A recommended course sequence for the new curriculum is illustrated below.
BA/BS Degree DeterminationFor this curriculum, the BA and BS degree shall be determined by the academic unit responsible for the major. Each undergraduate academic major shall be offered in the Catalog as either a BA or BS program. A particular major can be offered for both degrees if separate BA and BS concentrations are approved. The following guidelines should be followed. The prescribed nine hours could be courses that also receive Liberal Arts credit.
Appendix 1: Rationale for the Liberal Arts Vision (from the LARC Committee)
Inform:
When the committee discussed what inform means in the context of the liberal arts, we answered three questions: What will inform the students? Why will they be informed? And, how will we inform the students?
When discussing what, the ideas of foundational knowledge and skills were common among the committee. The foundational knowledge should include knowledge necessary to be a principled and productive graduate. Diversity, both academic and cultural, was also important to the committee.
When discussing why, the committee saw three main reasons: college, work, and life. We want this knowledge and these skills to help students succeed in college and in life after college, including a future career.
When discussing how, common themes of interdisciplinary, multidisciplinary, and cross disciplinary emerged repeatedly. The committee felt the need for a diverse background and the ability to look at a problem from multiple angles was important. We chose multidisciplinary in the statement as we felt it was more encompassing than the other terms.
Inspire:
When asked to identify the ways in which LARC will inspire students, several key words and phrases appeared across committee members: joy of discovery, problem-solving, complexity, creativity, curiosity, culturally competent, inquiry, innovation, ambiguity, lifelong learning, and big questions. Taken together, the committee concluded that the purpose of inspiration through LARC is to excite students to take their learning out of the classroom and into the world, where problems are not simply defined or easily solved; we decided that engage a complex world best describes this purpose. We further agreed that curiosity and inquiry were the best words to describe the way in which LARC should teach students to approach that complex world, both while at Manchester and after graduation. Although we appreciate and strongly agree with the idea of cultural competence, we left that for the Transform section of LARC, feeling that it was better suited to that portion of the framework.
Transform:
When asked to articulate how LARC will achieve transformation, many committee members raised the idea of dual transformations: transformation of the students as they experience the range of ideas and courses in LARC as well as their transformation of the communities they engage – both while at Manchester and after graduation. Much of the discussion and revision of this statement centered on our desire to avoid imperialist language. For example, we first thought that LARC might develop culturally competent citizens who would serve their communities, or who might effect positive change in their communities, but we chose strengthen and enhance in order to emphasize partnership and to acknowledge the good work already being done in communities. Finally, we specifically chose to pluralize communities to acknowledge that we all operate in multiple groups at all times.
Appendix 2: Cultural Competence and the Liberal Arts
Manchester’s definition of cultural competence highlights our students’ growth as individuals and community members. This unites cultural competence with Manchester’s mission of respecting the infinite worth of every individual while leading principled, productive and compassionate lives that improve the human condition.
Definition of Cultural Competence
Through academic and co-curricular experiences, Manchester University strives to affirm the
infinite worth of every individual by:
• Building understanding between ourselves and different cultures
• Being mindful and respectful of others’ beliefs, values, and traditions as well as our own
• Working closely with communities to improve systemic structures that include diverse voices,
backgrounds, and expertise
• Relating effectively across cultural differences
Cultural competence is an important component in this new curriculum. It is one of the important elements that our students should strive for during and after their time at Manchester.
Appendix 3: The Liberal Arts Framework and Manchester’s Mission and Values
This curricular framework embodies both the mission and the values of Manchester University. Courses embody the mission and values through specific course content, though not every course offered in a specific category is required to include the same values or engage the same portion of the mission statement.
University Mission
• “The infinite worth of every individual” is specifically addressed in the definition of cultural
competence and in Cultural Understanding.
• “Persons of ability” is addressed throughout all courses.
• “Persons of conviction” is addressed through the common theme of civic engagement in the
Experience courses.
• “Education” is addressed throughout all courses.
• “Faith” worldviews are addressed in My Personal Experience. [For “faith” in the broader context
of community, see Faith under the Values section.]
• “Principled lives” is addressed through the common theme of civic engagement in the
Experience courses.
• “Productive lives” is addressed in the My Personal Experience, My Academic Experience, and
My Professional Experience courses.
• “Compassionate lives” is emphasized in Cultural Understanding, and Exploration of: Arts,
Humanities, and Social Sciences. Such courses are intended to nurture compassion by building
students’ capacity for empathy.
