Core Curriculum - Introduction

It is an important aspect of Clark Atlanta University’s commitment to developing future leaders for a pluralistic society that a university education prepares individuals who, in addition to meeting standards of excellence in a major field, also attain the critical skills, breadth of knowledge, intellectual depth, and historical, scientific, and technological understanding needed to live well and learn continuously. To this end, the Clark Atlanta University faculty and other authorizing units of the University, including the Board of Trustees, have approved a Core Curriculum which is required for all students completing baccalaureate programs.

What is the "Core Curriculum"? This component of the baccalaureate degree program consists of a set of courses and other experiences in the humanities, social and natural sciences; computer literacy and information technology; communication and quantitative skills; foreign languages; and other areas, which are structured and sequenced generally in the first two-years of study at the University. The total Core Curriculum consists of fifty-four (54) semester hours, which is a little over forty percent of the minimum course hour requirement for graduation. This course of study is required of all undergraduates regardless of their majors or intended careers.

What is the philosophy of learning at Clark Atlanta University? The Core Curriculum is foundational to baccalaureate degree programs at Clark Atlanta University. It is viewed as essential to the total development and self-actualization of the individual student. It seeks to promote in students the capacity to live well whatever their career choice or future circumstance; to develop sound moral and spiritual values to guide their lives; to be critical thinkers; to understand their cultural heritage; to exercise the privileges and responsibilities of citizenship; to demonstrate appreciation for world issues; commitment to the University’s motto of “Culture for Service” and “I’ll Find a Way or Make One”, and commitment to bettering the collective condition of humankind and promoting the ideals of equality and social justice.

What learning experiences are associated with the Core Curriculum? Through study in the Core Curriculum, every Clark Atlanta University graduate should have an opportunity to engage in the following purposeful learning activities:

• to present critical skills of communication through writing that is correct, substantive, and effective
  
• to participate effectively in situations that require informed oral conversations
  
• to explore the historical, literary, and philosophical antecedents of twentieth-century cultures, and to explore aspects of the culture and heritage of African Americans and other groups
  
• to read, analyze, and interpret selected world masterpieces in literature
• to understand and utilize quantitative data
  
• to show proficiency in basic computing and show ability to access information in a variety of formats
  
• to have some experience in another language and to understand the cultural, political, and social aspects of that culture
  
• to study the roles that institutions, groups, and individuals play in society to participate in debates/discussions about contemporary issues of science, ethics, politics, international relations, and other issues.
  
• to utilize an effective research process, interpret findings, and communicate results to varied audiences
  
• to participate in activities that promote thinking through value-laden issues, discussing them intelligently, and developing reasoned judgments about alternatives
  
• to study a variety of artistic expressions and achievements across time that have allowed individuals and cultures to express themselves and to participate in activities that show understanding of volunteerism and appreciation for service to community.

What are the Sixteen (16) Learning Outcomes?

The sixteen (16) Core Curriculum outcomes and their respective domains of study are:

Communication: Proficiency in writing, reading and speaking, listening and viewing, observing and interviewing across disciplines and subject areas.

Quantitative: Proficiency in the utilization of mathematical skills, concepts and ideas to solve problems and interpret information.

Critical Thinking: Competency in utilizing effective thinking processes and problem-solving techniques, involving analysis and synthesis, inductive and deductive reasoning, identifying fallacies, and drawing conclusions based on observation, analysis, interpretation, speculation, and evaluation.

Computer Literacy: Understanding and proficiency in the use of computers (PCs) and selected systems and software to collect and retrieve information, perform word processing and conduct simulations in major areas of study.

Library Research: Proficiency in utilization of the library and other resource depositories to collect, organize, and interpret information from primary and secondary sources and to present findings using appropriate research methodology and documentation techniques in reporting findings.

Humanities, Literature and Fine Arts: Understanding of the differences and appreciation for the value of the various genres of literature, art, and music, including the fine and performing arts.

Scientific Literacy: Understanding principles of scientific inquiry, scientific knowledge, and the role of science in society.

Societal Institutions and Human Behavior: Political, social, and economic systems; complex group and organizational behavior, and the methods and principles of social science inquiry.

Global Awareness and International Issues: The origins and dynamics of the modern global society, contemporary issues affecting major areas of the world, and knowledge of world geography and cultures.

Philosophy and Values: Knowledge and appreciation of the religious and philosophical foundation that have shaped contemporary moral and ethical problems and issues.

Historical Perspective: Knowledge and understanding of the history, contributions, and experiences of African peoples, with emphasis on African Americans; historical developments underlying present conditions in the United States; and historical foundations and trends upon which the modern world is based.

Language and Culture: Knowledge and understanding of the history and culture of diverse cultural groups, including philosophic, literary, artistic, historical traditions, and geographic attributes; includes competency in communicating in a foreign language.

Physical Activity and Fitness: Awareness of factors that affect physical fitness.

Service, Volunteerism, and Leadership: Knowledge and understanding acquired from direct experiences of leaderships, service, and volunteerism.

Religious Heritage: Understanding of and appreciation for the religious heritage.

Lifelong Learning: Experiences which promote the establishment of habits and pattern conducive to independent and on-going learning.

What Parameters of Student development are Impacted by the Core Curriculum?

Knowledge. Cognitive and short-term (defined as “knowing that”)

Skills. Long-term competencies (defined as “knowing how”)

Perspective. Affective and long-term understanding (defined as “knowing why”)

What General Guidelines Affect Core Curriculum courses?

• Core courses are open to all students and have no course prerequisites that are not part of the Core Curriculum. (NOTE: Students are required, based on individualized assessments, to improve basic skills in written and oral communications, quantitative skills, reading and study skills through the Center for Academic Achievement and other tutorial facilities.
  
• Core courses are designed to introduce students to basic knowledge of the discipline involved and to assist students in achieving specified learning outcomes.
  
• Core courses are expected to be directed toward the specified learning outcomes. Students should know what the expected outcomes are as well as how they will be expected to demonstrate requisite competencies.
  
• Core courses, regardless of discipline, are expected to enhance the communication skills of students by including written and oral assignments (e.g., essay questions, term papers, journals, laboratory reports, oral reports, speeches, etc.). These should be assessed in terms of the learning outcomes specified in 1.0 – Level I skills.
  
• Core courses are expected to develop and enhance critical thinking and values clarification abilities of students by including active learning projects (e.g., problem-solving activities, research projects, role playing exercises, discussions/debates of socially-relevant issues).
  
• Core courses are expected to include library/research assignments that are appropriate and applicable to the discipline, and, whenever possible, to include assignments that require hands-on computer experiences.
  
• Core courses are expected to enhance the global and international awareness of students by including course materials that broaden students’ knowledge and understanding of issues, people and problems across nations and societies.
  
• Core courses are expected to include activities that encourage students to exhibit responsible behavior and to appreciate the value of lifelong learning.
  
• Core courses are expected, whenever possible, to promote collaborative learning as well as learning experiences that are external to the classroom (e.g. Study Abroad, internships, cooperative learning, service learning and volunteerism).