science), the water in the form of DNA), there are
Natural Sciences 47
different types of cells A.10. know that cells transform

(prokaryotic and eukaryotic). energy (ultimately obtained
A.5. know that within multicellular from the sun) from one form
organisms there are different to another through the
types of cells and that these processes of photosynthesis
cells perform different functions and respiration.
for the organism. A.11.* know that these processes lead
A.6. know that different types of to the production of ATP, which
organisms (plants versus all cells absolutely require for
animals) have different cellular cell work.
specializations suited for the A.12.* understand the chemical
organism’s lifestyle. reactions involved in cell
A.7. understand the processes of cell functions (e.g., food
division (mitosis and meiosis), molecules taken into cells are
particularly as those processes broken down to provide the
relate to production of new energy and chemical
cells and to passing on genetic constituents needed to
information between synthesize other molecules,
generations. and that enzymes facilitate the
breakdown and synthesis of
A.8. know that in eukaryotic cells, molecules).
the organization of DNA into
chromosomes is key to both A.13.* know that such exchanges
duplication and distribution of involve a variety of mechanisms
the genetic information to new for transporting materials across
cells or organisms. a membrane, including
diffusion, osmosis, and
A.9. know that in order to be alive, transport involving specialized
cells must exchange materials membrane proteins.
with their environment or with
other cells.
48 Natural Sciences
B. Successful students understand B.3.* understand how recombinant

genetic principles that guide the DNA technology allows
inheritance of biological traits. They: scientists to analyze the
structure and function of genes.
B.1. understand Mendel’s laws of
heredity (e.g., genes and alleles;
genotype versus phenotype; C. Successful students understand the
segregation and independent organization and classification of
assortment; and dominant living systems. They:
versus recessive traits). C.1. know that multicellular
Understand how Mendel’s laws organisms have a variety of
relate to the movement of specialized cells, tissues, organs,
chromosomes to gametes and organ systems that each
during meiosis and understand perform specialized functions
the chromosomal basis of sex (e.g., digestion, respiration,
determination. circulation, excretion,
B.2.* know the chemical and movement, control and
structural properties of DNA in coordination, protection from
heredity and protein synthesis disease and reproduction).
(e.g., DNA synthesis, Understand that the different
transcription, translation; organ systems are integrated to
mRNA and the genetic code; make a functional organism.
and effects of mutations).
Natural Sciences 49
C.2. know ways in which living • in the liquid state,

things can be classified based molecules have higher
on each organism’s internal energy and are more
and external structure, their loosely packed, sliding
development, and relatedness freely past each other.
of DNA sequence. • in the gaseous state,
molecules are less
D. Successful students understand restricted and move freely.
concepts of biological change and the
evolution of species. They: A.3. understand the structure of the
D.1. know how DNA and protein Periodic Table. For example that:
sequences are used to infer • elements are arranged in
evolutionary relationships sequence by increasing
among organisms. atomic number.
D.2. understand the concept of • the similar properties that
natural selection (differential arise periodically in this
survival and reproduction of arrangement motivate the
chance inherited variants, grouping of elements into
depending upon environmental columns that share
conditions). common properties.
D.3. understand the theory of • this arrangement is useful
evolution (e.g., the Earth’s for predicting the
present-day life forms evolved properties of elements
from earlier, distinctly different and compounds.
species). Know that genetic
change among individuals of
populations is the raw material
for evolution of new forms.
V. Chemistry
A. Successful students understand the
nature of the physical and
chemical properties of matter
(e.g., classifications of matter such as
compounds, mixtures and solutions,
as well as composition of matter such
as atoms and molecules). They:
A.1. understand that atoms,
molecules and ions have a set
of physical and chemical
properties that control their
behaviors in a range of states.
A.2. know that states of matter
depend on molecular
arrangement and freedom of
motion. For example:
• in the solid state, molecules
are packed tightly together
with their motion restricted
to vibrations.
50 Natural Sciences
A.4.* understand acid and base ways with other substances to

chemistry. form new substances
A.5.* understand principles of ideal (compounds) with different
gas behavior. characteristics and properties.
C.2.* understand the meaning and
B. Successful students know principles uses of chemical equations and
of atomic structure and bonding. employ such equations to
They: quantify relationships between
products and reactants. Examples
B.1. know the structure of an atom. of the meaning and use of a
For example: chemical equation include:
• that negative electrons • mass balance.
occupy most of the space
• molar or molecular
in the atom.
quantities.
• that neutrons and positive
• conservation of mass and
protons make up the
atoms.
nucleus of the atom.
C.3.* understand the mole concept
• that protons and neutrons
and its applications. For
are almost two thousand
example:
times heavier than an
electron. • moles in chemical
equations and formulas.
• that the electric force
between the nucleus and • molar mass, relative mass,
electrons holds the atom molar volume and
together. Avo gadro ’s number.
B.2. understand that molecules are

composed of atoms in unique VI. Physics
and consistent arrangements,
and that atoms or molecules A. Successful students understand
may form solids by building up concepts of energy. They:
repeating patterns (e.g., crystal A.1. understand the relationship
structures or polymers). between heat and temperature.
B.3. understand how the electronic Fo r example:
configuration of atoms governs • that heat energy consists of
the chemical properties of an the random motion and
element. For example that: vibrations of atoms,
• elements with similar molecules and ions.
electronic configurations • the higher the
have similar properties. temperature, the greater
• elements interact with one the atomic or molecular
another on the atomic motion.
level by transferring or A.2. understand the conservation of
sharing the outermost energy and the First Law of
electrons to form covalent, Thermodynamics (i.e., energy
ionic or metallic bonds. cannot be created or destroyed
but only changed from one form
C. Successful students understand and to another) and understand that
apply principles that explain chemical energy must be transferred via
reactions. They: work or heat.
C.1. know that substances react A.3. understand the concept of
chemically in characteristic entropy and the Second Law of
Natural Sciences 51
Thermodynamics (i.e., why • a force is required to alter