• “Improve the human condition” is addressed in all courses in FYS: Personal Communication,
Cultural Understanding, Big Issues, and Creative Expression. The Experience courses touch on
a number of issues, such as financial responsibility, civic engagement, and personal and
professional ethics, that will empower students to improve the human condition.
University Values
• Learning – Although liberal arts is taught in all courses, the Experience sequence is intended to
deepen students’ connections between knowledge and personal and professional life. My
Academic Experience and My Professional Experience address professional preparation. My
Manchester Experience addresses how the liberal arts translate into professional skills. My
Personal Experience and My Professional Experience address healthy lives.
• Faith – My Personal Experience and Exploration of Humanities address issues included in the
value of faith. Depending on course content, Cultural Understanding, Exploration of Social
Sciences, and Big Issues courses may address faith as well.
• Service – My Personal Experience includes a service project. Exploration of Social Sciences and
Big Issues instructors may also choose to incorporate service elements into these courses.
• Integrity – The civic engagement theme across the Experience courses includes exploration of
ethical judgement and values. Exploration of Humanities and Big Issues courses may also
choose to incorporate this value.
• Diversity – The definition of cultural competence, Cultural Understanding, Exploration of
Humanities and Social Sciences all address diversity. Exploration of Art courses may also
incorporate diversity, depending on the artistic works included in a specific section of the course.
Global Perspectives courses will develop an international consciousness and respect for cultural
pluralism.
• Community – Civic engagement and conflict resolution (as part of what make Manchester
unique) are common themes across all the Experience courses. Big Issues courses will also
include elements of responsible citizenship.
Appendix 4: Learning Goals and Student Learning Outcomes - Foundation
The first component, Foundation, includes knowledge and skills that students will need to succeed in college (specifically at Manchester) and in various communities. This category includes traditional foundational skills, such as being able to write and communicate effectively and to exercise quantitative reasoning. But it also includes an introduction to cultural competence, which asks students to be mindful and respectful of others’ beliefs, values, and traditions as well as their own. Students will take a First-Year Seminar course in each of Writing and Communication, a Quantitative Reasoning course, and a course in Cultural Understanding.
First-Year Writing Seminar
LG 1: Practice college-level writing.
SLO 1.1 Write essays using clear and appropriate Standard English.
SLO 1.2 Articulate and defend a thesis and write focused supporting body paragraphs.
SLO 1.3 Use appropriate citation for primary and secondary sources.
LG 2: Develop analytical and critical thinking.
SLO 2.1 Clearly define a question or problem.
SLO 2.2 Learn skills of basic information literacy – the difference between primary and
secondary sources, how to complete literature searches using library databases,
and how to evaluate information and sources critically and ethically.
SLO 2.3 Integrate relevant primary and secondary sources into written essays
LG 3: Understand the audience and write appropriately.
SLO 3.1 Write essays that use appropriate formats, genre conventions, and
documentation styles while controlling tone, syntax, grammar, and spelling.
SLO 3.2 Write essays that exhibit appropriate rhetorical choices, which include attention
to audience, purpose, context, genre, and convention.
First-Year Communication Seminar
LG 1: Explain listening-centered approach to communication across contexts.
SLO 1.1 Describe how models of communication are fundamental building blocks to a
listening centered approach to communication.
SLO 1.2 Explain the importance of communicative congruence and reasonable
boundaries for mutual respect and purpose.
SLO 1.3 Demonstrate an ability to use metacognitive listening choices and listening habit
strategies to build an ethics of listening.
LG 2: Use supportive language behaviors and listening choices to develop and maintain
interpersonal relationships.
SLO 2.1 Demonstrate supportive language to transform interpersonal conflict with
paraphrasing, clarifying questions, and empathetic listening.
SLO 2.2 Apply nonverbal cues to communicate across differences.
LG 3: Develop and deliver a listening-centered persuasive presentation.
SLO 3.1 Use the five canons of rhetoric to develop persuasive presentations tailored to
an audience.
SLO 3.2 Evaluate the credibility of supporting material.
SLO 3.3 Use descriptive and problem-oriented language behaviors to offer supportive
speech criticism.
LG 4: Develop and apply skills to help small groups thrive.
SLO 4.1 Describe the four phases of group development.
