These requirements will apply to students enrolling at AU in the 2018-2019 academic year. Current students can find the requirements that apply to them by consulting the relevant academic catalog.
The university’s approach to general education reflects a commitment to the transformative power of learning. Grounded in the university’s core values of integrity, citizenship, continuous learning and excellence, the General Education program and the university’s degree programs seek to develop and graduate responsible citizens who discover and reflect, communicate effectively, and think critically.
Students in their first year at Aurora University develop foundational academic skills in quantitative reasoning, argument-based writing, discussion and critical reading. Specifically, students satisfy the mathematical competency requirement through coursework or examination. They take the university’s core composition course, ENG1000 Introduction to Academic Writing. They also take IDS1200 Discover What Matters, and IDS1150/1160 First Year Experience. While the mathematics requirement and composition course focus on key academic skills, the IDS1200 course is focused on guiding students to reflect upon their interests, skills, and values, and consider how these might inform career and life aspirations. The IDS1150/1160 courses are focused on orientating students to college life, engaging them in campus activities and community service, assisting students in the development of essential academic, college, and life skills, and providing opportunities to meet and work with faculty and staff from across campus. Adult Degree Completion students engage in IDS3040 Global Justice, rather than the first year IDS courses, given the extensive life experience that they bring to their studies. The courses set a tone of inquiry, careful reading, critical thinking, and the communication and application of ideas.
During their junior year, students participate in an assessment, advising and mentoring process. Students demonstrate their learning to this point in the curriculum through campus-wide assessment. They receive guidance in relation to their final two years of study, including ways they can broaden their experiences or strengthen their skill sets. Attention is given to the steps students need to take to pursue their interests beyond college, whether in their lives, careers or graduate study. Students also receive one-on-one mentoring with major faculty where these conversations may best take place.
The university is committed to assessing within its General Education program six categories of learning outcomes. These include:
- Creative Thinking
- Discovery and Reflection
- Quantitative Reasoning
- Intercultural Knowledge
- Social Scientific Inquiry and Analysis
- Scientific Reasoning
In addition, the university is committed to assessing the following two University Learning Outcomes in both the General Education program and the major programs:
- Effective Communication
- Critical Thinking
The university is committed to measuring the achievement of the program’s outcomes and using assessment as a rationale for program revisions.
These six categories are a distillation and reflection of careful discussion among faculty and staff as to what skills and characteristics ought to represent an Aurora University graduate. What has emerged is a picture of a graduate who demonstrates intellectual and ethical integrity; who is well informed and seeks quality evidence; who reflects critically on values, actions and consequences; who engages with those holding values and perspectives different from his or her own and seeks out alternative perspectives; who participates responsibly in the community and world; and who contributes to a culture of compassion and respect for dignity. Students who demonstrate effective communication and critical thinking can be characterized as those who read and listen critically; who discuss ideas with respect and openness; who pose and pursue meaningful questions in a range of areas; who analyze, synthesize and evaluate information and arguments; who make connections among academic and nonacademic experiences; who use technology responsibly; who collaborate and exhibit creativity; and who write and speak with clarity and purpose.
Finally, there is a commitment within the core curriculum to engage with primary sources, i.e., original writings, research or productions by scholars, experts, artists or thinkers. Interaction with primary sources, rather than other people’s interpretations of them only, marks the entry into the process of inquiry and critical thinking. The ultimate aim is a curriculum grounded in the university’s core values, which provides the kind of transformative education articulated in the university’s mission and vision statements.