engines and refrigerators are an object’s motion.
not 100 percent efficient, as • in the absence of force, or
well as the concept that when forces are balanced,
disorder, in general, increases as no change in motion is
some energy is always lost into observed.
non-usable forms).
• forces are additive and the
A.4. understand the distinction motion of an object is
between kinetic (thermal, determined by the
translational and vibrational) cumulative effect.
and potential (gravitational and
electrostatic) energy. B.2. know the characteristic
properties of sound, and
A.5. understand how energy can be electromagnetic waves; that
transferred from one form to these waves have energy; that
another. such waves can transfer energy
A.6. understand basic principles of when they interact with matter;
optics. and that characteristic properties
A.7. understand basic principles of include:
electricity and magnetism. • wavelength, frequency,
A.8. understand series and parallel amplitude, speed,
circuits. absorption, reflection
and refraction.
B. Successful students understand B.3. know the range of the
motion and the principles that electromagnetic spectrum. Fo r
explain motion. They: example:
• radio waves, microwaves,
B.1. understand Newton’s laws as a
infrared radiation, visible
classical description of motion,
light, ultraviolet radiation,
for example that:
x-rays and gamma rays.
52 Natural Sciences
B.4. know that electromagnetic D.2. know the constituent particles

waves result when a charged that make up atoms (i.e., protons,
object is accelerated and that neutrons and electrons) and have
the energy of electromagnetic a general understanding of
waves is carried in wave packets physical locations of each (i.e.,
whose energy is inversely protons and neutrons in the core
proportional to the wavelength. nucleus and electrons in a cloud
“far” away from the nucleus).
C. Successful students know the kinds of
forces that exist between objects. E. Successful students understand
They: concepts related to matter and its
properties. They:
C.1. understand general concepts
related to gravitational force (e.g., E.1. know what mass is and how it
every object exerts gravitational differs from weight and inertia.
force on every other object, and E.2. know the meaning of density.
this force depends on the mass of
the objects and their distance E.3. know that the physical
from one another). properties of matter and waves
are scalar or vector quantities.
C.2. know that materials that contain
equal amounts of positive and E.4.* understand specific heat,
negative charges are electrically thermal and electrical
neutral, but that a very small conductivity.
excess or deficit of negative
charges in a material produces F. Successful students understand basic
noticeable electrical forces. laws. They:
C.3.* understand magnetic and F.1 know conservation laws of
electric fields and the energy (and the conversion of
relationship between those energy from one form to
fields, and that these fields can another), mass and
be thought of as different momentum.
aspects of a single electro-
F.2 understand the laws governing
magnetic field (moving electric
electrical and magnetic forces.
charges produce magnetic fields
and moving magnets produce F.3 understand the relationship
electric fields). between electrical currents and
magnetic fields.
D. Successful students understand
concepts related to modern physics.
They:
D.1. understand the general
concepts related to the theory
of special relativity. For
example:
• in contrast to moving
objects, the speed of light
is the same for all
observers, no matter how
they or the light source
happen to be moving.
• that nothing can travel faster
than the speed of light.
Natural Sciences 53
Students need to be able to translate instructions into actions and translate actions into descriptions. They must describe the work
they have done using simple declarative sentences and paragraphs.
Faculty Viewpoint
Social Sciences
Students need to have a curiosity about the questions we raise in the class, and a
desire to want to explore the complexity of the social and moral issues we address.
Then you can give them the tools. If they are disengaged from education, then it
is a lot harder. Faculty Viewpoint
Knowledge & Skills and documents that have shaped the course
of U.S. history; the U.S. Constitution,
Foundations Federal Indian Policy and the Civil Rights
movement, to name a few. A clear
In the social sciences, incoming students knowledge of significant periods in western
succeed when they are armed with specific and non-western world history is crucial,
knowledge and skills—but above all, when including, for example, the origins of
they are ready to embrace the learning Judaism, the rise and fall of Ancient Greece,
process. the influence of Christianity and the
Crusades on European culture and society,
Basic Knowledge & Skills the Aztec civilization, the French and
Students who are ready for entry-level Russian Revolution, and the rise to
courses are familiar with the fundamental independence in the post-colonial period
concepts of social sciences such as history, of countries in South America, Africa and
economics, geography, political science, Asia, in particular.
sociology.
In sociology, successful students
In geography, well-prepared students understand and are able to discuss the
know how to read, interpret and locate implications of changes in U.S. demo-
places on a global map. They are familiar graphics leading to increasing diversity.
with worldwide immigration and mi- They understand the major issues in
gration patterns. gender equity and are aware of
contemporary social, political and cultural
In economics courses, successful students
movements in U.S. society and around the
come prepared with foundational math-
world, and the major theories that
ematical skills and an understanding of
underlie such movements.
basic concepts such as demand, supply,
scarcity, opportunity and tradeoffs. Beyond the basic facts, students entering
social science courses need certain skills.
In political science, a basic civic knowledge
Just as in the natural sciences, second
is necessary for success. Such basic
languages, mathematics and English,
knowledge includes a sense of how the U.S.
successful students know the mechanics of
government works; an awareness of the
writing and basic grammar and comunicate
system of legislative, executive and judiciary
their ideas with clarity and coherence.
checks and balances; and how an amend-
Familiarity with the terminologies and
ment is ratified. In addition, successful
definitions that pertain to each discipline is
students have a basic knowledge of, and can
also important. Basic mathematical and
distinguish between, economic and political
statistical knowledge (arithmetic and
systems. They can describe the differences
algebra, means and correlations) helps
between capitalism and socialism and
students read and understand graphs in
between democracy and oligarchy.
economics and analyze and interpret
In history, students who are ready for statistical data in sociological, historical
college-level study know important events and geographical reports.
56 Social Sciences
Successful students are aware of the

diversity and relativity of historical
perspectives and interpretations. As they
learn about world events, memorize dates
and understand various historical periods,
they realize how people in various regions
of the world have experienced similar
events in different ways. Local experience
adds to comprehension of a historical
phenomenon. Students who have the
ability to make interdisciplinary con-
nections have a broader and deeper sense of
history. When students see the relevance of
economics, culture, geography and politics
in the shaping and unfolding of historical
events, they gain more from college-level
social science courses.
In addition to a sense of history, social

science students benefit greatly from a sense
of place. Successful students know how to
General Sense of History & read maps. They approach geography from
Geography cultural, economic and political per-
Beyond the memorization of dates and spectives. Armed with these skills, students
events that have marked and shaped the better realize how geographical contexts
world in general (and the U.S. in particular) often contribute to the development of a
successful students have a sense of history. society. They also recognize how contexts
An understanding of chronological se- influence the ways in which people see the
quence and causation across time is vital. world; it is more useful, for example, to
Students should possess factual knowledge, know how water use affects society than to
be accurate when discussing historical dates memorize the exact borders of all the
and understand how historical sequencing countries in Africa.
and events influence one another. Students
should be able to describe how their current Reading, Research & Analysis
place in time is influenced by the past and Reading—and reading well—is a very
informs their future. important part of the learning process.
Successful college-level students com-
prehend assigned reading material and read
closely, with attention to nuance. Close
Students need to have a sense of the fund-
reading leads students to infer and extend
amentals of capitalism, how and why it is
meaning by identifying main points and
different from other forms of economic systems
distinguishing supportive statements from
and the types of governments and societies
illustrative details. Successful students can
associated with it.
gauge their own comprehension of the
Faculty Viewpoint material and know what to do when they
encounter reading that is difficult. Social
sciences are related and are not simply a
gathering of facts. To understand these
Social Sciences 57
relationships, successful students are familiar 5. An awareness of various research

