{"id":2310,"date":"2022-04-15T16:34:00","date_gmt":"2022-04-15T20:34:00","guid":{"rendered":"http:\/\/149.4.100.129\/academics\/gened\/?page_id=2310"},"modified":"2025-10-21T10:09:36","modified_gmt":"2025-10-21T14:09:36","slug":"slos","status":"publish","type":"page","link":"https:\/\/www.qc.cuny.edu\/academics\/gened\/slos\/","title":{"rendered":"Pathways Learning Outcomes"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; fullwidth=&#8221;on&#8221; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_fullwidth_image src=&#8221;https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-content\/uploads\/sites\/125\/2023\/06\/QC-CUNY-Campus-Photo-3-e1687579319362.jpeg&#8221; alt=&#8221;QC Campus in Fall&#8221; title_text=&#8221;QC Campus in Fall&#8221; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_fullwidth_image][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;section&#8221; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;row&#8221; _builder_version=&#8221;4.16&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;|||&#8221; global_colors_info=&#8221;{}&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; text_font=&#8221;Open Sans||||||||&#8221; text_font_size=&#8221;15px&#8221; header_4_font=&#8221;Open Sans|600|||on|||#000000|&#8221; header_4_text_color=&#8221;#000000&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1>Pathways Learning Outcomes<\/h1>\n<p>CUNY\u2019s general education framework lays out requirements that undergraduate students across CUNY must meet. The framework allows students to explore knowledge from various perspectives and to develop their critical abilities to read, write, and use language and symbol systems effectively. It also aims to develop students\u2019 intellectual curiosity and commitment to lifelong learning.<\/p>\n<p>Each Pathways category below has its own set of targeted learning objectives (PLOs\u2014Pathways Learning Outcomes).\u00a0 For every Pathways course, the PLOs should be included in the syllabus, and appropriate assessment activities should be included in the coursework to ensure that students are assimilating the concepts the course is designed to address.<\/p>\n<p>In addition to the Pathways learning outcomes listed below, <strong>all Queens College Pathways courses must satisfy the following criteria:<\/strong><\/p>\n<ul>\n<li>Address how, in the discipline(s) of the course, data and evidence are construed and knowledge is acquired; how questions are asked and answered.<\/li>\n<li>Position the discipline(s) in the liberal arts curriculum and the larger society.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>[\/et_pb_text][et_pb_accordion open_toggle_text_color=&#8221;#000000&#8243; open_toggle_background_color=&#8221;#FFFFFF&#8221; closed_toggle_background_color=&#8221;#FFFFFF&#8221; icon_color=&#8221;#E71939&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; toggle_text_color=&#8221;#E71939&#8243; toggle_font=&#8221;Open Sans|600|||||||&#8221; body_font=&#8221;Open Sans||||||||&#8221; body_text_color=&#8221;#000000&#8243; body_font_size=&#8221;16px&#8221; border_color_all=&#8221;#000000&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_accordion_item title=&#8221;I. REQUIRED CORE&#8221; open=&#8221;on&#8221; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h4><strong>English Composition<\/strong><\/h4>\n<p>Courses must meet ALL of the following learning outcomes:<\/p>\n<ul>\n<li>Read and listen critically and analytically, including identifying an argument\u2019s major assumptions and assertions and evaluating its supporting evidence.<\/li>\n<li>Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using Standard English and appropriate technology to critique and improve one\u2019s own and others\u2019 texts.<\/li>\n<li>Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources.<\/li>\n<li>Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media.<\/li>\n<li>Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong>Mathematical and Quantitative Reasoning<\/strong><\/h4>\n<p>Courses must meet ALL of the following learning outcomes:<\/p>\n<ul>\n<li>Interpret and draw appropriate inferences from quantitative representations, such as formulas, graphs, or tables.<\/li>\n<li>Use algebraic, numerical, graphical, or statistical methods to draw accurate conclusions and solve mathematical problems.<\/li>\n<li>Represent quantitative problems expressed in natural language in a suitable mathematical format.<\/li>\n<li>Effectively communicate quantitative analysis or solutions to mathematical problems in written or oral form.<\/li>\n<li>Evaluate solutions to problems for reasonableness using a variety of means, including informed estimation.<\/li>\n<li>Apply mathematical methods to problems in other fields of study.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong>Life and Physical Sciences<\/strong><\/h4>\n<p>Courses must meet ALL of the following learning outcomes:<\/p>\n<ul>\n<li>Identify and apply the fundamental concepts and methods of a life or physical science.