SLO 4.2 Explain how task and relational roles influence a group’s interaction and
effectiveness.
SLO 4.3 Demonstrate an ability to make decisions and transform conflict.
Quantitative Reasoning
(Course must be Level 3 or Level 4 according to Manchester’s mathematics placement exam.)
LG 1: Interpret and represent mathematical information.
SLO 1.1 Interpret information that has been presented in mathematical form (e.g. with
functions, equations, algebraic and statistical graphs, diagrams, tables, words,
geometric figures).
SLO 1.2 Represent information/data in mathematical form as appropriate (e.g. with
functions, equations, algebraic and statistical graphs, diagrams, tables, words,
geometric figures).
LG 2: Analyze mathematical arguments and results.
SLO 2.1 Analyze mathematical arguments, determining whether stated conclusions can
be inferred and explaining why or why not.
SLO 2.2 Analyze mathematical results in order to determine the reasonableness of the
solution.
SLO 2.3 Cite the limitations of the processes and procedures where applicable.
LG 3: Communicate and solve problems using mathematical processes.
SLO 3.1 Demonstrate skill in carrying out mathematical procedures flexibly, accurately,
and efficiently to solve problems that require algebraic thinking.
SLO 3.2 Clearly explain what assumptions have been made in the problem and the
solution process and determine whether or not those assumptions are
reasonable.
SLO 3.3 Clearly explain the solution of the math problem.
Cultural Understanding
LG 1: Demonstrate an awareness of one’s own culture in relationship to other cultures, respecting
the infinite worth of every individual.
SLO 1.1 Articulate multiple culture-specific perspectives and values.
SLO 1.2 Analyze the ways in which other identities may enhance their understanding and
appreciation of the world in which they live
SLO 1.3 Identify and analyze the presence of power systems, structures of inequality,
and constructions of identity that circulate through diverse cultures, especially
when those cultures come into contact.
SLO 1.4 Describe the contributions to knowledge and civilization that have been made by
members of diverse cultural and gender groups.
LG 2: Integrate cultural competency awareness and knowledge into skills
SLO 2.1 Articulate culturally competent actions and attitudes they could apply to
challenges they may face in their future.
SLO 2.2 Acquire linguistic and cultural competencies to engage constructively with the
diversity of human societies.
Appendix 5: Learning Goals and Student Learning Outcomes - Exploration
The second component, Exploration, provides students with a basic understanding of the terminology and conventions of the broad disciplinary fields of Arts, Humanities, Natural Sciences, and Social Sciences. Students will learn not only about individual disciplines within those broader fields, but also examine interconnections between those fields, particularly in how they view the world and create knowledge.
Students may satisfy the LARC Exploration: Natural Sciences requirement by substituting two introductory courses (100- or 200-level), each in a different discipline (e.g. BIOL, CHEM, ENVS, NASC, PHYS), from the College of Natural and Health Science. [Starting in the 2021-2022 catalog.]
Arts
LG 1: Demonstrate an understanding of the terminology and conventions of creative expression.
SLO 1.1 Identify and describe common practices used in the creation of the
specified creative genre.
SLO 1.2 Identify and describe tools, media, and devices used in the creation of the
specified creative genre.
SLO 1.3 Identify and describe general processes common to creative pursuits as
specified.
LG 2: Critically interpret and analyze specified works in terms of form and content.
SLO 2.1 Articulate non-verbal elements and structures.
SLO 2.2 Articulate connections between formal attributes of identified creative works with
their meaning and expression.
SLO 2.3 Investigate methods creators use to communicate their artistic intentions.
LG 3: Demonstrate an understanding of creative/artistic practices, meaning, values, and methods
within historical and cultural contexts.
SLO 3.1 Distinguish, categorize, and describe works according to styles, periods,
authors, composers, and artists.
SLO 3.2 Analyze and evaluate texts, objects, events, performances, or ideas in their
cultural, intellectual, or historical contexts.
SLO 3.3 Engage in close examinations of creative works to articulate how personal and
cultural meanings are constructed.
LG 4: Participate in contemporary discourse surrounding creative expression.
SLO 4.1 Explore the role and effect of creative works in present-day societies and
cultures.
SLO 4.2 Identify and evaluate specified creative contributions by different ethnic and
cultural groups.
Humanities
LG 1: Demonstrate critical and independent thinking.
SLO 1.1 Explicate, elucidate, and evaluate arguments.