with the scientific method. They ask methodologies, including
questions such as, “What do we know?” and quantitative and qualitative
“How do we know it?” The scientific method traditions of data analysis.
in the context of the social sciences
encompasses a number of skills and abilities:
1. The capacity to recognize

hypotheses within texts and Students need to understand that a theory is a
understand when evidence is way of organizing information to help enhance
being presented. This is a critical our understanding of behavior.
reading skill that helps a student Faculty Viewpoint
evaluate the quality and relevance
of materials used to build and
support an argument.
In addition to reading and research, note-
2. A familiarity with theory building, taking is an important part of college-level
what a theory is, how a theory study. Entry-level courses are typically lectures
is developed and how a theory can where students are expected to take notes
be tested, debated and applied. diligently, to identify key components of the
Successful students can differentiate lecture and to appreciate how notes are
theory from opinion in a text. essential to understanding the content of a
course. To make all of this work, students
3. The ability to find information— need to know that taking notes is a learning
information literacy—from a process in itself. Successful students decide
variety of sources, including the whether a piece of information is important
library and Internet. Part of this or relevant before they write it down. They
skill is the ability to assess the think about how they will use the notes after
quality and reliability of the lecture is over. They know how to prepare
information, especially if the an outline with coherent sections and
source is found online. Successful subsections and understand how this
students ask themselves questions exercise relates to organizing the infor-
such as, “Where does this mation they collect, either from lectures or
information come from?”, “Is it other sources.
well supported?” and “Is this
information relevant or irrelevant
to the support of my thesis?”
4. The ability to generalize while at

the same time recognizing their
own biases and identifying fallacies
in materials they read. Faculty
members expect students to voice
opinions, to speculate and to relate
personal experiences within
assignments, but only if they also
generalize to principles discussed
in class or connect personal
knowledge to the material covered.
58 Social Sciences
Orientation Towards Learning Connections between ideas and facts are

In many ways, learning is about the commu- vital to the learning process. Successful
nication of facts, concepts and ideas. students make connections regularly
Successful students use a variety of communi- between public knowledge and personal
cation skills to show that they understand observations and experiences. They make
class material. Writing is one such medium of connections across disciplines. How do the
communication, but clear oral and visual ideas in economics classes relate to everyday
communication is important, as well. Good life? How do the concepts learned in
communication includes engagement with sociology apply to the study of geography?
an audience, whether it is one reader or Connective intelligence enables students to
hundreds. When presenting information, integrate and use knowledge from across
good communicators are attentive listeners to different disciplines both within social
the questions and concerns of others. Good sciences and in other areas.
academic communication also includes
accepting criticisms by others and answering
questions with an attentive, positive attitude.
Students need to understand that things
happen in sequence and that something that
happened later can’t cause something that
happened earlier.
Faculty Viewpoint
Just as students are encouraged to make

connections between disciplines, they are
encouraged to anchor historical, geogra-
phical or sociological materials to a sense of
self. Successful students are engaged
intellectually with the material they
encounter in their studies. Rather than
focusing entirely on outcomes and grades,
they engage in the learning process and
accept a challenge to do something new.
They are comfortable with ambiguity.
Students often come into classes in a quest
for answers alone. Some questions and
problems have no obvious solutions, while
others have more than one solution. Social
science faculty members, much like their
peers in other disciplines, expect students to
demonstrate a variety of study skills that
will help them succeed in college. These
include taking personal responsibility for
their work, showing up to class, doing
homework and reading assignments,
completing written assignments on time
and managing their time well.
Social Sciences 59
Social Sciences A.3. know that each social science

discipline is subject to certain
Standards criticisms and limitations, and

are aware of the primary
*= Items with an asterisk are those expected of criticisms and limitations of at
students who plan to major in a social science. least one discipline in the
social sciences.
I. General Knowledge & Skills A.4. are aware of major current
world events, issues and
A. Successful students have a basic problems and know how
understanding of the social sciences concepts and theories in the
(history, economics, geography, social sciences can be applied to
political science, sociology). They: understand them.
A.1. know the defining A.5. perceive events and
characteristics of disciplines circumstances from the vantage
within the social sciences. point of others, including those
in racial and cultural groups
A.2. understand the diversity of
different than their own; from
human beings and human
the other gender; from other
cultures (e.g., cultural,
ages; and from those who live
biological, emotional and
under other political and
intellectual diversity).
economic systems.
60 Social Sciences
• European exploration and

colonization, 15th and
16th centuries
• interaction of Native
Americans and European
settlers
• development of American
colonial government
• causes and consequences
of slavery
• The Revolutionary War
• creation of the U.S.
Constitution
• The Bill of Rights
• development of political
parties
• westward expansion
• The Mexican-American
War
• antebellum sectionalism
and polarization
• The Civil War
• reconstruction
• industrialization and the
rise of big business
• Federal Indian Policy of
the late 19th century
• Spanish-American War
• The Progressive
A.6.* integrate concepts learned from Movement
at least two different social • social and cultural
science disciplines. movements of the 1920s
A.7.* understand the significant • The Great Depression
generalizations, principles and • The New Deal
theories of each discipline. • U.S. in World War II
• The Cold War
II. History • The Civil Rights
A. Successful students know significant Movement
periods and events in United States • Vietnam
history. They: • immigration and
migration patterns in the
A.1. understand important events,
contemporary U.S.
social movements and political
processes that have shaped U.S. • the influence of religion
history, and are aware of the on U.S. history
major historical figures that
influenced history. These
include but are not limited to:
Social Sciences 61
B. Successful students know significant • The Russian Revolution