<\/li>\n<li>Apply the scientific method to explore natural phenomena, including hypothesis development, observation, experimentation, measurement, data analysis, and data presentation.<\/li>\n<li>Use the tools of a scientific discipline to carry out collaborative laboratory investigations.<\/li>\n<li>Gather, analyze, and interpret data and present it in an effective written laboratory or fieldwork report.<\/li>\n<li>Identify and apply research ethics and unbiased assessment in gathering and reporting scientific data.<\/li>\n<\/ul>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;II. FLEXIBLE CORE&#8221; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]<\/p>\n<p><strong>Common to all Flexible Core courses are the following three learning outcomes:<\/strong><\/p>\n<ol>\n<li>Gather, interpret, and assess information from a variety of sources and points of view.<\/li>\n<li>Evaluate evidence and arguments critically and analytically.<\/li>\n<li>Produce well-reasoned written or oral arguments using evidence to support conclusions.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h4><strong>World Cultures and Global Issues<\/strong><\/h4>\n<p>A course in this area must meet at least three of the following learning outcomes<\/p>\n<ul>\n<li>Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring world cultures or global issues, including, but not limited to, anthropology, communications, cultural studies, economics, ethnic studies, foreign languages (building upon previous language acquisition), geography, history, political science, sociology, and world literature.<\/li>\n<li>Analyze culture, globalization, or global cultural diversity, and describe an event or process from more than one point of view.<\/li>\n<li>Analyze the historical development of one or more non-U.S. societies.<\/li>\n<li>Analyze the significance of one or more major movements that have shaped the world\u2019s societies.<\/li>\n<li>Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies.<\/li>\n<li>Speak, read, and write a language other than English, and use that language to respond to cultures other than one\u2019s own.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong>U.S. Experience in its Diversity<\/strong><\/h4>\n<p>A course in this area must meet at least three of the following learning outcomes.<\/p>\n<ul>\n<li>Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the U.S. experience in its diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, public affairs, sociology, and U.S. literature.<\/li>\n<li>Analyze and explain one or more major themes of U.S. history from more than one informed perspective.<\/li>\n<li>Evaluate how indigenous populations, slavery, or immigration have shaped the development of the United States.<\/li>\n<li>Explain and evaluate the role of the United States in international relations.<\/li>\n<li>Identify and differentiate among the legislative, judicial, and executive branches of government and analyze their influence on the development of U.S. democracy.<\/li>\n<li>Analyze and discuss common institutions or patterns of life in contemporary U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong>Creative Expression<\/strong><\/h4>\n<p>A course in this area must meet at least three of the following learning outcomes.<\/p>\n<ul>\n<li>Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring creative expression, including, but not limited to, arts, communications, creative writing, media arts, music, and theater.<\/li>\n<li>Analyze how arts from diverse cultures of the past serve as a foundation for those of the present, and describe the significance of works of art in the societies that created them.<\/li>\n<li>Articulate how meaning is created in the arts or communications and how experience is interpreted and conveyed.<\/li>\n<li>Demonstrate knowledge of the skills involved in the creative process.<\/li>\n<li>Use appropriate technologies to conduct research and to communicate.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong>Individual and Society<\/strong><\/h4>\n<p>A course in this area must meet at least three of the following learning outcomes.<\/p>\n<ul>\n<li>Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the relationship between the individual and society, including, but not limited to, anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology.<\/li>\n<li>Examine how an individual\u2019s place in society affects experiences, values, or choices.<\/li>\n<li>Articulate and assess ethical views and their underlying premises.<\/li>\n<li>Articulate ethical uses of data and other information resources to respond to problems and questions.<\/li>\n<li>Identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or collective decision-making.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong>Scientific World<\/strong><\/h4>\n<p>A course in this area must meet at least three of the following learning outcomes.