Academic Affairs Assessment Goals

1. To develop in students the ability to express thoughts through clear and logical writing and speech.
2. To instill in students a basic knowledge of the current state of knowledge in cultural anthropology, particularly as it applies to their thesis topic, a familiarity with major debates of the past, and ability to apply appropriate knowledge to analyzing their thesis material.
3. To give students an understanding of anthropological methods and the ability to apply them in independent research.
4. To develop in students an appreciation for the complexities of culture and society, including the way that cultural beliefs are linked to power relations.

While at Union, biology students will:

Biological Literacy

• Master foundational knowledge of modern biology across different levels of organization (e.g., sub-cellular, organismal, population).
• Develop proficiency in the use of laboratory and field techniques and biological instrumentation.
• Learn suitable quantitative and statistical skills to analyze experimental outcomes.
• Access and critically evaluate selected primary and secondary scientific literature in biology.

Scientific Inquiry

• Understand the nature of and relationship among scientific theories, hypotheses, models and knowledge (Theories and Models).
• Generate testable hypotheses, design experiments, analyze and display experimental outcomes and draw appropriate conclusions (Hypothesis Testing).
• Communicate effectively in conventional oral and written scientific formats (Communication).
• Develop skills for self-directed study and independent learning.

Graduating Chemistry and Biochemistry majors should master the following skills and
competencies to become successful professionals:
1. Critical Thinking and Problem Solving Skills. Be able to think critically to
analyze chemical and biochemical problems. Possess a solid background in the
topics of basic and upper level chemistry courses, including general chemistry,
inorganic chemistry, analytical chemistry, organic chemistry, physical chemistry,
and biochemistry, as described by the American Chemical Society Committee on
Professional Training.
2. Laboratory and Instrumentation Skills. Be competent experimentalists,
possessing fundamental laboratory skills and a working knowledge of good safety
practices in the laboratory. Be able to design and set up an experiment, collect and
analyze data, identify sources of error, interpret their results and make
connections to related areas of science. Be able to use modern chemical research
instrumentation as developed through a variety of hands-on experiences in
teaching and research laboratories.
3. Computer and Chemical Literature Skills. Be able to use computers to
solve chemical problems, including the use of spreadsheets, a high level
programming language such as Mathematica, and computational chemistry
modeling software, such as Spartan. Be able to use modern library searching and
retrieval methods to obtain information about research topics, chemical
substances, chemical techniques, and other related topics.
4. Research, Teamwork and Communication Skills. Be able to complete
independent research. Be able to work successfully in groups both in the
classroom and in the laboratory environment. Be able to prepare and deliver
effective oral and poster presentations and written reports on their research
projects and be able to answer questions about their work at local, regional and/or
national scientific conferences.
5. Interdisciplinary Awareness and Ethics. Be able to recognize the
importance of cross-disciplinary approaches to modern research problems by
participating in independent research and attending frontiers of
chemical/biochemical research seminars from external speakers. Be able to
participate as responsible citizens and effectively communicate the impacts of
chemistry and biochemistry research on our local, national, and global
communities.

1. disciplinary knowledge
2. written communication skills
3. research methods
4. critical thinking skills
5. understanding of cultural and social complexity

1. Understand the foundations of computing.

2. Understand how computers function.

3. Develop a strong foundation in the software development process.

4. Carry out independent research or system implementation.

5. Effectively express ideas in oral and written form.

6. Recognize that computing has relevance to other disciplines.

The economics department seeks six learning outcomes for its students:

1. Students will develop a broad awareness of current events, issues, and problems in economics.
2. Students will learn to “think like an economist” in posing questions about these events, issues, and problems.
3. Students will learn the fundamental tools of economic analysis used to address economic problems.
4. Students will learn to apply those tools to the analysis of a range of current economic problems.
5. Students will learn to communicate the results of their analyses in written and oral forms.
6. Students will develop the ability to learn independently, so as to maintain their knowledge of economics after graduation.