periods and events in world history • World War II
and social, religious and political
• The Cold War
movements, as well as major
historical figures who influenced such • African and Asian history
movements. They:
C. Successful students understand
B.1. understand important events historical perspective and historical
and social, religious and analysis. They:
political movements that have
shaped world history, as well as C.1. understand their own position
the major historical characters in history and how history has
who influenced history. influenced their kinship group
Examples of important topics and family ancestors.
and areas include but are not C.2. know the effects that specific
limited to: human decisions have had on
• early civilizations in India history.
and the Middle East C.3. understand the contingency of
• development of Judaism history; that is, events depend
• Ancient Greece on human ideas and actions
and that things may have been
• rise and fall of Ancient
different in the absence of those
Rome
ideas and actions.
• emergence of Christianity
• development of
Buddhism
• The Byzantine Empire
• emergence of Islam
• Mayan civilization
• feudalism/manorialism in
Medieval Europe
• the influence of
Christianity in Europe
and the Crusades
• The Aztecs
• the exchange of
flora/fauna/pathogens
known as the “Columbian
Exchange”
• The Renaissance
• The Scientific Revolution
• The Reformation and
Counter (or Catholic)
Reformation
• The French Revolution
• The Industrial Revolution
• European nationalist
movements of the 19th
century
• World War I
62 Social Sciences
C.4. demonstrate the ability to III. Economics

perceive past events with
historical empathy. A. Successful students understand basic
concepts of economics. They:
C.5. know the influences that
specific ideas and beliefs had A.1. understand the basic economic
on a period of history and how concepts of scarcity,
events may have been different opportunity cost, trade offs,
in the absence of those ideas markets and supply and
and beliefs. demand.
C.6.* know how to evaluate the A.2. understand the difference
credibility and authenticity of between a market economy
historical sources. (capitalism) and a central
C.7.* know how to evaluate different planned or command economy.
historical interpretations. A.3. understand the role government
C.8.* understand the social, plays in the U.S. economy.
economic and political climate A.4. understand the concepts of
of significant periods in history exchange and trade and the
and how a particular climate impacts of a global economy,
shaped those who lived at that including implications for
time. individuals, the U.S. and other
nations.
Social Sciences 63
A.5. understand the conflict among B. Successful students have a basic

the social goals of an economic understanding of the U.S. political
system (e.g., security, freedom, system and its history. They:
equity, efficiency, stability and
growth). B.1. know basic facts about the U.S.
political system and
A.6.* understand and know how to constitutional government (e.g.,
use economic analysis tools, federalism; checks and
including functions and basic balances; and legislative,
statistics. executive and judiciary
branches of power).
IV. Geography B.2. understand the content and
context of documents that
A. Successful students have a basic
established the U.S., especially
understanding of the tools and
the Declaration of
concepts of geography. They:
Independence and the U.S.
A.1. use maps and atlases to find Constitution.
locations and other B.3. understand the content and
geographical information. context of documents
A.2. understand the nature, important for the protection of
distribution and migration individual rights in the U.S.,
patterns of human populations especially the U.S. Constitution
on Earth’s surface. and the Bill of Rights.
A.3. understand the role of geography B.4. know the methods citizens can
in explaining processes of use to participate in the
environmental and human political process at local, state
change. and national levels, and how
political participation can
A.4.* realize the advantages and
influence public policy.
disadvantages of maps, globes
and other geographic tools used
to illustrate data sets. VI. Sociology
A. Successful students have an
V. Political Science (Civics) understanding of social problems,
social structure, institutions, class,
A. Successful students have a basic groups and interaction. They:
understanding of types of
governments. They: A.1. understand that social problems
are larger than the individual.
A.1. understand the nature and
A.2. understand that social
source of various types of
inequalities based on a variety
political authority (e.g., the
of factors—including gender,
differences between democracy
race and age—exist and have a
and oligarchy).
range of effects on society.
A.2.* know the various types of
A.3. understand the global diversity
governments throughout the
of various family forms, as well
world (e.g., the differences
as kinship in different societies.
between limited and unlimited
governments). A.4. understand that group and
cultural influences contribute to
human development.
A.5. understand that group and
cultural influences contribute to
human identity.
64 Social Sciences
A.6. understand that group and C. Successful students know how to find
cultural influences contribute to a variety of sources of information,
human behavior. and how to analyze, evaluate and use
A.7.* understand various meanings of them properly. They:
the social group, the general C.1. locate information from a
implications of group variety of sources appropriate to
membership and the different the task at hand.
ways that groups function.
C.2. draw inferences then determine
A.8.* understand the theory and main and supporting ideas.
methods of mediation,
cooperation and conflict C.3. critically evaluate information
resolution. by discerning the quality of the
materials.
C.4. critically evaluate information
VII. Inquiry, Research & Analysis by qualifying the strength of the
A. Successful students understand the evidence and arguments.
scientific method of inquiry and C.5. critically evaluate information
investigation. They: by determining its credibility.
A.1. understand how hypotheses C.6. critically evaluate information
are formulated to examine by identifying any bias and/or
social behavior. perspective of the author(s).
A.2. understand that hypotheses are C.7. critically evaluate information
contingent—that they can be by using prior knowledge.
disproved by additional C.8.* demonstrate familiarity with a
evidence. data analysis software program.
A.3. understand that well-tested
hypotheses may be integrated D. Successful students are able to
into a theory predicting social identify and analyze problems
behavior. appropriate to the social science
A.4. know how to apply a theory to discipline being studied. They:
new evidence. D.1. identify and define a problem.
A.5. understand how to write and D.2. use deductive and inductive
test a hypothesis using problem-solving skills as
additional evidence. appropriate to the problem
A.6. know the ethics associated being studied.
with data collection and D.3. use multiple perspectives and
human subjects. resources to analyze a problem.
A.7. understand the limits of
scientific investigation.
VIII. Communication
B. Successful students are able to read A. Successful students are able to
and interpret data. They: communicate clearly and coherently.
They:
B.1. know how to interpret data
presented in tables and graphs. A.1. present a coherent thesis when
B.2.* know the basics of probability making an argument.
theory and the concept of a A.2. support the thesis with
sample. appropriate evidence when
B.3.* know the difference between making an argument.
statistical and substantive
significance.
Social Sciences 65
A.3. anticipate and answer possible • identifying complexities

objections when making an and discrepancies in
argument. information
A.4. present a concise, clear closing • offering support for
when making an argument. conclusions
A.5. organize ideas to achieve
coherence in communication. A.7. understand the concept of
A.6. write research papers that plagiarism and how to avoid it
incorporate processes through the use of
appropriate to the topic being paraphrasing, summarizing,
researched. These include: quoting and citing.
• integrating information A.8. identify and use parts of speech
from a range of correctly and consistently (e.g.,
appropriate sources verbs, conjunctions,
• logically introducing and interjections).
incorporating quotations A.9. use a variety of sentence
• synthesizing information structures in writing (e.g.,
into a logical sequence compound-complex,
analogous).
• identifying different
perspectives
Second Languages
Students should have the ability to recognize cues in language and extrapolate
from them. They need to learn to be good guessers and to figure out meanings of
words from context instead of constantly going to a dictionary. Faculty Viewpoint
Knowledge & Skills Teaching of Foreign Languages Proficiency