LG 2: Demonstrate an understanding of the frameworks of the humanities and their cultural
significance.
SLO 2.1 Articulate a sense of self and of responsibility to others with respect to
philosophical and religious frameworks.
SLO 2.2 Identify and evaluate the assumptions that underlie different ways of
understanding the human and natural world.
LG 3: Demonstrate an understanding of religion as an academic discipline.
SLO 3.1 Articulate the differences between contemporary religious practice and the social
and histrical origins of these practices.
SLO 3.2 Analyze diverse narratives and other human artifacts in order to explore the
complexity of the human experience across philosophical and religious
traditions.
Natural Sciences
LG 1: Articulate and execute the unique features of scientific methodologies.
SLO 1.1 Explain the process of formulating, testing, validating, and modifying scientific
theories.
SLO 1.2 Apply appropriate observational, quantitative, or technological methods to collect
data and generate evidence‐based conclusions with attention to statistical
significance.
LG 2: Analyze modern scientific work written for varying audiences and connect it to
foundational scientific theories.
SLO 2.1 Acquire and use the content and vocabulary necessary to distinguish between
statements of journalistic color and statements that originate from well-supported
scientific theories.
SLO 2.2 Summarize the scientifically significant statements or ideas from a recent piece
of scientific work, along with the theories that those scientists used to make
sense of those observations.
SLO 2.3 Recognize the assumptions made by scientists in designing and conducting
studies; and articulate how those assumptions limit the applicability of study
conclusions to other situations.
LG 3: Use scientific evidence to understand and address contemporary issues.
SLO 3.1 Synthesize information from multiple reliable sources to make informed
decisions.
SLO 3.2 Describe, to a non-technical audience, how scientific ideas contribute to a real-
world issue.
SLO 3.3 Articulate the limitations of scientific evidence in developing holistic solutions to
complex issues.
Social Sciences
LG 1: Use critical thinking and communication skills to demonstrate an understanding of how
social science disciplines view humankind.
SLO 1.1 Analyze how social science disciplines approach social problems and explain
the human experience.
SLO 1.2 Analyze the strength and validity of evidence supporting different arguments
within social sciences.
SLO 1.3 Develop messaging appropriate for a variety of audiences.
SLO 1.4 Apply critical and creative thinking, information literacy, and interdisciplinary
perspectives to analyze and evaluate proposed solutions for practical problems
in the social sciences.
LG 2: Develop cultural self-awareness and skills across social science disciplines.
SLO 2.1 Identify and assess one’s own biases, stereotypes, and cultural competence.
SLO 2.2 Use effective cultural communication strategies for a variety of lifelong
challenges.
Appendix 6: Learning Goals and Student Learning Outcomes - Transformation
The final component of the curriculum, Transformation, provides opportunities for students to transform their communities and to be transformed themselves. This transformation will be affected through four kinds of courses.
The Experience courses offer a chance for self-transformation, helping students to transition to Manchester, develop healthy habits of self-care, discern their purpose and vocations, and begin the transition to life after Manchester. The Global Perspectives courses will engage students in a purposeful exploration of global society, equip them with an understanding of non-U.S. cultures, and prepare students to live and work in an increasingly global world. Big Issues courses use the knowledge and skills acquired in the previous Liberal Arts components to explore a contemporary topic in depth from an interdisciplinary perspective. Creative Expression courses encourage students to engage the creative process to enhance or develop their own talents.
My Manchester Experience
LG 1: Locate resources to be successful.
SLO 1.1 Identify on-campus academic resources pertinent to college success.
SLO 1.2 Identify community resources, both on- and off-campus, pertinent to a well-
rounded life.
SLO 1.3 Demonstrate the ability to create an academic plan and follow through to
achieve a goal.
LG 2: Increase financial awareness.
SLO 2.1 Calculate how financial aid affects the price of college.
SLO 2.2 Demonstrate an understanding of budgets
LG 3: Increase civic engagement
SLO 3.1 Define what it means to be engaged citizens.
SLO 3.2 Illustrate the impact of students in local, state, and national communities.
LG 4: Learn what makes Manchester unique.
SLO 4.1 Summarize the Manchester Mission and Values statements.
SLO 4.2 Explain how liberal arts skills translate into career skills.
SLO 4.3 Describe unique academic experiences available at Manchester.
SLO 4.4 Identify key aspects of the Manchester culture that relate to the historic ties to
the Church of the Brethren.