Program Educational Objectives

Within a few years of graduation, our students will be working in their chosen profession or studying for an advanced degree, and will

–Apply their technical, critical thinking, teamwork and communication skills to innovate in their chosen field

–Reflect on how their engineering education experience within the liberal arts has prepared them to grow in their career and life paths

–Promote inclusion in all aspects of their professional endeavors

Student Outcomes

Our students will have:

1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

1. We want our introductory students to be familiar with two major modes of literature --
fiction and poetry -- their techniques and devices, and relevant critical approaches. We
want this introduction to include literature from at least three cultures.
2. We want for our majors some historical grounding (a requirement of a course pre-1700
and one pre-1900 for majors), and for majors and all others the opportunity to take
additional historically-based classes.
3. We want our majors and other students to have knowledge of the work of Shakespeare.
4. We want our students to have the opportunity to investigate a diverse range of
literature as well as a variety of critical approaches. Therefore, our classes are grouped
now as Historical Studies Courses, Cultural Studies Courses, Genre Studies Courses,
Author Studies Courses, and Advanced Seminars for juniors and seniors.
5. We want students to have the opportunity to be in smaller classes where writing and
discussion are a central part of the course work.
6. We want for our students a sense of intellectual self-reliance in dealing with a variety
of literature combined with competence in writing (including creative writing workshops)
as a way of responding to, and participating in, literary traditions.
7. We want a program for our Honors students that informs them of research procedures,
encourages them to work at the highest level, and creates a sense of shared goals and
community.

Working as a scientist

• To be a critical thinker. To be able to think critically and to critically assess original data. To be
able to devise a hypothesis-driven research project, and to understand the difference between
observation and interpretation.
• To master scientific communication both oral and written. This includes being able to put
together a cogent oral presentation with clear illustrations that make sense to the audience. For
writing, it includes papers that are logically constructed and conclusions supported with evidence.
• To make coherent well-supported interpretations for primary data and observations. To work
with diverse information and be able to put together a coherent picture in terms of an overall
system or processes. To have some concept of what information is needed to advance
understanding of a project.
• To be technically literate. This includes being familiar with resources and databases, and to
know how to go about finding missing information, either in terms of library/literature/web
searching or in terms of what needs to be done in the lab or in the field to get the information.
This includes knowing geology-related software, data manipulation, and modeling.

Working as a geoscientist

• To understand the place of the Geosciences in Society, and to know the links between
academic and geology-related jobs or alleviating problems in society.
• To be able to function effectively and be competent in the field. Including knowing how to use
field and analytical tools. To be able to read, understand, and map an area that shows spatial
distribution of rocks, processes, or surface materials.
• To be able to function effectively and be competent in the laboratory and to have good analytical
skills. Including knowing basic lab protocol, and safety.
• To be able to work collaboratively on problems.
• To understand use of literature in research. This includes evaluating current literature and
thought in key geological topics, carry out a literature search, and an understanding of scientific
literature.

Core knowledge in the geosciences

• To understand major principles in Geology, including: structure, sedimentology, stratigraphy,
mineralogy, petrology, hydrology, and geomorphology.
• To understand deep time. This includes an understanding of radiometric dating, and
stratigraphic principles.
• To understand global climate change and its impact on humans. Includes an understanding of
proxy records for global climate change, the carbon cycle, and the hydrologic cycle.
• To understand the major geochemical processes that affect the Earth. Includes the
geochemistry of low temperature

Content outcomes:

1) A core concentration. Students achieve this by completing a minimum of five courses in one
core concentration. Typically students also take advanced courses in this same concentration.
Students are also required to complete the two-term senior project in their core concentration.
2) Experience beyond the core concentration. Students will be broadly educated in the different
histories available for study in the department. Students achieve this by completing distribution
requirements in two concentrations outside their core.

3) Experience of different levels of scholarly difficulty and complexity. As well as breadth and
depth in the subject field, students will study history at different levels of scholarly difficulty from
the 100- to 300-level. Students achieve this by completing a junior seminar and at least two classes
at the 300-level.