Guidelines (see ACTFL at www.actfl.org).
Foundations Essentially, this means that students can
use the second language to express
The goal of second language study is to themselves in simple, full sentences.
communicate effectively with speakers of Students who are ready for entry-level
another language in authentic cultural courses have pronunciation that is
contexts. Learning another language comprehensible, but they are not expected
involves much more than memorizing a to approach the quality or accuracy of a
system of grammatical rules. It requires native language speaker.
learners to understand the cultures from
which the language arises and in which it Culture. Language is inseparable from
resides, use the language to communicate culture. In order to communicate effectively
accurately and use their first language and in an authentic cultural context, students
culture as a model for comparison with the must be aware of the practices and
language and culture being learned. Second perspectives of the culture. This involves
language proficiency can improve learning knowledge of geography, holidays, lifestyles
in other disciplines, such as English, history and material resources of the countries and
and art, and expand professional, personal peoples where the second language is
and social opportunities. customarily spoken. A student of Japanese
might be expected to know that Japanese
The Basics people bow when greeting each other and
Successful students know the basics of to understand the value of humility in
grammar and vocabulary of both their first Japanese culture that underlies this routine
language and the second language they practice. The student should also be able to
choose to study. They are able to recognize know what language is appropriate to
verb tenses and parts of speech, particular cultural situations.
understand the linguistic functions these Comparisons. The ability to view facts
elements perform and compare them to from multiple perspectives is an important
their equivalents in their first language. critical thinking skill developed through
This formal knowledge will help students second language study. A solid knowledge
learn and use a second language while of a first language and culture is a starting
giving them a deeper understanding of point for making comparisons and drawing
their first language. contrasts with the second language and
Students in entry-level courses should culture. For a native English speaker, a
have emerging competence in four areas: comparison of English to another language
communication, culture, comparisons and will deepen his or her understanding of
learning strategies. English, of the second language and of the
nature of languages in general. Similarly, a
Communication. Successful students are comparison of American cultural products,
able to read, write and converse at the practices and perspectives to those of
Intermediate-Low proficiency level as another culture will lead students to a more
defined by the American Council on the profound understanding of what it means
68 Second Languages
to be an American, what it means to be part

of another culture, and the nature of social
Second Languages
roles, values and customs. Standards
Learning Strategies. Critical thinking is
not only a by-product of second language *= Items with an asterisk are those expected of
students who plan to major in a second language.
learning, but also a powerful tool for
enhancing language acquisition. Meta-
cognitive and meta-linguistic knowledge, I. Communication Skills
mnemonic devices, inference, critical A. Successful students use a language
reading, process writing and other strategies other than their first language to
should be evident by the time a student exchange information and interact
begins an entry level course at a university. with others within realistic contexts.
This is known as the interpersonal
The degree to which a student employs mode. They:
these strategies will be a critical factor in
A.1. are able to communicate in an
determining college success, regardless of
on-demand interview at the
second language proficiency level upon Intermediate-Low level for
entrance. A student who knows how to European languages, or Novice-
enhance comprehension by effectively High level for non-European
negotiating meaning, for example, may be languages (see ACTFL).
more successful than a student with A.2. are able to use the target
superior knowledge of the language itself language to participate in
who relies solely on studying the textbook. communicative classroom
activities and discussions with
peers and teachers.
Orientation Towards Learning
It is important that a student can tolerate
B. Successful students are able to express
both linguistic and cultural ambiguity. personal meaning in a language other
Successful students accept the linguistically than their first language in a variety
ambiguous aspects of a language, such as of genres and formats. This is known
grammatical exceptions or words with no as the presentational mode. They:
exact translation. In studying culture, they
B.1. use writing processes such as
understand that meaning is culturally brainstorming, drafting, revising
constructed—few absolute rules of behavior and proofing to produce short
exist in any society, and context determines texts in the target language.
both meaning and appropriate behavior. B.2. use some basic cohesive
The particular strategies an individual devices in discourses in the
student uses will vary, but common to all target language.
successful students are emotional B.3. demonstrate a developing
engagement with the language and culture awareness of audience, context
and openness to thinking about other ways and genre throughout a
of acting and communicating. prepared composition or speech
in the target language.
B.4.* are able to defend an opinion,
argument or point of view
Judgmental attitudes towards other languages regarding other cultures,
academic disciplines or
or cultures impede the acquisition of another
international topics in a
language. prepared, edited text in the
Faculty Viewpoint target language.
Second Languages 69
C. Successful students construct meaning II. Culture

from authentic spoken and written
sources that are in a language other A. Successful students are aware of
than their first language. This is products, practices and perspectives
known as the interpretive mode. They: of the target culture and are able to
apply that knowledge in
C.1. are able to identify the genre of communicative contexts. They:
authentic texts written in the
target language, for example, A.1. are able to locate on a map
poems, news articles and essays. and identify by name countries,
continents and geophysical
C.2. can ascertain meaning from
landmarks relevant to the target
context when they confront
language.
unfamiliar words and phrases
in the target language. A.2. know basic historical facts and
cultural traits of the target
C.3. are able to distinguish main
language country or countries,
ideas from supporting details
including the range of
within a text written in the
languages spoken.
target language.
A.3. show knowledge of current
C.4.* are able to identify literary
events in the target language
devices such as point of view,
culture or cultures.
narrative voice and others in
texts written in the target A.4. are able to identify and
language. articulate in their first language,
if necessary, perspectives
C.5.* begin to analyze an author's use
embodied in the culture that
of language and literary devices
uses the target language.
within text written in the target
language.
70 Second Languages
A.5.* are able to identify major A.2. work effectively in a group to

