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Intended Learning Outcomes for Students Completing Majors and Concentrations

Each department and program of the college has articulated explicit statements of intended learning outcomes for students who complete a major or concentration in the department or program. The lists of outcomes that follow are not necessarily exhaustive: many departments and programs have also articulated longer lists of learning outcomes for other uses. The following statements serve the academic program of the college in many ways. For example:

They can strengthen student understanding of course and assignment goals, and support students as they work to accomplish those goals.
They can assist advisors as they help students develop their educational plans.
They can strengthen the focus and coherence of a program and provide a basis for setting program priorities.
They can foster more intentional collaboration across departments, programs, and disciplines, by highlighting shared instructional goals.
They can provide a basis for mission-driven, meaningful, and manageable assessment of student learning.

Africa and the Americas
American Conversations
American Studies
American Racial and Multicultural Studies
Ancient or Medieval Studies
Art History and Studio Art
Asian Conversations
Asian Studiess
Biology
Biomedical Studies
Biomolecular Science
Center for Experiential Learning
Chemistry
Computer Science
Dance
Economics
Education
English
Environmental Studies
Exercise Science
Family Studies
German
The Great Conversation
Greek, Latin, or Classics
Hispanic Studies
History
Integrative Studies
Linguistic Studies
Management Studies
Mathematics
Media Studies
Middle East Studies
Music
· Bachelor of Arts Music Major
· Bachelor of Music—Church Music
· Bachelor of Music—Music Education AND Bachelor of Arts—Music with Teaching Credential
· Bachelor of Music—Performance
· Bachelor of Music—Theory-Composition
Neuroscience
Nordic Studies
Norwegian
Nursing
Philosophy
Physics
Political Science
Psychology
Religion
Romance Languages
Russian Language and Area Studies
Social Studies Education
Social Work
Sociology/Anthropology
Statistics
Theatre
Women’s Studies

Africa and the Americas

command of the interrelationship between African-American culture in the United States, the Caribbean region, and Africa itself. Specifically, students will show an understanding of how African Americans thought about the African motherland, and how Africans thought about people of African descent overseas.
command of the comparative history of slavery and racial subordination in the New World, and the slave trade and imperialism in Africa.
command of the interrelationship between the anti-colonial movements in Africa and the Caribbean and the civil rights/black power movement in the U.S.
a basic knowledge of current events as they bear upon racial issues worldwide.

American Conversations

interdisciplinary understanding of key topics of American history and culture by studying the complex interrelationships between historical trends, literary and artistic movements, and evolving cultural practices.
broad understanding both the founding American principles of freedom, equality, and human rights, as well as the ongoing struggle of individuals and groups to gain full access to such rights and freedoms over the course of the history of the United States.
understanding of the way in which the meanings of history are themselves historical – i.e. that the significance of historical figures, events and ideas evolve over time, reflecting an ongoing dialogue between “the past” and the ever-changing “present” from which the past is viewed.

American Studies

understanding and functional use of terms, theories, analytic frameworks, and key texts in the field of American Studies.
the ability to read and assess documentary evidence from a variety of written, visual, media, and performance sources
the ability to do independent research and situate their research within the methodological and theoretical practices of the field, using disciplinary and interdisciplinary tools.
familiarity with a range of the disciplinary approaches that enhance the study of American culture, (politics, life, diversity, media, environment, economy, or institutions), including at least one deeper disciplinary experience.

American Racial and Multicultural Studies

knowledge of the history and culture of multicultural groups in the United States, defined for our purposes as African Americans, Asian Americans, Latinos, and Native Americans.
gains in cultural competency and demonstrate an ability to express themselves on racial issues in a diverse classroom setting.
familiarity with issues in contemporary America of importance to multicultural groups.
familiarity with a range of scholarly approaches to the subject matter.
the ability to draw meaningful comparisons between different racial groups, and between other ethnic and immigrant groups in the United States.

Ancient or Medieval Studies

intermediate-level (or higher) competence in translating ancient Greek or Latin. Students graduating with a major in Medieval Studies will demonstrate intermediate-level (or higher) competence in translating Latin.
basic knowledge (equivalent to the knowledge obtained in a Level I course) of ancient Greek and Roman history and philosophy, supplemented by basic knowledge in other areas of study (e.g., art, literature, political science, religion) concerned with ancient Greece or Rome. Students graduating with a major in Medieval Studies will demonstrate basic knowledge of medieval European history and literature, supplemented by basic knowledge in other areas of study (e.g., art, music, philosophy, religion) concerned with
in-depth knowledge (equivalent to the knowledge expected in a Level III course) of at least one subject area within the major. Students graduating with a major in Medieval Studies will demonstrate in-depth knowledge of at least one subject area within the major.

Art History and Studio Art

Art History

understanding of the ways that visual culture provides insight into diverse and profound interests of people and cultures.
the ability to read and interpret visual material and to express this knowledge in written and oral forms.
familiarity with the visual traditions of a wide span of cultures and historical periods and an awareness of the differences between and within cultures.
understanding of the different methodological approaches that art historians employ.
understanding of the basic principles of making art in the studio.

Studio Art

the ability to conceive, develop and construct a work of art.
the necessary technical skills for making art in a range of media.
the ability to use language effectively to analyze, evaluate and interpret their own works of art and works by other artists.
working knowledge of histories and theories of art.
understanding of the connections between the formal elements of a work of art and its conceptual basis.