Content outcomes:

1) Conceptual Thinking: the student demonstrates the ability to define a valid topic of inquiry
2) Evidence and Data: the student demonstrates the ability to identify, assemble, and select
evidence appropriate to a defined topic of inquiry
3) Critical Analysis: the student demonstrates the ability to analyze evidence and assess and
reassess findings based on that analysis
4) Argumentation: the student demonstrates the ability to structure a valid response to a defined
topic of inquiry based on the critical analysis of evidence
5) Presentation: the student demonstrates the ability to present an argument in a manner that is
logical, clear, and precise

Union College graduates in Mathematics and Applied Mathematics will demonstrate the
following knowledge and abilities:

1) Understanding of calculus of one and several variables.
2) Competence in understanding mathematical definitions and theorems and using them appropriately
in formulating proofs.
3) Understanding of the core concepts of analysis and algebra (for graduates in Mathematics), or
key techniques of applied mathematics and analyzing mathematical models (for graduates in
Applied Mathematics).
4) Effective written communication of mathematical reasoning, based on ability to understand
and explain mathematical arguments derived from a variety of sources including textbooks,
research papers, and research presentations.

(a) A sufficient understanding of mathematics, the physical sciences, and engineering

fundamentals and how to apply them to solve engineering problems (ABET

EC2000 Criterion 3a).

(b) The ability to design and conduct experiments, collect and analyze data, and draw

conclusions from the results (ABET EC2000 Criterion 3b).

(c) The ability to apply engineering fundamentals, creativity and accepted design

methodology to design components, processes and systems (ABET EC2000

Criterion 3c).

(d) The ability to participate and contribute effectively as a member or a leader of a

(1) team or (2) multidisciplinary team (ABET EC2000 Criterion 3d).

(e) The ability to define, formulate and solve technical problems (ABET EC2000

Criterion 3e).

(f) An understanding of professional and ethical responsibilities in the engineering

profession (ABET EC2000 Criterion 3f).

(g) The ability to communicate effectively (oral, written, graphical, electronic).

(ABET EC2000 Criterion 3g).

(h) A sufficiently broad education that provides a context for understanding the

impact of engineering solutions on society (ABET EC2000 Criterion 3h).

(i) The ability to acquire new knowledge and capabilities on their own (ABET

EC2000 Criterion 3i).

(j) Knowledge of contemporary issues facing society (ABET EC2000 Criterion 3j).

(k) The ability to use techniques, skills, and modern engineering tools necessary for

engineering practice (ABET EC2000 Criterion 3k).

(l) The ability to use computers effectively as a tool in engineering practice for

analysis, design, research, and communication (ABET EC2000 Criterion 3k).

(m)A significant exposure to a foreign culture to provide a better awareness of the

global context of engineering practice (ABET EC2000 Criterion 3h).

Students will be able to:

1. achieve the prescribed level of proficiency in the target language, in speaking, listening, reading and writing.
2. exhibit intercultural knowledge and competence, in terms of cultural self-awareness, knowledge of cultural worldwide frameworks and empathy.
3. exhibit an understanding of some of the global systems (including natural, social, cultural, political and economic systems) as they impact the target culture, as well as exhibiting an ability to take perspectives in relation to one’s own.
4. exhibit critical thinking skills, through analysis of ideas and claims in writings, films, and other expressive media in the target language and/or in translation. These include the ability to comprehend, interpret and analyze positions on and issues and to synthesize a position, taking into account the complexity of the issue.
5. effectively present orally their research and analysis in the target language, for peers, colleagues and/or the broader campus public, including organization, clarity, effective supporting material and clear messaging.
6. extract and construct meaning through interaction and involvement with written and cinematic works in the target language.
7. communicate in written form in the target language, with consideration to the audience and purpose of the assignment, to genre/disciplinary conventions, to the mechanics of writing, as well as the appropriate sources and evidence.
8. effectively use a variety of research tools, exhibiting appropriate research and information-gathering proficiency in identifying primary and/or secondary sources, as well as responsible use of information.
9. effectively create products of inquiry and analysis as related to evidence, such that they relate conclusions to their implications and limitations.

1. To cultivate an appreciation for the arts by developing both breadth and depth of understanding of musics in their social and historical context. In order to do so, students must thoughtfully engage with various research materials and develop critical thinking and argumentative skills.
2. To develop an understanding of a broad spectrum of musics by learning to listen analytically and learning to speak and write about various idioms with appropriate terminology.
3. To develop creative habits of the mind through composition and collaboratively “making” music.
4. To thoughtfully integrate a variety of technologies into learning experiences, including creative expression, research projects, and musical performances.
5. Provide inclusive platforms for students to participate in diverse ensembles with a variety of solo and leadership opportunities, whose blend of collaboration and individual creativity enables them to explore their artistic vision.