physical artifacts and cultural help enhance language learning
practices of the target language for themselves and for group
culture or cultures expressed in members.
the form of monuments, icons A.3. are willing to speak in the target
and customs, and how cultural language in front of teachers,
practices influence daily life. peers and those who are fluent
in the target language.
III. Structure A.4. are willing to take risks with the
target language as they practice
A. Successful students have a basic new grammatical structures and
knowledge of English syntax, vocabulary.
semantics and discourse structures
and are able to compare these with A.5. know how to use the dictionary
analogous forms in the target and other reference materials in
language. They: English and the target language
as tools to enhance
A.1. recognize most common parts understanding of the target
of speech, including nouns, language.
verbs, adjectives, articles and A.6. have an interest in other
adverbs in English and the cultures, possess curiosity and a
target language. willingness to learn about those
A.2. understand the role of grammar cultures.
and context in various linguistic A.7. use questions and other
functions in English and the strategies to elicit responses from
target language. classmates as well as from fluent
A.3. understand and compare how speakers of the target language.
simple clauses are formed in A.8. use mnemonic and
English and the target language. memorization strategies to
A.4. are able to identify and enhance the learning of the
compare the coding of tense target language.
and aspect in English and the A.9. employ knowledge of their first
target language. language to help form and test
A.5. apply writing conventions hypotheses regarding the target
accurately in English and the language.
target language. A.10.* recognize and cope with
A.6. know that a second language ambiguity and accept that
cannot be thought of as a more than one answer is
simple word-for-word possible, particularly when
translation of English. trying to understand the
perspective of a different
culture.
IV. Learning Behaviors
A.11.* use meta-cognitive and
A. Successful students demonstrate meta-linguistic strategies to
awareness of the process of learning a advance language learning and
second language and are able to apply cultural awareness.
a variety of strategies to that learning
process. They:
A.1. apply personal discipline to the
language-learning enterprise.
Second Languages 71
Students should understand their first language and be aware of its grammar and vocabulary. If students know parts of a sentence
in their first language, it speeds up the process of learning a second language. We waste a lot less time if they know the grammar of
their first language before they come to me to learn another one.
Faculty Viewpoint
The Arts
The pursuit of individual artistic excellence is a lifelong quest that begins by
developing a profound understanding and appreciation of the contributions made
by the most innovative creators in the field. Faculty Viewpoint
Knowledge & Skills and perfecting work. Successful students

know how to practice in a sustained, focused
Foundations fashion without external supervision, how

to manage their time, and how to discipline
This section discusses the attributes of themselves to remain focused for extended
students who are successful in the range of periods of time while mastering the
creative endeavors known collectively as the technical aspects of their area of endeavor.
arts. Successful students display a wide Artists, like athletes, sometimes describe this
range of behaviors, some that can be hard work as flow: a state of mind
learned and others that are reflections of characterized by high concentration and
personality traits and personal attributes. blocking out of distractions, thus achieving
Successful students in the arts are self-aware advanced levels of creativity. Time manage-
individuals who use their time at the ment and patience are essential. Starting a
university to continue and to intensify a project when it is assigned without
process of skill development and personal procrastination, learning to work in stages,
growth designed to prepare them to be life- and planning so that it can be completed in
long learners and participants in the arts. the amount of time given are critical skills
Faculty members describe successful for all arts students. At the same time,
students as those who can think indepen- successful students do not lose touch with
dently, logically and then maturely. the larger campus co mmunity and , in fact,
Successful students understand themselves participate in a wide range of campus
as instruments of communication and activities and interact with a cross-section of
expression who demonstrate mastery of the student body.
basic oral and physical expression through Students prepared for study in the arts
sound, movement, and visual represen- demonstrate intellectual curiosity and a
tations. They embrace a diversity of willingness to experiment with media.
academic interests from world cultures and These students strive to develop their
political history to scientific research, creativity and ingenuity by struggling with a
sociology, psychology and the study of concept, an object, a space, or a sound.
religion. They view the arts as an instrument Rather than solely fixating on proper form,
of social and political expression. They they seek to utilize knowledge of form to
formulate and present difficult questions facilitate and support personal creative
through their personal artistic visions. They development. They are aware and curious
are able to justify their aesthetic decisions about genres with which they are not
when creating or performing a piece of familiar and are eager to experiment with
work and know how to make decisions them. They are willing to learn about a
regarding the proper venue for performing diverse range of historical eras and practices
or exhibiting any creative product. related to the arts.
One of the things that differentiates Many arts courses at the college level
college from high school is the longer require research skills in part because the
periods of time spent improving, revising creative process of producing one’s own
74 The Arts
Successful students are able to accept

criticism about their own artwork or
performance as well as to critique the work
of others. One cannot create art or perform
without considering at some point the
opinions of others. Students learn through
formal critiques how to distinguish
between constructive criticism and un-
founded criticism and how to use
constructive criticism to become more self-
analytic. The underlying point of critiques
and feedback is not just to improve one’s
work, but also to foster self-reliance and to
build a peer network simultaneously.
Different methods of critique are used at
the college level. In some, the emphasis is
on listening to classmates’ comments; in
others, the student is expected to present
the class with a rationale for the work or
performance.
Collaboration is an essential aspect of theatrical

work usually raises questions about issues production which is manifested in one’s ability
that are external to the piece, particularly a not only to effectively communicate a personal
knowledge of what influences the piece. creative idea but to also engage in an exchange of
This process requires research that incor- ideas that will result in a shared artistic vision.
porates cultural criticism. The presentation Faculty Viewpoint
of the research is often in the form of a
clearly written essay. Successful students
also know about the moral and legal issues
A character trait that university-level arts
around plagiarism and can see the
classes develop is helping students learn not
difference between being influenced by
to get discouraged when they are asked to
other artists and stealing from them.
do things that are complex or time-
It is crucial that students be able to think consuming. Rising to the substantial
critically. Students who are ready for challenges students face in university-level
college-level study in the arts must be arts courses is an integral component of the
capable of making independent judgments learning experience. Many students who
about a work of art and not be afraid to ask have been accustomed to being outstanding
questions. Curiosity and a willingness to find themselves in a community where
explore many layers of meaning are everyone is similarly gifted. The shock of
important to success, as well. Successful not being the best or the most
students reflect on and assess the strengths accomplished is often great for students in
and weaknesses of others’ ideas and ways of entry-level courses. The challenge is to
expressing them. In addition, they are embrace this new role and status and learn
comfortable formulating and expressing from the diversity of expertise, talent and
their own ideas. creativity that now surrounds the student.
The Arts 75
The Arts Knowledge and Skills, and Aesthetics and