<\/p>\n<ul>\n<li>Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the scientific world, including, but not limited to: computer science, history of science, life and physical sciences, linguistics, logic, mathematics, psychology, statistics, and technology-related studies.<\/li>\n<li>Demonstrate how tools of science, mathematics, technology, or formal analysis can be used to analyze problems and develop solutions.<\/li>\n<li>Articulate and evaluate the empirical evidence supporting a scientific or formal theory.<\/li>\n<li>Articulate and evaluate the impact of technologies and scientific discoveries on the contemporary world, such as issues of personal privacy, security, or ethical responsibilities.<\/li>\n<li>Understand the scientific principles underlying matters of policy or public concern in which science plays a role.<\/li>\n<\/ul>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;III. QC COLLEGE OPTION&#8221; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]<\/p>\n<p>Unlike the Required Core and Flexible Core, which are structured the same way at all CUNY colleges, the College Option structure varies among the CUNY senior colleges.<\/p>\n<p>&nbsp;<\/p>\n<h4><strong>Literature<\/strong><\/h4>\n<p>A course in this area must meet all of the following learning outcomes.<\/p>\n<ul>\n<li>QC (1 of 2): Address how, in the discipline (or disciplines) of the course, data and evidence are construed and knowledge is acquired; that is, how questions are asked and answered.<\/li>\n<li>QC (2 of 2): Position the discipline(s) in the liberal arts curriculum and the larger society.<\/li>\n<li>LIT (1 of 4): Understand and be able to express the advantages of reading literature.<\/li>\n<li>LIT (2 of 4): Engage in the practice of reading.<\/li>\n<li>LIT (3 of 4): Appreciate different genres, including narratives, poetry, essays, or drama in their original language or in English translation.<\/li>\n<li>LIT (4 of 4): Through discussion and writing, develop and improve upon skills used in understanding and appreciating literature.<\/li>\n<\/ul>\n<p>The following information is optional.<\/p>\n<ul>\n<li>For what majors, if any, does this course satisfy a requirement?<\/li>\n<li>With what courses, if any, is this course cross-listed?<\/li>\n<li>Any additional information you would like to include, such as planned section sizes, expected enrollment, or other comments.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong>Language<\/strong><\/h4>\n<p>A course in this area must meet all of the following learning outcomes:<\/p>\n<ul>\n<li>Address how, in the discipline (or disciplines) of the course, data and evidence are construed and knowledge is acquired; that is, how questions are asked and answered.<\/li>\n<li>Position the discipline(s) in the liberal arts curriculum and the larger society.<\/li>\n<\/ul>\n<p>In addition, a course in this area must meet at least two of the following learning outcomes:<\/p>\n<ul>\n<li>Differentiate types of language and appreciate their structures.<\/li>\n<li>Appreciate what is lost or gained in translations among languages.<\/li>\n<li>Relate language, thought, and culture.<\/li>\n<li>Compare natural languages, formal languages, and logic.<\/li>\n<li>Understand the processes involved in learning languages.<\/li>\n<\/ul>\n<p>The following information may also be provided.<\/p>\n<ul>\n<li>For what majors, if any, does this course satisfy a requirement?<\/li>\n<li>With what courses, if any, is this course cross-listed?<\/li>\n<li>Additional information, such as planned section sizes, expected enrollment, or other comments.<\/li>\n<\/ul>\n<p><b>\u00a0<\/b><\/p>\n<h4><strong>Science<\/strong><\/h4>\n<p>Note: Any Pathways LPS or SW course and any PLAS NS or NS+L automatically satisfies the criteria for a college option Science course.<\/p>\n<p>A course in this area must meet all of the following learning outcomes.<\/p>\n<ul>\n<li>QC (1 of 2): Address how, in the discipline (or disciplines) of the course, data and evidence are construed and knowledge is acquired; that is, how questions are asked and answered.<\/li>\n<li>QC (2 of 2): Position the discipline(s) in the liberal arts curriculum and the larger society.<\/li>\n<li>SCI (1 of 3): Familiarity with a body of knowledge in the physical or biological sciences.<\/li>\n<li>SCI (2 of 3): Successful study of the methods of science, including the use of observation, the information of hypotheses and the testing of models.<\/li>\n<li>SCI (3 of 3): Experience and awareness of the impact of science on modern society.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4><strong>Synthesis<\/strong><\/h4>\n<p>A course in this area must meet all of the following learning outcomes.<\/p>\n<ul>\n<li>QC (1 of 2): Address how, in the discipline (or disciplines) of the course, data and evidence are construed and knowledge is acquired; that is, how questions are asked and answered.<\/li>\n<li>QC (2 of 2): Position the discipline(s) in the liberal arts curriculum and the larger society.