1) Be familiar with fundamental questions of philosophy.
2) Be familiar with the best efforts to answer fundamental questions of
philosophy and be able to critically evaluate those answers.
3) Be motivated and able to critically and imaginatively examine their own
answers to the fundamental questions of philosophy.

The Department of Physics and Astronomy identifies these learning outcomes for its students:
1) All students in the intro courses PHY120-PHY121 will thoroughly understand the
fundamental concepts of introductory classical physics.
2) Physics and Astronomy majors and minors will thoroughly understand core concepts in
physics and astronomy in the overall undergraduate curriculum.
3) Physics and Astronomy majors and minors will learn to apply concepts learned in
coursework to the resolution of problems.
4) Physics and Astronomy majors and minors will develop critical thinking skills to interpret
data, draw accurate conclusions, compare and evaluate models and data and use data
and evidence to make decisions about what to trust.
5) Physics and Astronomy majors and minors will develop skills in experimental science
including taking measurements, analyzing uncertainties in measurement; analyzing and
presenting experimental data; and interpreting experimental data in the context of
fundamental physical principles.
6) Physics and Astronomy majors and minors will learn to communicate their ideas and
results both in written and oral form. They will learn to prepare written documents and
oral presentation aids in line with the style and expectations of the modern scientific
community.
7) Physics and Astronomy majors and minors will be prepared for graduate work or
technical careers and develop a sense of belonging in the physics community regardless
of their background.

1. Build within students the knowledge, skills, and desire to be life long public and global citizens.
2. Challenge students to think critically about their beliefs and understandings of the
   world around them
3. Develop the language, analytical and writing skills necessary for them to present these ideas
   effectively to others.
4. Beyond the classroom, provide students with the inspiration and opportunities to
   engage with politics in its multiple forms and locations.

1) the capacity to think deeply, critically, logically, complexly, and ethically

2) the ability to evaluate claims to truth and to make educated, defensible judgments

under conditions of uncertainty and complexity

3) the capacity to use information resources and to learn new information independently

4) the ability to express one’s thoughts in writing and speech

5) to give students an understanding of the basic ideas which the field of psychology has contributed to general intellectual discourse, and which are part of the conceptual

repertoire of a well-educated person

6) to give students, especially majors, a basic understanding of the current state of

knowledge in the field

7. to give students, especially majors, an understanding of the scientific character of

contemporary psychology, the various methods of psychological inquiry, and the

experience of creating psychological knowledge through the application of those

methods

8) to prepare a portion of our students for graduate study in psychology, both in

academically-oriented fields and in applied professions

9) to help students reach a deeper understanding of themselves and other people -- i.e.,

the part of the world that psychology studies -- including an understanding of the role

of culture and the ways in which cultural differences shape people's behavior,

experience and relationships

Students develop a wide range of skills and a background of knowledge that
enables them to:

1. critically analyze ideas and theories
2. put ideas and theories into quantifiable contexts,
   examine many points of view concurrently
3. identify social patterns and changes close to home and far away
4. systematically and courageously search for answers to common problems.

Students taking courses in the Theater and Dance curriculum will:
1. Develop a willingness to take risks and to push boundaries of personal knowledge and
experience
2. Develop collaborative skills
3. Develop an awareness of and appreciation for the historical, political, social and technical
framework of performance in a global context.
4. Develop critical judgment and an understanding of aesthetic principles
5. Develop skills to create performance and present it in a public context.
6. Develop proficiency and confidence in a particular aspect of the creative disciplines.

1. Knowledge of the materials and techniques used to make visual art
2. Ability to identify and analyze how aesthetic problems are resolved in visual art
3. Ability to identify and analyze how conceptual problems are resolved in visual art
4. Ability to interpret visual art in its historical and cultural context

1.Language proficiency level at Intermediate-low/mid level or above.

2. Students will appreciate Asia as a conceptual whole while at the same time learn how to make connections across national and cultural boundaries by taking one core course on Asia.