Art Criticism Knowledge and Skills.
Standards Although grouped under these headings for
organizational convenience, the knowledge
The Knowledge and Skills for University and skills are understood best when viewed
Success standards in the arts are presented as being integrated within each heading
in a somewhat different fashion than they and across headings within a sub-area.
are in the other disciplines. The arts section
adopts a unique approach due to the fact
that arts classes are not necessarily taken
during the freshman year. Arts courses may When students take an introductory course in
be experienced for the first time by students art history, they often discover a talent or
at any point in their academic careers. interest that they never imagined—and that’s a
Thus, it is more difficult to identify arts significant part of what college is about:
classes associated with first-year students, personal discovery.
the criterion used to identify knowledge
Faculty Viewpoint
and skills in the other five academic
content areas addressed in this document.
Additionally, the arts are uniquely complex
in a number of other ways. First, the arts I. Art History
include both the performing arts and arts Technical Knowledge and Skills
appreciation. Second, the arts comprise a Students in introductory art history courses
number of distinctly different areas of are successful when they:
emphasis. Music, art, dance and theatre
require more distinctly different skills and 1. Know a range of subject matter,
symbols and ideas in the visual arts.
knowledge than do biology and chemistry
or geography and history. 2. Know how characteristics of the
arts vary within a particular
historical period or style and how
these characteristics relate to ideas,
issues or themes in other artistic
Students should be able to consider the social
disciplines. For example, paintings
context of the dance performance and ask often were made for specific
pertinent questions about the conditions of architectural contexts, such as a
dance production and the intended audience mural made for a dining area or a
for the dance. specific location in a Hindu
temple.
Faculty Viewpoint
3. Understand the connections
between various artistic genres and
media, such as the relationships
The arts standards presented here between music and art during a
represent a set of general skills and abilities given period.
derived from national arts standards 4. Know that characteristics of the
documents and the expressed values of arts arts vary within a particular
faculty. This section includes knowledge historical period or genre.
and skills for art history, dance, music, 5. Connect characteristics of visual arts
theatre and the visual arts. For each of these within a particular historical period
sub-areas, knowledge and skills are grouped or style with ideas, issues or themes
under three headings: Technical Knowledge in the humanities, social sciences or
natural sciences.
and Skills, Cultural and Historical
76 The Arts
Cultural and Historical 3. Use improvisation to generate

Knowledge and Skills movement for choreography.
Students in introductory art history courses 4. Understand various complex time
do well when they: elements, such as duple and triple
meters and tempi varied in
1. Recognize that artworks are
relation to a basic pulse.
created in relation to major
cultural, socio-political and 5. Create and perform combinations
historical periods. and variations within a broad
range of dance styles.
2. Reflect on how artworks differ
visually, spatially, temporally and 6. Can memorize and reproduce
functionally, and according to extended movement sequences
geographical place. and rhythmic patterns.
3. Analyze common characteristics of 7. Understand that dance is a way to
visual arts evident across time and create and communicate meaning.
among cultural/ethnic groups to 8. Use movement choices to
formulate analyses, evaluations communicate abstract ideas and
and interpretations of meaning. social themes in dance.
9. Understand and demonstrate how
Aesthetics and Art Criticism dance interpretation can be
Knowledge and Skills influenced by personal experience.
Students in introductory art history courses
do well when they: Cultural and Historical Key
Knowledge and Skills
1. Write clearly and cogently,
formulate logical arguments and Students in entry-level dance courses do
demonstrate intellectual curiosity. well when they:
2. Are skilled in visual literacy; can 1. Understand dance across various
interpret artwork as a visual text. cultures and historical periods.
3. Understand the link between the 2. Compare and contrast the role
artist and society, and understand and significance of dance in
that artists are generally different social, historical, cultural
professionals who are successful and political contexts.
in their time because they produce 3. Place significant dance events of
what their audiences want to see. the twentieth century in their
proper social, historical, cultural
II. Dance and political contexts.
4. Perform and describe similarities
Technical Knowledge and Skills
and differences between two
Students in entry-level dance courses do contemporary theatrical forms of
well when they: dance, and know the traditions
1. Possess technical skills in proper and techniques of classical dance
body-part articulation, strength, forms.
flexibility, agility and coordination
in locomotor and Aesthetics and Arts Criticism
nonlocomotor/axial movements. Knowledge and Skills
2. Display an awareness of proper Students in entry-level dance courses do
breathing techniques, and well when they:
understand choreographic
1. Discuss the intentions and effects
principles, processes and
of dance work in both solo and
structures.
group dance performances.
The Arts 77
2. Analyze and describe the tempo, 10. Are familiar with music theory
bodily precision, intention, and composition and can
musicality, costumes, lighting, demonstrate an ability to use the
space, rhythm, body position and elements of music for expressive
synchronicity between elements in effect, including pitch, rhythm,
their critiques. timbre, texture and form.
3. Describe how a choreographer
manipulated and developed basic Cultural and Historical
movement content in a dance. Knowledge and Skills
Students in music courses do well when
III. Music they:
Technical Knowledge and Skills 1. Understand how music is related

to history and culture.
Students in beginning vocal or instrumental
college-level music do well when they: 2. Are able to classify unfamiliar but
representative aural examples of
1. Can use their voice as a music by genre, style, historical
performing tool. period and culture, and to explain
2. Can sing a varied repertoire of the reasoning behind their
vocal literature with expression identification.
and technical accuracy at a 3. Can identify and describe music
moderate level of difficulty genres or styles that show the
including some songs performed influence of one or more cultural
from memory. traditions.
3. Pay attention to phrasing and
interpretation, various meters and Aesthetic and Arts Criticism
rhythms in a variety of keys. Knowledge and Skills
4. Can sing music written in four Students who observe or listen to musical
parts, with and without performances do well when they:
accompaniment.
1. Know and apply appropriate
5. Know how to play a varied criteria to music and music
repertoire of music both alone performances.
and with others.
2. Understand the technical
6. Can perform with expression vocabulary of music—including
using appropriate dynamics, terms in Italian and markings for
phrasing, rubato and technical form, harmony and tempo.
accuracy with attention to
interpretation.
7. Perform in various meters and
rhythms in a variety of keys.
8. Perform in an ensemble,
demonstrating well-developed skills
in creating balance, varying
intonation and maintaining
rhythmic unity.
9. Read and notate music that
contains moderate technical
demands.
78 The Arts
3. Understand compositional devices metaphorical nature of the drama

