Undergraduate Affairs
The General Education Student Learning Outcomes (SLOs) describe the knowledge, skills and attitudes that students are expected to acquire while completing a General Education course at the University of Florida. The SLOs fall into three categories: content, communication and critical thinking.
Every general education course must address all three SLOs. Note that the subject area objectives describe the context within which the SLOs are achieved.
|
Category |
Institutional Definition |
Institutional SLO |
|
Content |
Content is knowledge of the terminology, concepts, methodologies and theories used within the subject area. |
Students demonstrate competence in the terminology, concepts, methodologies and theories used within the subject area. |
|
Critical Thinking |
Critical thinking is characterized by the comprehensive analysis of issues, ideas, and evidence before accepting or formulating an opinion or conclusion. |
Students carefully and logically analyze information from multiple perspectives and develop reasoned solutions to problems within the subject area. |
|
Communication |
Communication is the development and expression of ideas in written and oral forms. |
Students clearly and effectively communicate knowledge, ideas, and reasoning in written or oral forms appropriate to the subject area. |
|
Subject Area |
Content |
Critical Thinking |
Communication |
|
Composition |
Select and apply writing process strategies, including how to discover a topic, how to develop and organize a text, and how to adapt writing style and format to different audiences, purposes, and context. | Compare various genres of writing. Critique complex texts in writing using valid claims and persuasive evidence. Analyze texts for rhetorical competency. | Compose written texts for scholarly or professional purposes. Communicate using accepted conventions of standard written English and apply the techniques that produce effective texts. |
|
Diversity |
Identify, describe, and explain the historical processes and contemporary experiences characterizing diversity as a dynamic concept related to human differences and their intersections, such as (but not limited to) race, gender identity, class, ethnicity, religion, age, sexual orientation, and disability. |
Analyze and evaluate how social inequities are constructed and affect the opportunities and constraints of different groups in the United States. Analyze and reflect on the ways in which cultures and beliefs mediate understandings of an increasingly diverse U.S. society. |
The diversity designation is always in conjunction with another category. Communication outcomes are listed in those subject areas. |
|
International |
Identify, describe, and explain the historical, cultural, economic, political, and/or social experiences and processes that characterize the contemporary world. |
Analyze and reflect on the ways in which cultural, economic, political, and/or social systems and beliefs mediate understandings of an increasingly connected contemporary world. |
The international designation is always in conjunction with another category. Communication outcomes are listed in those subject areas. |
|
Humanities |
Identify, describe, and explain the history, underlying theory and methodologies used. | Identify and analyze key elements, biases and influences that shape thought within the subject area. Approach issues and problems within the discipline from multiple perspectives. | Communicate knowledge, thoughts and reasoning clearly and effectively. |
|
Mathematics |
Employ strategies in fundamental mathematics, including at least one of the following: solving equations and inequalities, logic, statistics, algebra, or trigonometry. | Reason in abstract mathematical systems and use mathematical models to solve problems. Apply mathematical concepts effectively to real-world situations. | Formulate mathematical models and arguments. Communicate mathematical solutions clearly and effectively. |
|
Physical and Biological Sciences |
Identify, describe, and explain the basic concepts, theories and terminology of natural science and the scientific method; the major scientific discoveries and the impacts on society and the environment; and the relevant processes that govern biological and physical systems. | Formulate empirically-testable hypotheses derived from the study of physical processes or living things; apply logical reasoning skills effectively through scientific criticism and argument; and apply techniques of discovery and critical thinking effectively to solve scientific problems and to evaluate outcomes | Communicate scientific knowledge, thoughts, and reasoning clearly and effectively. |
|
Social and Behavioral Sciences |
Identify, describe, and explain key themes, principles, and terminology; the history, theory and/or methodologies used; and social institutions, structures and processes. | Apply formal and informal qualitative or quantitative analysis effectively to examine the processes and means by which individuals make personal and group decisions. Assess and analyze ethical perspectives in individual and societal decisions. | Communicate knowledge, thoughts and reasoning clearly and effectively. |
* All SLOs and have been updated by the General Education Commitee as of Jan. 2018.