3. Students acquire the skills to conduct scholarship.

Upon completion of the biochemistry program, graduates should:

1. Have mastered a basic minimum of factual knowledge that is critical to most areas of biochemistry.
2. Be competent experimentalists, possessing basic laboratory skills and a knowledge of good safety practices in the laboratory.
3. Be exposed to the frontiers of biochemical research and recognize the importance of cross-disciplinary approaches to modern research problems.
4. Be able to effectively communicate in both written and oral forms and be able to work successfully in groups both in the classroom and in the laboratory environment.
5. Be prepared to think about the philosophical underpinnings of science and the ethical and societal implications of utilizing science and technology in society as a whole. Students can then participate as responsible citizens and effectively communicate the impacts of scientific research on local, national, and global communities.

Program Educational Objectives

Within a few years of graduation, our students will be working in their chosen profession or studying for an advanced degree, and will

–Apply their technical, critical thinking, teamwork and communication skills to innovate in their chosen field

–Reflect on how their engineering education experience within the liberal arts has prepared them to grow in their career and life paths

–Promote inclusion in all aspects of their professional endeavors

Student Outcomes

Our students will have:

1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

Program Educational Objectives

Within a few years of graduation, our students will be working in their chosen profession or studying for an advanced degree, and will

–Apply their technical, critical thinking, teamwork and communication skills to innovate in their chosen field

–Reflect on how their engineering education experience within the liberal arts has prepared them to grow in their career and life paths

–Promote inclusion in all aspects of their professional endeavors

Student Outcomes

Our students will have:

1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

1. Understand environmental problems and solutions through the perspectives of multiple disciplines in science, engineering, humanities, and social sciences.
2. Demonstrate critical and analytical thinking skills in relation to environmental problems and solutions with an awareness of interdisciplinary approaches.
3. Effectively communicate ideas from the perspectives of environmental science, environmental policy, environmental justice, and environmental engineering to a wide range of audiences.
4. Learn how to devise solutions to environmental challenges and develop policy to enact the solution by applying aspects from both Environmental Science and Environmental Policy.
5. Be able to devise a hypothesis-driven research project, and to understand the difference between observation and interpretation.
6. Understand the relationship between scientific research and environmental policy.

Upon completion of the major program students should have acquired the skills, knowledge, and/or abilities to:

1. Identify major issues/problems/trends concerning Latin America and the Caribbean, with emphasis on the specialization of one country in particular.
2. Demonstrate proficiency in Spanish, French, Portuguese, or any other official language of Latin America, or demonstrate knowledge of major themes in the literature and culture of the chosen Latin American language.
3. Conduct a sustained and independent research project on a topic related to LACS that includes research in a Latin American or Caribbean country.
4. Develop cultural proficiency by spending extended time (one full trimester) in Latin America or the Caribbean

1. Acquire a comprehensive understanding of the basic principles of neuroscience including general vocabulary, components of the nervous system, and interdisciplinary approaches to NS.
2. Develop proficiency for fundamental laboratory techniques where appropriate.
3. Develop quantitative and statistical skills necessary to analyze relevant data where appropriate.
4. Organize and represent data in an appropriate format for presentations and/or publications.
5. Read and critically evaluate primary literatures including data, results, and interpretation.

Science, technology, medicine, and engineering are complexly connected to today’s most pressing global concerns, from climate change and epidemics, to artificial intelligence, nuclear energy, and public health. The Science, Technology, and Society (STS) program contextualizes STEM coursework in a curriculum grounded in the history and philosophy of science and technology for an interdisciplinary education in the ethical, cultural, and societal dimensions of technoscience.

Upon completion of the STS program, graduates will:
1. Demonstrate proficiency in engineering and/or science coursework, including
experimental and basic laboratory skills.
2. Reveal competency in effective oral and written communication with diverse audiences and work productively in interdisciplinary teams.
3. Understand the range of methods central to the field of STS and be able effectively to communicate the importance of cross-disciplinary approaches fundamental to this field.
4. Demonstrate critical and analytical thinking through completion of the independent, two-term senior thesis research project on an STS area of specialization.
5. Exhibit proficiency in the chosen three-course STS concentration in either (1) history and political science, (2) economics, (3) sociology and anthropology, or (4) philosophy.

These skills prepare STS graduates to confront contemporary global challenges, which will require increasingly interdisciplinary approaches to resolve.