and techniques that are used to for informal and formal theatre,
provide unity, variety, tension and film, television or electronic
release in a musical work. media productions.
4. Can listen to, analyze and describe
music and music performances. Cultural and Historical
5. Describe the elements of music in Knowledge and Skills
a given work that make it unique, Students are successful in theatre when
they:
interesting and expressive.
6. Evaluate composition, 1. Are familiar with the social,
arrangement or improvisation by cultural and historical contexts in
comparing it to similar or which theatre, film, television
exemplary models. and electronic media are
performed today and were
7. Compare ways in which musical
performed in the past.
components are used in a variety of
works of the same genre or style. 2. Demonstrate knowledge of
theatrical heritage.
8. Understand and can describe the
relationships between music, the 3. Are aware that theatre can reveal
other arts and disciplines outside universal concepts across time.
the arts. 4. Appreciate the ways in which
personal and cultural experiences
can affect an artist’s dramatic work.
IV. Theatre
5. Understand and can describe how
Technical Knowledge and Skills their own cultural experiences
Students in entry-level theatre courses do influence their work.
well when they: 6. Understand and appreciate
1. Demonstrate evidence of dramatic cultural and historical effects
experience including the ability to influencing theatre.
analyze the physical, emotional 7. Compare, analyze and integrate
and social dimensions of traditional theatre, dance, music,
characters found in dramatic texts visual arts and emerging art forms.
from various genres and media.
2. Develop, communicate and Aesthetics and Art Criticism
sustain characters in rehearsal, in Knowlege and Skills
informal or formal productions Students are successful in theatre when
and in an ensemble that they:
communicates with audiences in
1. Know how informal and formal
improvisations. theatre, film, television and
3. Understand what goes on behind electronic media productions
the scenes in terms of design, create and communicate meaning.
direction and production of a 2. Understand how social meanings,
theatrical piece. represented by aural, oral and
4. Possess the technical knowledge visual symbols are communicated.
and skills to collaboratively and 3. Can identify how productions
safely create functional scenery, and performances relate to
properties, lighting, sound, current issues.
costumes and makeup.
4. Understand that the context in
5. Can collaborate with directors to which a dramatic performance is
develop unified production set can enhance or hinder its
concepts that convey the effectiveness.
The Arts 79
5. Are able to compare and explain 2. Understand how visual, spatial,

the roles and interrelated temporal and functional values of
responsibilities of people involved artworks are tempered by society,
in a production. culture and history
6. Can describe the influence of 3. Show an understanding of the
drama in film, television, rock work of critics, historians and
concerts and religious ceremonies artists.
and other kinds of ceremonies 4. Investigate the influence of
and performances. international and national
7. Have good observational skills. cultural institutions and art
8. Articulate and justify their policies on art and art making.
personal aesthetic criteria. 5. Develop an appreciation of art as
9. Use their knowledge of other a social agent that contributes to a
aesthetic philosophies such as sense of community in situations
Greek drama, Shakespearean such as community forums, events
forms, Japanese kabuki and and festivals.
others.
Aesthetic and Art Criticism
Knowledge and Skills
V. Visual Arts
Successful students in entry-level visual arts
Technical Knowledge and Skills courses:
Students in entry-level visual arts courses do
1. Are willing to learn from the
well when they:
process of evaluation by peers and
1. Know fundamental visual arts faculty.
techniques and processes in a 2. Apply intellectual skills such as
variety of media, including basic analysis, synthesis and evaluation
drawing, color theory and design. in visual art critiques.
2. Initiate, define and solve 3. Discuss the implications of an
challenging visual arts problems artist’s intentions.
in order to create cohesive
4. Demonstrate their own
artworks.
interpretations and synthesize
3. Demonstrate awareness of how those of peers, professors and
emotions expressed in art give critics.
new insight and clarity to issues.
5. Form and defend judgments
4. Differentiate between the about artistic characteristics.
applications of various media and
6. Compare two or more
understand how media generate
perspectives about the use of
different types of expression.
organizational principles in an
5. Explore ways to integrate and artwork, and defend personal
combine various arts media. evaluations of these perspectives.
7. Reflect upon and assess how
Cultural and Historical artworks differ visually, spatially,
Knowledge and Skills temporally and functionally.
Students in college-level visual arts courses 8. Balance between the ability to
do well when they: identify and trust one’s instincts
1. View and identify examples of and the ability to question one’s
artworks from a variety of cultural preconceived assumptions.
contexts to understand their
function and meaning.
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Understanding University Success

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Standards for Success

Understanding University Success

David T. Conley, Ph.D.

Published by Center for Educational Policy Research, Eugene, Oregon

Printed in the United States of America

Center for Educational Policy Research

Cover Photo: Jack Liu

and grades to knowledge and skills. While

As more and more states adopt academic

Whether yo u are a student, parent,

American research universities are

Standards for Success Cont’d John Kendall, Ph.D., Jack Cummings

Paul Parravano* Joseph Rosenstein University of California,

National Conversation Cont’d Judith Wanhala Benyamin Schwarz

Marilyn Olson Diana Henderson, Ph.D., Second Languages

Knowledge & Skills variety of interpretations and that subject-

Writing & Editing overall argument and understand the

A huge part of the information gathering

1. The ability to identify a source.

2. The ability to distinguish the

that do no t necessarily have right o r wro ng

At the college level, students must also be

Students need to be willing to receive a

Successful students are able to integrate

Orientation Towards Learning in a geographical context. Students must

The same applies to geography: To

English A.7.* recognize and comprehend

Standards techniques, such as author

B. Successful students use reading skills

A.2. make supported inferences and B.3. understand vocabulary and

D. Successful students are familiar with a

F. Successful students are able to read A.3. demonstrate consistent, correct

E.7. use appropriate strategies and III. Research Skills

information from such sources; A.2.* demonstrate an ability to make

Knowledge & Skills 2. Using lo gical reaso ning and

Foundations find m athem atical so lutio ns.

Mathematics is the language of the

Students need to understand that process is also

While mathematics is a type of language,

Often, college-level mathematics courses

When students practice multiplying and adding

A.7.* know terminology for complex C.3. use alternative symbolic

A.5. know basic theorems of solve the equation 0 =

A.6. visualize solids and surfaces in

B. Successful students know analytic

H.2. know that mathematics has A.3.* understand curve-fitting

Knowledge & Skills one another. Science is a process, and it

the sciences employ critical thinking skills Reading, Writing &

3. Identifying assumptions and Faculty Viewpoint

4. Testing equations for unknowns.

sense, or a healthy skepticism. This helps In addition to the willingness to try,

organize, display and analyze

B. Successful students know basic

C. Successful students are able to

C.4.* understand various types of H. Successful students understand that

E. Successful students know and

F. Successful students understand the

G. Successful students demonstrate an

I. Successful students understand and of the entire scientific

powers (e.g., population A.8.* know that investigations and

(hydrology and oceanography)

B. Successful students understand

C. Successful students understand the

different types of cells A.10. know that cells transform