Asian Conversations

appreciation for how integrating language and culture in the study of Asia grounds more advanced work related to Asia.
basic knowledge of Asia, centering on China, Japan, and including Korea and Vietnam.
the ability to pursue interdisciplinary approaches to the study of Asia.
how to write as a way to discover their own "voice,” to clarify ideas, integrate and make coherent the interplay between experience and idea.
how to practice oral communication techniques for negotiating and conducting interviews in a second language, paying attention to appropriateness and social register; analysis of recorded materials; a high level of competency in oral presentation skills, including the effective integration of technology into presentations.
how to reflect intentionally upon their experiences and themselves in relation to the culture/country they study by creating a portfolio that demonstrates knowledge, integrative, cultural and reflexive skills.
not only cultural and linguistic proficiencies, important as they are, but empathy: an ability to understand what it is like to be “them” in their cultural context and what it is like to be “us” in “their” eyes.

Asian Studies

interdisciplinary global perspective centered on Asia, and focused more specifically on East Asia.
foundational abilities in one or more Asian languages, including proficiencies in reading, writing, listening and speaking.
the ability to recognize the variety of disciplines which comprise Asian Studies and critically assess which perspectives to apply to particular interdisciplinary programs.
the ability to define and implement the appropriate research strategies.
the ability to listen and speak effectively in interpersonal communication and public presentations involving Asia.
understanding of contemporary and traditional cultural, social and political diversity within Asia.
advanced research or artistic work based on a topic related to Asia.

Biology

competence in General Biological Knowledge, including but not limited to - (A) vocabulary critical to biological discourse; (B) relationships (e.g., structure/function, genetics, taxonomy, etc.) and processes (evolution, metabolism, development etc.) on a variety of scales; and (C) history/philosophy of biological science .
understanding of the Characteristics of Life, including, but not limited to - evolutionary adaptation, responsiveness, homeostasis, inheritance, reproduction, energy processing, growth and development.
understanding of the Levels of Organization of the biological world (from molecules to the biosphere), complexity of interactions between the levels, and how properties emerge at successive levels of complexity.
evidence of Knowing How We Know - where biological knowledge comes from and how to obtain it; they should appreciate that a breadth of scientific methods (such as hypothesis-testing, case studies and historical narratives) are required to address a broad range of biological questions; they should demonstrate familiarity with the scientific process by designing a study to answer a specific question, interpreting the results, and communicating the findings. They should demonstrate the ability to review and critique scientific literature and synthesize the state of knowledge on a topic based on review of the primary literature; they should understand the inter-connected roles of systematic "looking" and "manipulating" in order to obtain knowledge.
Technical Competence with respect to the selection and use of appropriate instrumentation to address biological questions.

Biomedical Studies

breadth and depth of knowledge about health care careers.
knowledge of the academic, personal, and ethical aspects of health care, and of the relationships among these aspects.
critical evaluation of their own fit with specific health care fields based on values, interests, skills, and abilities
practical preparation for pursuing employment or graduate education in specific health care fields.
dissemination of their work in the concentration with a senior capstone requirement.

Biomolecular Science

awareness of the scope of the field of biomolecular science.
practical experience in one area within the field of biomolecular science including use of the instrumentation and/or tools relevant to that area.
experience or familiarity with the majority of the following tools, techniques, and activities: chromatography, electrophoresis, spectrometry, proteins or nucleic acid purification and characterization, journal club presentations or discussions, major multi-week laboratory projects, ability to access, search and utilize DNA and protein databases and search vehicles.

Center for Experiential Learning

A. DISCERNMENT OF VOCATION

self-awareness of their values, interests, skills and abilities (knowledge)
commitment to a process of intentional participation in and reflection on experiential learning activities (attitude)
the ability to use appropriate concepts and tools to further vocational goals (skills)
the ability to articulate an understanding of the concept of vocation and its relationship to life options (knowledge)
the ability to integrate vocational direction with their academic and experiential learning (knowledge)

B. ENGAGED CITIZENSHIP

the ability to analyze the complexity of societal problems and strategies for promoting social change (knowledge)
the ability to work collaboratively to identify and positively impact issues of community concern (skills)
the ability to apply discipline-specific knowledge and/or skills to address public issues (knowledge/skills)
the capacity to make valuable contributions within organizations that address social or public issues (knowledge/skills)
leadership behaviors in civic engagement activities on campus and in local, national and global communities

Chemistry

Chemistry Knowledge - understanding of fundamental concepts of chemistry
Laboratory Practice - ability to conduct experiments using appropriate techniques and equipment
Communication - effective communication skills, including interpersonal communication (verbal and written)
Information Literacy - ability to locate and understand primary literature in chemistry and general science publications
Safety - ability to recognize hazards, conduct experiments safely and to manage chemicals, including chemical wastes

Computer Science

the ability to solve problems that require creative reasoning with levels of abstraction.
competence in core computer science topics, represented by
1. the ability to reason about structured computer systems, and
2. the ability to design good algorithms
the capacity for identifying, analytically discussing, and creatively addressing ethical issues in realistic computing systems.

Dance

growth and development of physical skills in a range of dance and movement techniques
effective use of language/s appropriate to the discipline of dance
effective use of creative process/es for artistic expression
knowledge of historical, cultural, social foundations of dance
knowledge of the relationship between body structure, function, and expression.

