Liberal Arts Curriculum (LARC)


In December of 2018, Manchester University’s Undergraduate Faculty tasked the Academic Governance Council with establishing an ad hoc faculty committee to propose a new undergraduate liberal arts curriculum. The Undergraduate Liberal Arts Curriculum (LARC) Committee was formed to:

Lead the Undergraduate Faculty in developing a new, innovative, and interdisciplinary liberal arts curriculum designed to advance the University’s mission and values while enhancing the vitality and sustainability of Manchester's undergraduate programs and, using the 2018-2019 budget as a baseline, reducing the operating budget for adjuncts by 50-60% and overloads by 25% upon implementation in the Fall 2021. [Liberal Arts Curriculum Committee Charter as amended March 14, 2019]

The LARC Committee presented its recommendations for a new curriculum to the Undergraduate Curriculum Committee (UCC) on November 1, 2019. Upon reviewing the proposal and collecting additional faculty feedback, UCC amended the proposal by adding a new Global Perspectives requirement and making minor revisions to some of the nomenclature and learning goals. The revised curriculum proposal (dated March 9, 2020) was approved by the Undergraduate Faculty on March 12, 2020. On April 30, the new curriculum was amended by faculty to add Learning Goal 5 to each of the four Experience courses. This addition integrates the Values, Ideas, and the Arts program, which will no longer be a separate graduation requirement, into the Liberal Arts Curriculum.

Vision for the Liberal Arts

Manchester University’s new Undergraduate Liberal Arts Curriculum is an innovative, interdisciplinary program designed to advance the University’s mission and values while enhancing the vitality and sustainability of Manchester's undergraduate programs. This is a cohesive curriculum that incorporates a vision to inform by building foundational academic and life knowledge and skills, to inspire by nurturing curiosity and inquiry, and to transform Manchester students into culturally competent citizens who strengthen and enhance our communities. (The rationale for the following vision statement is provided in Appendix 1.)
Liberal Arts Vision Statement

     Inform: Building foundational knowledge and skills for college, work, and life through multidisciplinary study.

     Inspire: Nurturing curiosity and inquiry to engage a complex world.

     Transform: Developing culturally competent citizens who strengthen and enhance our communities.

This curriculum is designed to immerse students and faculty in interdisciplinary rather than discipline-specific courses. This enables students to make connections between multiple disciplines as they mature into persons of ability and conviction who will engage with a complex world in a culturally sensitive way. To ensure that all members of the Manchester community have a clear and consistent understanding of cultural competence, it is defined in Appendix 2.

Overview of the Liberal Arts Curriculum

This innovative and interdisciplinary liberal arts curriculum is a cohesive program that informs, inspires, and transforms Manchester University students to become persons of ability and conviction. By securing academic foundations, requiring interdisciplinary knowledge and skills, and delivering high-impact student experiences, this Liberal Arts program prepares students to live, work, and thrive in a complex world.

This curricular framework embodies both the mission and the values of Manchester University. Courses will embody the mission and values through specific course content, though not every course offered in a particular category is required to include the same values or engage the same portion of the mission statement. Appendix 3 demonstrates how different liberal arts categories support our mission and values.

As summarized below, the new liberal arts program is comprised of three main components, Foundation, Exploration and Transformation, each made up of multiple categories. The total hours may vary from 38 to 41 credit hours depending on the courses used to fulfill the Quantitative Reasoning and Creative Expression requirements. Learning goals and student learning outcomes for each liberal arts requirement are found in Appendices 4, 5 and 6.

A recommended course sequence for the new curriculum is illustrated below.

BA/BS Degree Determination

For 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)


          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.


          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.

          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

          • 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
                    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
                    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
                    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.]


          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

          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
                    SLO 4.2     Identify and evaluate specified creative contributions by different ethnic and
                                      cultural groups.

          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
                    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

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
                    SLO 1.2     Apply appropriate observational, quantitative, or technological methods to collect
                                      data and generate evidence‐based conclusions with attention to statistical
          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
                    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

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
                    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
                    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
                    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
                    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.

          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
                    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
                    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
                    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
                    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