<\/li>\n<li>Required: Offer a culminating experience either in one discipline or across the disciplines. Should offer opportunities for rich intellectual experiences that allow students to integrate knowledge and make connections across cultural, philosophical, scientific, artistic, political, or other issues, while advancing their critical and creative abilities. Synthesis courses should be open to all advanced students, regardless of their major.<\/li>\n<\/ul>\n<p>The following information is optional.<\/p>\n<ul>\n<li>For what majors, if any, does this course satisfy a requirement?<\/li>\n<li>With what courses, if any, is this course cross-listed?<\/li>\n<li>Any additional information you would like to include, such as planned section sizes, expected enrollment, or other comments<\/li>\n<\/ul>\n<p>[\/et_pb_accordion_item][\/et_pb_accordion][et_pb_blurb admin_label=&#8221;Blurb&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<p>&nbsp;<\/p>\n<p>[\/et_pb_blurb][dsm_text_divider header=&#8221;Assessing Our General Education Program&#8221; text_alignment=&#8221;left&#8221; color=&#8221;#E71939&#8243; divider_weight=&#8221;3px&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; header_text_align=&#8221;left&#8221; header_text_color=&#8221;#000000&#8243; global_colors_info=&#8221;{}&#8221;][\/dsm_text_divider][et_pb_text admin_label=&#8221;Text&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; hover_enabled=&#8221;0&#8243; global_colors_info=&#8221;{}&#8221; sticky_enabled=&#8221;0&#8243;]<\/p>\n<p>A General Education at Queens College is an education in the liberal arts and sciences &#8211; courses that introduce students to the perspectives and knowledge of many disciplines.\u00a0Our goals for providing students an education in the liberal arts and sciences have endured\u00a0<a href=\"https:\/\/gened.commons.gc.cuny.edu\/about\/\" target=\"_blank\" rel=\"noopener\">since the college was founded in 1937<\/a>, even as the courses and requirements have changed over the years.\u00a0Since 2013, entering freshmen and transfer students follow a liberal arts curriculum that fits the framework of the\u00a0<a title=\"CUNY Pathways Initiative\" href=\"https:\/\/www.cuny.edu\/about\/administration\/offices\/undergraduate-studies\/pathways\/\" target=\"_blank\" rel=\"noopener\">CUNY Pathways Initiative<\/a>. Pathways course proposals are reviewed by several committees to ensure that they achieve the required set of\u00a0Pathways Student Learning Outcomes, which represent the broad skills and knowledge that all undergraduate students are expected to attain as a result of their educational experiences at the College.<\/p>\n<p>As the core of the undergraduate student experience, assessment of the general education program is of utmost importance and departments are expected to support faculty in aligning instruction with Pathways guidelines and to participate in periodic assessment\/review processes to support a cohesive and effective General Education program at Queens College.<\/p>\n<p>A recent <a title=\"Pathways Syllabi Project\" href=\"https:\/\/www.qc.cuny.edu\/oie\/wp-content\/uploads\/sites\/47\/2021\/07\/Pathways-Syllabi-Assessment-Project-Report.pdf\" target=\"_blank\" rel=\"noopener\">Pathways Syllabi Project<\/a> and <a title=\"Assessment of English 110 (First Year Writing at QC)\" href=\"https:\/\/www.qc.cuny.edu\/oie\/engl110-project\/\" target=\"_blank\" rel=\"noopener\">Assessment of English 110 (First Year Writing at QC)<\/a> indicate we need to better support the general education program at QC. To this end, a faculty- and staff-led working group is tasked with determining how our General Education curriculum might be improved.<\/p>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Pathways Learning Outcomes CUNY\u2019s general education framework lays out requirements that undergraduate students across CUNY must meet. The framework allows students to explore knowledge from various perspectives and to develop their critical abilities to read, write, and use language and symbol systems effectively. It also aims to develop students\u2019 intellectual curiosity and commitment to lifelong [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false,"footnotes":""},"page_category":[],"wf_page_folders":[],"class_list":["post-2310","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/pages\/2310","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/comments?post=2310"}],"version-history":[{"count":0,"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/pages\/2310\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/media?parent=2310"}],"wp:term":[{"taxonomy":"page_category","embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/page_category?post=2310"},{"taxonomy":"wf_page_folders","embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/academics\/gened\/wp-json\/wp\/v2\/wf_page_folders?post=2310"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}