LG 5: Increase cultural awareness and critical engagement with issues, ideas, artifacts, and
events through participation in the Values, Ideas and the Arts (VIA) series:
SLO 5.1 Practice participating in civil discourse on complex, often controversial issues by
acknowledging one’s own assumptions, beliefs, and contexts, recognizing
alternative perspectives and thoroughly considering a range of viewpoints.
SLO 5.2 Evaluate the relationship of VIA events to different dimensions of Manchester’s
Mission and Values statement.
Example tasks aligning with learning goals of each Experience course are found in Appendix G of the LARC Committee’s Proposal for a New Undergraduate Liberal Arts Curriculum, November 1, 2019.
My Personal Experience
LG 1: Practice healthy habits of self-care.
SLO 1.1 Identify the key aspects of mindfulness and the impacts of mindfulness on
mental well-being.
SLO 1.2 Identify the key aspects of nutrition and the impact of good and bad nutrition
habits on physical well-being.
SLO 1.3 Compare the worldview of others with their own in areas such as religion,
spirituality, ethics, and others.
SLO 1.4 Identify people who are living or have lived a well-lived and well-rounded life.
LG 2: Increase financial awareness.
SLO 2.1 Explain the role of credit in life and how credit cards are used and misused.
SLO 2.2 Identify ways in which ID theft happens and can be prevented.
LG 3: Increase civic engagement.
SLO 3.1 Differentiate between the likely effects of alternative courses of actions.
SLO 3.2 Learn about a community through a service project.
SLO 3.3 Recognize the need for ethical judgment.
LG 4: Learn what makes Manchester unique.
SLO 4.1 Describe additional academic experiences available at Manchester.
SLO 4.2 Recognize contributions of notable Manchester alumni.
LG 5: Reflect on diverse philosophical, economic, scientific, and artistic principles through
participation in the Values, Ideas and the Arts (VIA) series:
SLO 5.1 Connect lessons from VIA to one’s own experiences and fields of study in order
to articulate how one’s cultural self-awareness informs the awareness of others.
SLO 5.2 Extend knowledge gained in VIAs to community needs by developing,
recommending, and assessing plans for civic action and advocacy.
My Academic Experience
LG 1: Discern purpose and vocation.
SLO 1.1 Evaluate skills and talents in relationship to career goals.
SLO 1.2 Identify likely and unlikely career paths associated with academic majors and
minors.
SLO 1.3 Discern the difference between and value of job, vocation, career, and hobby.
SLO 1.4 Create a personal definition of a well-lived life.
LG 2: Increase financial awareness.
SLO 2.1 Explain how good debt and bad debt affect later decisions.
SLO 2.2 Create a personal budget and set a short-term financial goal.
LG 3: Increase civic engagement.
SLO 3.1 Articulate a system of personal values, ethics, and judgement.
SLO 3.2 Engage in civil discourse with those who hold similar and different views from
one’s own.
LG 4: Learn what makes Manchester unique.
SLO 4.1 Demonstrate the Manchester Mission and Values Statements in their
communities.
SLO 4.2 Identify the key concepts of nonviolence in resolving conflict practiced by the
historic Peace Churches.
SLO 4.3 Identify careers of recent graduates from academic majors and minors
LG 5: Deepen interdisciplinary connections among academic fields through participation in the
Values, Ideas and the Arts (VIA) series:
SLO 5.1 Evaluate speakers and performances from different disciplinary perspectives,
supporting inferences and claims with evidence.
SLO 5.2 Appraise one’s own faith traditions, cultural perspectives, histories, or governing
structures in relation to other global communities through engagement with
diverse media such as art, music, and philosophy.
My Professional Experience
LG 1: Transform into a professional.
SLO 1.1 Identify on-campus resources to learn about options for success after
graduation.
SLO 1.2 Identify activities that promote their professional self.
SLO 1.3 Evaluate the way others see them through actions and online presence.
LG 2: Increase financial awareness.
SLO 2.1 Demonstrate the principle of compound interest on retirement savings and other
long-term financial goals.
SLO 2.2 Articulate the key ideas of insurance.
SLO 2.3 Articulate the benefits and drawbacks of taxes in a civil society.
LG 3: Increase civic engagement.
SLO 3.1 Articulate the relevant ethical values, principles, rights, and virtues from the point
of view of each stakeholder.
