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Learning goals exist at all levels of the University. Flowing naturally from the mission and vision of the institution, the University Learning Goals describe our institutional commitment to student learning.

Preamble: The vision of Jesuit higher education for the twenty-first century is to graduate individuals with a well-educated solidarity who are contemplatives in action–morally responsible, aware of the fundamental challenges facing the modern world, with a depth of knowledge and strength of character to work creatively and compassionately for a more just and humane society. Within this vision, a John Carroll education is distinguished by respect and care for the whole person (cura personalis), innovative teaching, and integrated learning across the entire student experience. A commitment to excellence and academic rigor animates our way of proceeding–graduating individuals of intellect and character who lead and serve by engaging the world around them and around the globe.

We express this commitment in terms of the following four university learning goals informed by our Jesuit, Catholic heritage:

Intellect: John Carroll students will be transformed by an integrative curriculum, in-depth study within their program(s) of study, and applied learning to fully realize their potential to enrich the world. To achieve this level of engaged learning, our students will:

  • Develop habits of critical analysis and aesthetic appreciation
  • Understand the religious dimensions of human experience
  • Demonstrate an integrative knowledge of human and natural worlds
  • Apply creative and innovative thinking
  • Communicate skillfully in multiple forms of expression
  • Demonstrate a capacity to engage in respectful civil discourse

Character: John Carroll students will develop a holistic awareness of self and others, acting with integrity and moral purpose for the good of society. Amidst a diverse community of learners and inspired by the Ignatian tradition of finding God in all things, our students will:

  • Cultivate a habit of reflection
  • Understand, value, and respect their own and others’ talents, unique characteristics, and socio-cultural identities
  • Develop a personal belief system that is inspired by Ignatian values such as rigor, generosity, gratitude, inclusivity, solidarity, and a desire for the greater good
  • Practice mature decision making and care for the whole person
  • Act competently in a global and diverse world

Leadership: John Carroll students will recognize themselves as agents of positive change with and for others. Integrating faith and reason to meet the world’s needs through ethical leadership, our students will:

  • Claim their identities as discerning leaders
  • Apply a framework for examining ethical dilemmas
  • Employ leadership and collaborative skills
  • Live responsibly in accord with their personal belief system

Service: John Carroll students will advocate for social justice through responsible service in their local, national, and global communities. Informed by our collective faith traditions, prepared by scholarship, and in solidarity with the poor and the marginalized, our students will:

  • Understand and promote social justice
  • Work actively toward creating a more inclusive, welcoming, and just community
  • Serve in their communities as engaged citizens and advocates

University Learning Goals in Action provides one way to look at the ways the University Learning Goals are lived out across campus; this visualization tool provides another.

 

Nine of the objectives of the University Learning Goals inform and direct the Integrative Core Curriculum; these outcomes are also known as the Academic Learning Goals.

Within Academic Affairs, a subset of University Learning Goals has been selected to serve as the Academic Learning Goals, which inform and direct the Integrative Core Curriculum.

John Carroll University graduates will be able to:

  • Demonstrate an integrative knowledge of human and natural worlds
  • Develop habits of critical analysis and aesthetic appreciation
  • Apply creative and innovative thinking
  • Communicate skillfully in multiple forms of expression
  • Act competently in a global and diverse world
  • Understand and promote social justice
  • Apply a framework for examining ethical dilemmas
  • Employ leadership and collaborative skills
  • Understand the religious dimensions of human experience.

For more information about how the Academic Learning Goals drive the Integrative Core Curriculum, please see Learning Goals and the Integrative Core. The Academic Learning Goals also serve as the basis for our of Graduate Learning Goals; all graduate programs have aligned their learning goals with these.

 

Each academic program and academic support unit has developed program-level learning goals which align with the Academic Learning Goals. All programs in the Boler College of Business also align with and support a common set of learning goals for the entire School. An alphabetical list of program learning goals is available on the Program Learning Goals page.

The next set of expanders contain separate indices organized by program type and by organizational structure.

*An asterisk indicates the program is interdisciplinary.

The next set of expanders contain separate indices organized by institutional structure.