Economics

Knowledge- Students will acquire knowledge of:
1. Positive and normative methods of economic analysis
2. Contemporary economic theories and institutions in both macroeconomics and microeconomics
3. Mathematical and statistical methods appropriate to economic analysis at the undergraduate level
Analytical Skills and Competencies- Students will be able:
1. To engage in both positive and normative analysis of economic problems
2. To apply appropriate computational, algebraic, and calculus methods of analysis to economic problems and situations
3. To apply appropriate methods of data analysis to economic problems and situations
4. To write and speak competently about economic analysis
Judgment, Appreciation, and Perspective- Students will:
1. Receive domestic, global, and historical perspectives on economic problems and issues
2. Appreciate the abilities and limitations of government macro- and microeconomic policies to influence economic activity
3. Appreciate the abilities and limitations of institutional structures to affect economic outcomes

Education

understanding of the central concepts, tools of inquiry, and structures of their teaching disciplines by creating learning experiences that make these aspects of subject matter meaningful for their pupils.
understanding of how their pupils learn and develop by providing learning opportunities that support intellectual, social, and personal development.
understanding of how their pupils differ in their approaches to learning by creating instructional opportunities that are adapted to pupils with diverse backgrounds and exceptionalities.
understanding of various instructional strategies that encourage the development of critical thinking, problem solving, and performance skills by implementing those strategies in the classroom.
understanding of individual and group motivation and behavior by creating learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
knowledge of effective verbal, nonverbal, and media communication techniques by using those techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
the ability to plan and manage instruction based on knowledge of subject matter, students, the community, and curriculum goals.
understanding of formal and informal assessment strategies by using them to evaluate and ensure the continuous intellectual, social, and physical development of their pupils.
that they are reflective practitioners who continually evaluate the effects of choices and actions on others (pupils, parents, and other professionals in the learning community) and actively seek out opportunities for professional growth.
that they are able to communicate and interact with parents or guardians, families, school colleagues, and the community to support pupil learning and well-being.

English

knowledge of a range of literatures in English from diverse cultures, periods, and geographic regions.
the ability to analyze literary texts using appropriate terminology and different theoretical approaches (such as feminist, historicist, and postcolonial).
the ability to write critically about literature in clear, effective prose.
the a bility to read closely; to situate texts in larger contexts, such as genre, culture, historical framework; and to understand the interplay between reading and creative and critical writing.
understanding of and engagement with the world around them resulting from their study of literature.

Environmental Studies

competence in understanding of the relationship between humans and their environment.
1. Natural Science Track. Students will demonstrate the ability to interpret quantitative data (maps, imagery, charts, graphs, spreadsheets and equations) and to formulate and analyze scientific hypotheses and arguments based on their findings.
2. Social Science Track. Students will develop an understanding of the relationships between humans and the economic, social, and political institutions that affect the natural and human environment. Students completing the SS track the ES major will demonstrate the ability to interpret qualitative as well as quantitative data, and to formulate and analyze hypotheses and arguments.
3. Humanities Track. Students will develop knowledge of different conceptions of nature as cultural phenomena through comparative study of different philosophical, spiritual, literary, and artistic traditions. Students completing the AH track of the ES major will demonstrate the ability to critically evaluate differing conceptions of nature through the successful completion of at least one, in-depth research paper or creative project of real-world project involving creative imagining, and/or philosophical/spiritual inquiry into, and/or the representing of nature through writing, pictures or design and/or physical manipulation of land
the ability to identify the multiple dimensions of environmental issues, using tools and ways of knowing specific to the natural sciences, social sciences and arts and humanities.
facility in being able to locate and access information on environmental issues

Note: 2 and 3 apply to both Major and Concentration

Exercise Science

Effective oral and written communication skills.
An understanding of the research process and how it is used to solve problems.
Basic laboratory skills pertaining to assessments, laboratory methods, sound experimental and analytical practices, data acquisition and reporting in the exercise sciences.
The ability to integrate and apply knowledge and skills to experiential learning opportunities.
The ability to assess, design, and implement individual and group exercise and fitness programs for individuals who are apparently healthy and those with controlled disease.

Family Studies

thorough knowledge of the theories and concepts of the discipline that will equip them for direct work with families and/or graduate school in related disciplines.
deep understanding of the complex, interdisciplinary nature of the family in society.
independent intellectual curiosity and interest in the study of families.
integration of classroom and experiential learning.
solid understanding of and appreciation for research methods used in the discipline.

German

german language proficiency by the ACTFL standards at the Advanced level for reading, listening, writing, and, at the Intermediate High level in speaking.
cognitive skills in the analysis of visual, oral, and written texts across cultural and literary mediums in a vertical range (non-hierarchical) from personal communication, public information, to artistic representations. This outcome is achieved through the target language with emphasis on the analysis of language, culture, and history.
cognitive skills in the synthesis of the same vertical range of texts through the target language with emphasis on the production of unique forms of communication, a proposed set of relations, and the connection of abstract relations.
affective skills in receiving, responding, and valuing visual oral and written texts across the same range from personal communication, public information to artistic representation. This outcome is achieved through the target language with emphasis on the awareness of difference, willingness to response, and acceptance of preference.

The Great Conversation

knowledge of western civilization--that is, a knowledge of central artistic literary, philosophical, religious (biblical and theological)--movements in the tradition.
growth and development in critical thinking, progressing from an ability to interpret texts and artistic works to being able to analyze and evaluate them.
the ability to write in clear, effective prose.
the ability to communicate in small groups and in formal presentations (such as debates, speeches, orations, etc.)

Greek, Latin, or Classics

Students graduating with a major in Greek will demonstrate an advanced knowledge of the ancient Greek language. Students graduating with a major in Latin will demonstrate an advanced knowledge of the Latin language. Students graduating with a major in Classics will demonstrate an advanced knowledge of one Classical language and an intermediate (or higher) knowledge of the other Classical language.
Students graduating with a major in Greek will demonstrate the ability to translate and analyze ancient Greek literature in at least three genres. Students graduating with a major in Latin will demonstrate the ability to translate and analyze Latin literature in at least three genres. Students graduating with a major in Classics will demonstrate the ability to translate and analyze ancient Greek and Latin literature in at least three genres.
Students graduating with a major in Greek will demonstrate a basic knowledge of the ancient Greek civilization. Students graduating with a major in Latin will demonstrate a basic knowledge of the ancient Roman civilization. Students graduating with a major in Classics will demonstrate a basic knowledge of the ancient Greek and Roman civilizations.

Hispanic Studies

Hispanic Studies majors and Latin American concentrators will demonstrate the following outcomes:

acquisition of foundational knowledge relating to historical, political, social, geographic, and economic conditions in the Spanish-speaking world (Spain, Latin America and Hispanics in the United States).
critical analysis of ideas, evidence, and arguments relating to topics relevant to the Spanish-speaking world.
both sufficient written and oral proficiency in Spanish to research, discuss and write about topics relevant to the Spanish-speaking world.

History

Students will understand and analyze the prevailing historical narrative(s) for at least one area of the globe, demonstrating knowledge of periodization and significant turning points.
Students will demonstrate chronological and geographic breadth in the major.
Students will demonstrate command of the analytic skills of historians, the conventions of historical writing, and the principles and practices of information literacy (see http://www.stolaf.edu/library/instruction/infolit/index.html).
Students will demonstrate understanding of the importance of historiography, including the contested nature of historical interpretation, as well as the different theoretical approaches to the same evidence.
Students will acquire research methods specific to the discipline of history.
Students will demonstrate an historical consciousness, including an ability to situate themselves and others in historical context.

Integrative Studies

Integrative Thinking - evidence of ability to draw on more than one disciplinary perspective in approach to chosen area of study.
Communication Skill - evidence of ability to express ideas clearly and complexly in one or more chosen media.
Understanding - evidence of ability to recognize and articulate meaningful questions in the chosen area of study.
Self-Reflection - evidence of ability to reflect on individual learning within self-designed independent major.

Linguistic Studies

Because Language is fundamental to all human activity, students in linguistic Studies will demonstrate:

understanding of how human language functions for verbal and non-verbal communication, how it is organized, and how it is everchanging.
understanding of the interconnectedness of the study of language and other disciplines.
awareness and appreciation of linguistic diversity—with its social and political ramifications

Management Studies:

The Management Studies program (housed in the Economics Department) is concerned with learning outcomes for managing both for-profit and not-for-profit organizations. A student completing a concentration in Management Studies should possess the following five learning outcomes:

An understanding of the major fundamental disciplines: management, marketing, finance, and accounting.
An introduction to business writing and presentation skills.
An understanding of ethical practices and organizations.
The ability to use different methodologies for recognizing, analyzing, and solving problems in an organizational context (critical thinking).
The ability to work effectively in teams to accomplish organizational goals.

Mathematics

the ability to understand and write mathematical proofs.
the ability to use appropriate technology to assist in the learning and investigation of mathematics.
appreciation of mathematics as a creative endeavor.
the ability to use mathematics as a tool that can be used to solve problems in disciplinary and interdisciplinary settings.
the ability to effectively communicate mathematics and other quantitative ideas in written and oral forms.

Media Studies

the ability to identify and compare major technological and cultural developments in the evolution of the mass media.
understanding of the interconnectedness of the study of the mass media and other disciplines.
the ability to critically analyze the effects of mass media on individuals, groups, communities, and society in general.

Middle East Studies

basic familiarity with some of the following aspects of Middle Eastern cultures -- history, politics, religion, philosophy, literature, social institutions and practices, economy, art, and geography.
understanding of some of the major theoretical and/or methodological approaches to the study of the Middle East.
the capacity to reflect critically on their own location and involvement in the complex and diverse relations – of interdependence, cooperation, and conflict – between their own cultural experiences and commitments and those of others in the Middle East.

Music—Bachelor of Arts

the ability to hear, identify, and work with musical elements: rhythm, pitch, harmony, structure, timbre, texture.
ability to read and realize musical notation fluently.
ability to recognize and articulate an understanding of compositional process and musical style with reference to artists, technologies, events, and cultural forces through the major periods of music history.
the ability to use research tools and analysis independently to develop, defend, and write musical judgments.
trajectory of continuing growth in applying basic musicianship skills, independently, to the preparation of expressive performances informed by numbers 1-3 above.

**These five Intended Learning Outcomes are intended for all music degree programs and concentrations. Additions to this list for the Bachelor of Arts—Music with Teaching Credential, and for the Bachelor of Music degree and its various concentrations are offered in the accompanying documents.

Bachelor of Music—Church Music

Students will demonstrate, in addition to the five Intended Learning Outcomes listed for all music degree programs and concentrations:

skill as a performer, improviser, teacher and conductor, as appropriate to the area of specialization.
knowledge of the history and practice of music in ecumenical worship traditions, its relationship to other sacred arts, and its relation to music in the general culture.
understanding, supported by and gained from practical experience, of the vocation and role of the church musician, its pastoral and theological implications, and its administrative practice.

Bachelor of Music—Music Education AND Bachelor of Arts—Music with Teaching Credential

Students will demonstrate, in addition to the five Intended Learning Outcomes listed for all music degree programs and concentrations:

knowledge, understanding and skills appropriate for beginning K-12 educators as listed in the St. Olaf Education Department Intended Learning Outcomes.
clear understanding of why music is an essential part of a general education, and the ability to advocate for its inclusion and development within education systems.
competencies in conducting and musical leadership, arranging, functional performance, and pedagogy that support the ability to nurture and motivate an increasingly diverse population of K-12 music students.
personal dispositions that enhance the ability to lead, inspire, and excite K-12 students' imaginations through the experience and use of music as a transformative, communicating art.

Bachelor of Music—Performance

Students will demonstrate, in addition to the five Intended Learning Outcomes listed for all music degree programs and concentrations:

technical, musical, and interpretive skill in solo and ensemble performance, in a variety of formal and informal settings.
familiarity with an appropriately representative body of solo and ensemble music literature, and an awareness of applicable performance practices.
basic-level experience with the fundamentals of instrumental or vocal pedagogy and pedagogical resources.

Bachelor of Music—Theory-Composition

Students will demonstrate, in addition to the five Intended Learning Outcomes listed for all music degree programs and concentrations:

understanding of several systems of musical analysis, leading to an ability to produce independent analytical work. This includes the ability to discuss, compare, and evaluate the results of various analytical procedures.
fluency in the use of tools needed by composers such as keyboard skills, instrumentation and scoring, conducting and rehearsing skills, and applicable technologies.
ability to develop and express original musical thought, from concept to finished product. This entails working with both acoustic and electronic media in a variety of forms, styles, and notations.

Neuroscience

knowledge of neuroscience including (A) history of neuroscience; (B) fundamental principles of cellular and neuron-endocrine systems; (C) scientific questions addressed by neuroscientists; (D) methodologies employed in neuroscience research; (E) the language of neuroscience, especially pertaining to interdisciplinary dialogue.
awareness of the scope of neuroscience including the breadth of the field, the diversity of research questions and approaches that compose it, and the thematic principles that unify and define it.
awareness that the scope of neuroscience necessitates an interdisciplinary perspective; they will show competence in approaching a problem using tools, symbols and paradigms from multiple disciplines.
familiarity with the scientific process and demonstrate the ability to independently (A) critique and synthesize scientific literature; (B) develop a testable hypothesis; (C) identify and use appropriate instrumentation; (D) design a controlled experiment; (E) interpret data; and (F) communicate experimental results. Students engage in such activities in: laboratory exercises, classroom activities, long-term assignments such as term papers, independent research projects and studies, summer research experiences, etc.
knowledge of the breadth of careers available to neuroscience students and the educational steps and other activities prerequisite to these career paths, including technical competence and the ability to identify and use appropriate professional resources.

Nordic Studies

Linguistic Competence
1. language proficiency in listening, reading, writing and speaking at the ACTFL Intermediate-High to Advanced-Low level
2. metalinguistic awareness. Awareness of language as a system and of the ways in which language organizes thought processes and information and reflects culture.
Broad understanding of Nordic Culture
1. knowledge of Nordic history
2. knowledge of contemporary Nordic societies
3. greater depth of knowledge of aspects of culture or language of one or more Nordic countries.

Norwegian

Linguistic Competence
a. language proficiency in listening, reading, writing and speaking at the ACTFL Intermediate-High to Advanced-Low level
b. metalinguistic awareness. Awareness of language as a system and of the ways in which language organizes thought processes and information and reflects culture.
Cultural Knowledge
a. knowledge of Norwegian literature
1. knowledge of the Norwegian literary canon, from the saga period to the present.
2. more specific knowledge of major authors such as Ibsen and Hamsun.
3. ability to place literature in a historical context
4. ability to analyze literature using standard literary methodology
b. knowledge of Norwegian history
c. knowledge of contemporary Norwegian society
d. greater depth of knowledge of one or more aspects of culture or language

Nursing

integration of concepts and principles from the liberal arts into the practice of nursing.
incorporation of transcultural nursing theory in the provision of culturally competent nursing care.
critical analysis of information from a variety of sources to make defensible nursing judgments.
effective communication skills in a variety of professional roles and health care settings.
utilization of therapeutic nursing interventions in collaboration with the patient to achieve an optimal level of wellness.
coordination of the delivery of comprehensive and effective nursing care.
promotion of the discipline of nursing through professional development and community service activities.

Philosophy

The primary aim of the department of philosophy is to foster a love of wisdom. The love of wisdom is expressed in many ways and involves values, knowledge, and skills.

Values
Philosophy courses emphasize values that are central to the mission of St. Olaf College.
First, all philosophy courses seek to foster intellectual development, to encourage truth seeking, and to lay the foundation for a lifetime commitment to learning.
In addition, most philosophy courses seek the following outcomes, either as primary or secondary goals:
1. Developing a global perspective that encourages consideration of both cultural and environmental values
2. Sustained and intellectually rigorous reflection on what is ultimately worthwhile, which may include thoughtful consideration of the value of unselfish service to others as well as philosophically informed consideration of the practical and theoretical significance of religious claims
3. A heightened moral sensitivity, understood as a capacity to recognize the moral dimensions of our personal and social lives
Knowledge
Philosophical knowledge involves an appreciation and grasp of philosophical methods, issues, and traditions. Students who graduate with a philosophy major are able to articulate a substantial range of positions and arguments that constitute the tradition of Western philosophy as well as some positions and perspectives that are critical of this tradition.
Philosophical Methods and Skills
Philosophy majors develop the following skills essential to critical interpretation and reflection.
Reading. Philosophical texts are generally challenging for college students both because of the advanced vocabulary and sentence structure and because of the subject matter and philosophical style, which emphasizes argument over conclusion, and consideration of multiple perspectives over dogmatic pronouncements of the truth. Philosophy majors’ (as well as other students’) ability to understand and to learn from philosophical texts should develop along the following lines.
1. Basic, general comprehension: Students can identify the main themes and some steps of the arguments (an educated layperson’s level of understanding). Students can identify objections and replies to objections. They should also be able to distinguish the author’s view from views considered and rejected by the author. Some ability to take into consideration the cultural and historical context of the works studied is expected.
2. Intermediate comprehension: Students can identify the main themes but also understand how the parts worktogether to support a philosophical position. They can identify the premises and conclusion of arguments and are able to say something about the cultural, historical, or philosophical context and the way it shapes the work. Students at this level can anticipate objections and formulate replies to the objections.
3. High comprehension: Students at this level can identify main themes, understand how the parts together support a thesis. They exhibit a more sophisticated and deeper understanding of the philosophical context: they can place the author’s position in relation to other authors writing on the same or a similar topic. Students at this level can anticipate objections and replies to objections in a way that reflects or leads to a deeper understanding of the issue.
Discussing Philosophy. The level of philosophical discussion often depends on the level of reading comprehension. Students generally progress through stages from first-year to senior year.
1. Introductory level: Discussion is on topic but requires guidance. Objections might be raised. Clarifications might be offered. Opposing views might be identified.
2. Intermediate level: Discussion is on topic and points are discussed at greater length, with connections made between different persons’ contributions. Objections, clarifications, opposing views, alternative interpretations are pursued to some extent.
3. Advanced level: Discussion centers on the topic, but often expands to include related issues. Unproblematic points are quickly passed over, and discussion focuses on crucial moves, distinctions, and assumptions. Discussion is more systematic, sustained, and responsive to other contributions.
Written discourse in philosophy courses includes informal as well as formal writing. Philosophical writing skills develop in connection with reading and discussion skills, each reinforcing the others.
Informal Writing. Examples of informal writing include class journals, response papers, questions and comments submitted for class discussion, reports of philosophical dialogues between students outside of class, and in-class essay exams. With the exception of essay exams, most informal writing assignments are designed to foster student engagement with course materials, primarily the assigned readings. Informal writing assignments generally require an impressionist or general level of understanding or the modest development of one or two ideas. Careful, deep philosophical exploration of important topics is welcome but not expected in informal writing. Informal writing is used mostly in Level I and Level II courses.
Formal Writing. Examples of formal writing in philosophy include take home essay exams, short papers (3-6 pages), longer papers (6-12 pages) using only class materials (generally primary sources), position papers in which the student argues for a position and answers anticipated objections, and research papers that incorporate both primary and secondary sources or that respond to contemporary treatments of an issue or topic.
1. Basic to Intermediate Level Level I courses and Level-II courses that are aimed at beginning philosophy students (most EIN courses) typically emphasize informal writing. Formal writing assignments for these courses are generally take-home essay exams, short papers, and position papers on topics of general concern. Some introductory courses, especially those aimed at students who are considering a philosophy major, require writing of a more analytic nature on more difficult topics.
2. Intermediate to Advanced Level Courses for more advanced students of philosophy (Level-II and Level III) may incorporate informal writing assignments, but they generally emphasize formal writing. Assignments include short papers on primary texts, longer papers using only class materials, position papers on challenging philosophical topics, and research papers. For advanced students, writing is essential for understanding the readings, issues, and topics they are studying: The ideas and arguments dealt with are complex and must be carefully worked through, with attention to the details of the argument or position as well as an articulated sense of how the position in question relates to others either in structure or in content.
Argument Analysis is a philosophical skill that is essential for both critical interpretation and critical reflection. Argument analysis includes outlining or summarizing arguments, identifying assumptions, checking for (formal) validity, checking for soundness, identifying argument forms (e.g. reductio ad absurdum), considering objections and counter-arguments, and formalizing arguments (where appropriate).
1. Introductory level Students have some understanding of what an argument is and what makes an argument good (e.g. soundness and validity). At this level, students should be able to follow an instructor’s summary or outline of a philosophical argument, test the premises for plausibility, and identify some implicit assumptions.
2. Intermediate level In addition to knowing what an argument is and the standards for a good argument, students can summarize or outline philosophical arguments whose premises and logical structure are fairly explicit (e.g. some of Plato’s early dialogues) and which involve straightforward logical chains.
3. Advanced level Students at this level can do what those at the intermediate level do, but with greater facility and precision. In addition, advanced students can analyze arguments that are more holistic, those that bring together many different considerations, and those that are developed over several sections of an article or chapters of a book rather than in several paragraphs.
Generally there is a correspondence between the course level and the skill level: beginning or introductory level skills are developed in Level I courses, intermediate level in Level II courses, and advanced in Level III courses. Most EIN courses constitute an exception, since the audience for these courses is very often mixed, a single section might include students who have had no prior experience with philosophy, students who have had one or two philosophy courses or studied philosophy in the Great Conversation program, and advanced philosophy majors.

Physics

Laboratory Competence
1. the ability to manipulate modern laboratory equipment and computers to acquire data.
2. the ability to process and manipulate data to calculate quantities that will test a hypothesis.
3. the ability to quantitatively assess error in an experiment and from it to calculate the uncertainty of a derived result so as to determine the degree of agreement with published values.
4. the ability to use computational and graphical techniques to carry out the above tasks.
Problem Solving Competence
1. Mathematical modeling of real world systems through idealizations and estimation, starting from fundamental physical principles.
2. Using methods of checking solutions, including dimensional analysis, working symbolically, and checking limiting cases.
Understanding of the content of three main areas in physics: Mechanics, Electricity and Magnetism, and Quantum Mechanics
1. For Classical Mechanics this includes competence in the analytical and computational use of Newtonian mechanics, involving topics such as the harmonic oscillator, central force motion, conservation of energy and momentum, and the Lagrangian formulation.
2. For Electricity and Magnetism this includes competence in the application of classical electromagnetic theory as described with Maxwell Equations. Students will be able to utilize the necessary integral and vector calculus to examine electric and magnetic fields and the macroscopic interaction of electromagnetism with matter.
3. For Quantum Mechanics this includes competence in the analytical and numerical treatment of non-relativistic theory. This includes topics such as the interpretation of the wavefunction, the solution of the Schrodinger Equation for systems such as the harmonic oscillator and the hydrogen atom, and approximation methods for treating more complex systems and the interaction of radiation with matter.
Computing Skills
1. The ability to program a computer in at least one language at the level necessary to numerically model physical systems.
2. The ability to use software to perform theoretical work involving symbolic and/or numerical evaluation (MathCad, Maple, etc…).

Political Science

the ability to identify political problems, familiarize themselves with existing scholarly research and discussion of political issues and problems, understand, criticize and apply existing research and design and conduct additional research to further understanding of the causes and/or possible solutions to political problems. Students should be equipped to analyze critically the process by which systematic knowledge is produced as well as the content of that knowledge.
familiarity with diverse perspectives as they are used to identify, understand, and address political issues. By “diverse” we mean both domestic and international differences which may be geographic, ethnic, racial, gender-based, cultural, and even temporal.
the ability to write clearly about political issues, including the ability to access and assess the wide range of information sources available and use these appropriately to make assessments and support arguments.
the capacity to be knowledgeable, thoughtful and effective citizens. The department wishes to foster students’ active and critical engagement with politics and public policy making, whether as professionals or as citizens. Civic literacy necessarily engages students in questions of private and public values as well as the more empirical issues of governance and decision making.

Psychology

the ability to integrate natural and social science concepts to explain psychological phenomena.
the ability to frame and explore questions in psychology by using appropriate resources to develop hypotheses, analyze data, and interpret results.
the ability to identify and think critically about psychology’s connections to other disciplines in the liberal arts.
the ability to apply psychological principles to explain behavior and test theoretical predictions using appropriate concepts, theories, and methods.
knowledge of the ethical principles guiding psychology by (a) explaining why APA ethical principles are important, (b) using those principles to evaluate others’ research, and (c) incorporating those principles into their own empirical research.

Religion

Knowledge of Subject - advanced knowledge of the beliefs and practices of one religious tradition; basic knowledge of the beliefs and practices of a second religious tradition;
Knowledge of Approaches - knowledge of diverse methods available for studying religion, including methods for study of sacred texts, methods for study of normative religious ideas, and methods for study of the historical and cultural contexts of religious life; and
Ability to Communicate - ability to form, evaluate, and communicate critical and normative interpretations of religious life and thought.

Romance Languages

Language Proficiency - proficiency in listening, reading and writing at the Advanced-mid level and in speaking in the range of Intermediate-mid to Intermediate-high as defined by The American Council on the Teach of Foreign Languages (ACTFL).
Textual Competence - the ability to comprehend and analyze a wide range of texts, taking account of factors such as text type, audience, purpose, organization, discourse conventions, rhetorical elements, and linguistic features, as well as historical, geographical, cultural, and intellectual context.
Interaction within a Community of Practice - the ability to participate in a community of practice whose members, both individually and together, examine topics related to the French-/Spanish-speaking world, past or present, by applying their knowledge of discourses as well as their ability to work across the languages and cultures.

Russian Language and Area Studies

Russian Area Studies

understanding and appreciation of another culture, its traditions and values as well as the ability to see their own culture through the eyes of people of the target culture.
knowledge of the basics of the Russian language. This will be attained by the course sequence up through fourth semester Russian 232. Completion of this sequence will provide the students with a basic understanding of the language and give them a critical tool for the further exploration of Russian culture and society.
knowledge of one major subject within Russian Studies. Students will be able to demonstrate a command of one major sub-field within Russian Studies (language, literature, theater, film, history, political science) and at least one minor area from the same list. This ensures that students will not have only a superficial knowledge of the broad range of Russian Area Studies, but will have a deeper understanding of one area.
understanding of interdisciplinarity. Flowing from the first two outcomes, students will consciously approach their studies as exercises within an interdisciplinary field. As such, they will learn to see the interconnectedness between the various disciplines within Russian Area Studies.
the ability to synthesize material learned in their various classes. Progressing out of the other three outcomes, students will demonstrate an ability to synthesize material from a variety of disciplines. All students are required to complete a senior paper/project in which they are expected to draw upon various disciplines and synthesize the material into a project that demonstrates broad and specific understanding of the particularities of Russian Area Studies.

Russian Language

Language Proficiency - Students will demonstrate a command of listening, reading and writing at the Advanced-low level with speaking in the range of Intermediate-Mid to Advanced-Low based on The American Council on the Teaching of Foreign Languages (ACTFL). (These levels are based on what students are demonstrably able to accomplish in the language upon completion of the cap-stone Russian 372 course following a semester of study in Russia.)
Textual Competency - Students will be able to work with a variety of texts (written, oral, visual, etc.) and apply analytical skills to evaluate the type of text, the purpose of the text creator, the intended audience, the conventions and devices used within the text, and the historical, cultural context of the text.
Con-textual Competency - Following from the previous statement, students will have a broader understanding of the Russian-speaking world, both in Russia, the area of the former Soviet Union and the Russian Diaspora. Students will use the target language to contextualize discourse (verbal, written and visual) within historical, cultural, sociological frameworks. In addition, students will actively reflect on the culture and context of the Russian-speaking world in conjunction with a self-reflection on their own culture and context.

Social Studies Education

the ability to acquire and to articulate in a variety of forms an understanding of social studies concepts within the following disciplines: political science, geography, history, sociology/anthropology, psychology and economics.
the ability to critically examine and evaluate claims of knowledge about human social experience, interaction, and behavior.
the ability to examine and analyze a variety of perspectives and to articulate a personal philosophy within the social studies.

Social Work

the ability to apply critical thinking skills within the context of professional social work practice.
the ability to understand the value base of the profession and its ethical standards and principles, and practice accordingly.
the ability to practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
the ability to use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities and relationships between our nation and the world.
the ability to valuate research studies, apply research findings to practice, and evaluate their own practice interventions.

Sociology/Anthropology

comprehension of the social and cultural processes that inform human interaction and the power dynamics that produce stratification and inequality.
ability to describe key theories anthropologists and sociologists utilize, apply the theories to a range of social phenomena, and explain how such theories relate to specific historical contexts.
ability to apply the key qualitative and quantitative methods used in anthropology and sociology, to analyze data gathered through these methods and to critically evaluate the methods' strengths, limitations, and use for specific research purposes.
ability to describe how institutions shape cultures and societies and explain how these institutions vary across time and space.
comprehension of the political and ethical implications of social research.

Statistics

the ability to formulate statistical models based on research questions. To that end, students will demonstrate communication skills to assist non-statistical collaborators in addressing research questions through statistical models.
the ability to apply flexible approaches to modeling by graphically exploring data, choosing appropriate analyses from a variety of statistical methods and implementing analyses with proficient use of technology.
the ability to interpret results correctly and make inferences consistent with the study design. Students will be able to communicate results effectively orally and in written form to researchers and non-technical audiences alike without overstatement, acknowledging the limitations.
appreciation for the interdisciplinary nature of statistics in both academia and industry.

Theatre

Our courses, along with the rest of the college curriculum, develop an appreciation of the need for moral choice, an imagination that constructs and examines alternatives, and an understanding of creativity as a reality in the world and an agency of community and change.

that they have developed the necessary tools for research in the discipline.
that they are familiar with major discourse and practices in theatre.
that they are capable of critically analyzing and assessing works of theatre: text and performance.
that they have developed oral and written skills which enable them to demonstrate critical thinking within the discipline.
that they are able to apply the learning from the specific areas of acting, directing, design, and production to projects within and beyond the discipline.

Women's Studies

Learning Outcome	Majors	Concentrators
1. Terms. Students will define key concepts and terms and use them correctly.	Full Proficiency	Basic Proficiency
2. Theories. Students will understand, evaluate, and apply appropriately and creatively disciplinary theories and analytical frameworks as they inform or are informed by gender.	Full Proficiency	Basic Proficiency
3. Texts. Students will summarize or analyze key disciplinary texts that emphasize women’s lives and experiences.	Full Proficiency	Full Proficiency
4. Context. Students will recognize the inter-textual dialogue of key disciplinary texts through history and within and across disciplines to apply their understanding to current conversations.	Full Proficiency	Basic Proficiency
5. Categories of Difference. Students will identify, analyze, and interpret intersections of gender within race, ethnicity, class, age, sexualities, abilities, and other categories of difference.	Full Proficiency	Full Proficiency
6. Subjectivity. Students will develop and articulate a critical awareness of their own subjectivity that acknowledges privilege and values difference.	Full Proficiency	Basic Proficiency