SLO 3.2 Articulate components of negotiation and mediation and explain the link between
effective negotiation skills and effective leadership.
LG 4: Learn what makes Manchester unique.
SLO 4.1 Explain how self-care is important to lead principled and productive lives and the
value of work-life balance.
SLO 4.2 Articulate the key practical and theoretical concepts of managing and resolving
conflicts and the relationship with the historic peace churches.
LG 5: Cultivate a professional identity informed by one’s academic, ethical, creative, and personal
commitments through participation in the Values, Ideas and the Arts (VIA) series:
SLO 5.1 Explain the impact of financial, cultural, and artistic knowledge on career
development.
SLO 5.2 Articulate a vision for how one will use talents, training, and anticipated vocation
to improve the human condition.
Global Perspectives
LG 1: Demonstrate an awareness of non-U.S. cultures and/or societies.
SLO 1.1 Articulate key aspects of non-U.S. culture, and recognize non-U.S. contributions
to global society.
SLO 1.2 Analyze the social, political, religious, historic, or linguistic elements of non-U.S.
culture.
LG 2: Integrate global perspectives into skills-based work product.
SLO 2.1 Apply cultural knowledge to collaborative endeavors.
SLO 2.2 Identify areas of potential cultural conflict and formulate solutions to the same.
Big Issues
LG 1: Examine a complex, contemporary issue from a multidisciplinary perspective.
SLO 1.1 Choose a variety of information sources appropriate to a particular issue,
considering the currency, relevance, authority, audience and point of view of the
source.
SLO 1.2 Organize and synthesize facts or theories from more than one field of study or
perspective to develop a specific position (perspective, thesis/hypothesis) that
takes into account the complexity of a contemporary issue, acknowledging the
limitations of the position.
SLO 1.3 Reflect on connections between the issue and the University values of learning,
faith, service, integrity, diversity, and community.
LG 2: Develop a position on complex, contemporary issues that demonstrates a global
awareness.
SLO 2.1 Evaluate and apply diverse perspectives within natural and human systems in
the face of multiple and even conflicting positions (e.g. cultural, disciplinary, and
ethical).
SLO 2.2 Demonstrate respect and understanding by interpreting an issue from the
perspectives of more than one worldview and demonstrating the ability to act in
a supportive manner that recognizes the feelings of multiple cultural groups.
LG 3: Exercise effective communication techniques.
SLO 3.1 Employ compelling communication techniques to explain their position on a
complex, contemporary issue to a specific target audience.
SLO 3.2 Tailor communication strategies to effectively express, listen, and adapt to others
to establish relationships and to further civil discourse.
Creative Expression
LG1: Explore the fundamental concepts, methods and processes of a discipline or interdisciplinary
field employing creative expression, including, but not limited to, arts, communications,
creative writing, journalism, media arts, music, and theater.
SLO 1.1 Identify creative processes and the resulting works in specified discipline or field.
SLO 1.2 Use appropriate tools, materials, technologies and equipment necessary to
create products of creative expression.
SLO 1.3 Convey personal expression by producing creative work using appropriate
processes, media, tools, and techniques.
LG2: Critique forms of creative self-expression, reflection and assessment
SLO 2.1 Engage in reflections with peers that address purpose, intention, and
effectiveness of their peers’ creative works.
SLO 2.2 Articulate how meaning is created and how experience is interpreted and
conveyed in creative expression.
Appendix 7: Program and Student Learning Outcomes for the BSN Degree
The following outcomes were presented to the undergraduate faculty when the Bachelor of Science in Nursing (BSN) degree was proposed and approved in fall 2019.
Program Outcomes:
1. Prepare the BSN graduate for entry-level practice as a nurse generalist in the profession
of nursing.
2. Deliver BSN education within the liberal arts framework that focuses on promoting
population and community wellness through service.
3. Provide BSN education that emphasizes the principles of patient safety.
4. Educate the BSN student to successfully complete the National Council Licensure
Examination (NCLEX-RN).
Student Learning Outcomes:
1. Demonstrate patient-centered care through the use of technology and evidence-based
practice.
2. Develop effective teamwork and collaboration skills in healthcare.
3. Utilize clinical reasoning when delivering care to individuals and communities.
4. Employ principles that promote patient safety and quality improvement.
Appendix 8: Liberal Arts Curriculum Requirements for Associate of Arts Degrees