College of Arts and Sciences: Division of Sciences, Mathematics, and Health:

College of Arts and Sciences: Division of Sciences, Mathematics, and Health: Department of Biology:

College of Arts and Sciences: Division of Sciences, Mathematics, and Health: Department of Chemistry:

College of Arts and Sciences: Division of Sciences, Mathematics, and Health: Department of Mathematics and Computer Science:

College of Arts and Sciences: Division of Sciences, Mathematics, and Health: Department of Physics:

College of Arts and Sciences: Division of Sciences, Mathematics, and Health: Department of Psychology:

College of Arts and Sciences: Division of Humanities and Social Sciences:

College of Arts and Sciences: Division of Humanities and Social Sciences: Department of Art History and Humanities:

College of Arts and Sciences: Division of Humanities and Social Sciences: Department of Classical and Modern Languages and Cultures:

College of Arts and Sciences: Division of Humanities and Social Sciences: Tim Russert Department of Communication and Theater Arts:

College of Arts and Sciences: Division of Humanities and Social Sciences: Department of English:

College of Arts and Sciences: Division of Humanities and Social Sciences: Department of History:

College of Arts and Sciences: Division of Humanities and Social Sciences: Department of Philosophy:

College of Arts and Sciences: Division of Humanities and Social Sciences: Department of Political Science:

College of Arts and Sciences: Division of Humanities and Social Sciences: Department of Sociology and Criminology:

College of Arts and Sciences: Division of Humanities and Social Sciences: Department of Theology and Religious Studies:

College of Arts and Sciences: Division of Graduate and Professional Programs:

College of Arts and Sciences: Division of Graduate and Professional Programs: Department of Counseling:

College of Arts and Sciences: Division of Graduate and Professional Programs: Department of Education and School Psychology:

  • Advanced Studies in Education (M.A.)
  • Advanced Studies in Education (M.Ed.)
  • Advanced Studies in Education: Adolescent/Young Adult Education (M.Ed.)
  • Advanced Studies in Education: Adolescent/Young Adult Education (M.A.)
  • Advanced Studies in Education: Assessment and Accountability (M.A.)
  • Advanced Studies in Education: Assessment and Accountability (M.Ed.)
  • Advanced Studies in Education: Child and Adolescent Health and Wellness (M.Ed.)
  • Advanced Studies in Education: Child and Adolescent Health and Wellness (M.A.)
  • Advanced Studies in Education: Curriculum Specialist (M.A.)
  • Advanced Studies in Education: Curriculum Specialist (M.Ed.)
  • Advanced Studies in Education: Early Childhood (M.A.)
  • Advanced Studies in Education: Early Childhood (M.Ed.)
  • Advanced Studies in Education: Middle Childhood Education (M.A.)
  • Advanced Studies in Education: Middle Childhood Education (M.Ed.)
  • Advanced Studies in Education: Reading Teacher (M.A.)
  • Advanced Studies in Education: Reading Teacher (M.Ed.)
  • Advanced Studies in Education: Understanding Autism Spectrum Disorder and Effective Interventions (M.Ed.)
  • Advanced Studies in Education: Understanding Autism Spectrum Disorder and Effective Interventions (M.A.)
  • Assessment, Research, and Measurement (Certificate of Advanced Studies)
  • Education (Initial Licensure M.Ed.)
  • Education (School-Based M.Ed.)
  • Education: Adolescent/Young Adult
    • Chemistry
    • Chemistry/Life Science
    • Integrated Language Arts
    • Integrated Mathematics
    • Integrated Social Studies
    • Life Science
    • Life Science/Chemistry
    • Physical Science: Physics/Chemistry
    • Physics
  • Education: Early Childhood
  • Education: Early Childhood Generalist (endorsement)
  • Education: Middle Childhood
  • Education: Reading (Pre-K to 12) (endorsement)
  • Education: Teacher Leader (endorsement)
  • Educational Psychology (M.A.)
  • Educational Psychology (M.Ed.)
  • School Psychology (M.Ed.)
  • School Psychology (Ed.S.)

College of Arts and Sciences: Division of Graduate and Professional Programs: Department of Exercise Science:

College of Arts and Sciences: Division of Graduate and Professional Programs: Department of Military Science:

Boler College of Business: Department of Accountancy:

Boler College of Business: Department of Economics and Finance:

Boler College of Business: Department of Marketing, Management, and Supply Chain: