Learning Outcomes |
Not having goals is like starting a race without a finish line. As an institution of higher education we understand that if we do not have formulated outcomes of what we hope to create,we have no standard of measurement; we are building toward nothing.
We at Crescendo College believe that higher education should produce individuals with cognitive, emotional, and practical competence. As a liberal arts institution we believe that education liberates and opens the mind, thus preparing students for responsible action. Study of the liberal arts creates a freedom of thought, something that all students should have. |
Cognitive CompetenceVerbal Skills
Ability to comprehend through reading and listening. Ability to speak and write clearly, correctly, and graceful Effectiveness in the organization and presentation of ideas in writing and in discussion. This competency also includes the ability to Quantitative Skills Ability to understand elementary concepts of mathematics and to handle simple statistical data and statistical reasoning. Students should have some understanding of the accounting and finances as well as computer literacy. Awareness Acquaintance with the cultural heritage of the West and knowledge of other traditions. Awareness of the contemporary world of philosophy, natural science, art literature, social change and social issues. Command of vocabulary facts, and principles in one of more selected fields of knowledge Rationality Ability and disposition to think logically on the basis of useful assumptions. Capacity to see facts and events objectively--distinguishing the normative ideological, and emotive from the positive and factual. Disposition to weigh evidence, evaluate facts and ideas critically, and to think independently. Ability to analyze and synthesize. Intellectual Tolerance Freedom of the mind. Openness to new ideas. Willingness to question orthodoxy. Intellectual curiosity. Ability to deal with complexity and ambiguity. Appreciation of the intellectual and cultural diversity. Historical perspective and cosmopolitan outlook. Understanding of the limitations of knowledge and thought. Aesthetic Sensibility and Creativeness Knowledge of, the interest in, and responsiveness to literature, the fine arts, and natural beauty.Imagination and originality in formulating new hypotheses and ideas and in producing new works of art. The ability to create something new from something already created through personality and unique expression of self. Lifelong Learning Love of learning. Sustained intellectual interests. Learning how to learn. A student should have a balance between technical knowledge in a specialized field (music) as well as broad knowledge of the world around them. Finding a balance between the two is to create a cognitively competent individual that knows a little about a lot, a lot about a little, and is able to continue educational growth after graduation.
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Emotional CompetencePersonal Self Discovery
Knowledge of one's own talents, interests, values, aspirations, and weaknesses. Discovery of unique personal identity and understanding ones places in the larger group or ensemble. Psychological Well Being Progress toward the ability to understand and confront with integrity the nature of the human condition. Sensitivity to deeper feelings and emotions combined with emotional stability. Ability to express emotions constructively. Appropriate self-assertiveness, sense of security, self-confidence, self-reliance, decisiveness, spontaneity. Acceptance of self and others. Human Understanding Humane outlook. Capacity for empathy, thoughtfulness compassion, respect, tolerance and cooperation toward others, including persons of different backgrounds. Democratic and non-authoritarian disposition. Skill and Communication with others. Values and Morals A valid and internalized set of values and moral principles. Moral sensitivity and courage. Sense of social consciousness and social responsibility. Health Understanding of the basic principles for cultivating physical and mental health. Knowledge of how and when to use the professional health-care system. Students should leave college believing in something and have the ability to articulate those values, beliefs, and morals. Most importantly students should believe in themselves and humanity. If a student has their own personal philosophy, values, moral code, and a basic human understanding, they are emotionally competent.
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Practical CompetenceNeed for Achievement/Future Orientation
Motivation toward accomplishment. Initiative, energy, drive, persistence, self-discipline.Ability to plan ahead and to be prudent in risk-taking. A realistic outlook toward the future Adaptability Tolerance of new ideas or practice. Willingness to accept change. Versatility and resourcefulness in coping with program and crises. Capacity to learn from experience. Willingness to negotiate, compromise, and keeping options open. Leadership Capacity to win the confidence of others, willingness to assume responsibility, organizational ability, decisiveness, disposition to take counsel. Citizenship Understanding of and commitment to democracy. Knowledge of governmental institutions and procedures. Awareness of major social issues. Ability to evaluate propaganda and political argumentation. Disposition and ability to participate actively in civic, political economic, professional, educational, and other voluntary organizations. Orientation toward international understand and world community. Ability to deal with bureaucracies. Disposition toward law observance. Economic Productivity Knowledge and skills needed for first job and for growth in productivity through experience and on-the-job training. Adaptability and mobility. Sound career decisions. Capacity to bring humanistic values to the workplace and to derive meaning from work. Fruitful Leisure Wisdom in allocation of time among work, leisure, and other pursuits. Development of tastes and skills in literature, the arts, nature, sports, hobbies, and community participation. Lifelong education, formal and informal, as a productive use of leisure. Resourcefulness in overcoming boredom finding renewal, and discovering satisfying and reward uses of leisure time. The outcomes of both emotional competence and cognitive competence are a pre-requisite of practical competence; what we believe to be the most important outcome of higher education. Practical competence is civic and social responsibility, leadership, adaptability, and an overall ability to successfully interact with and survive in the world.
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Putting it All TogetherBeing told how to ride a bike is cognitive competence. One can know all the skills needed, and the physics behind riding a bike, but this does not mean that a person can ride a bike. This is an example of how cognitive competence is tied to practical competence. Practical competence is going out and actually riding the bike; doing. If you are cognitively competent you know the steps you need to follow to ride the bike. Having practical competence means you can effectively apply the knowledge; you ride the bike. It is important to understand that one can do without knowing, know without doing, and have or not have a philosophy and reasoning behind why they riding the bike (emotional competence). The goal is to do and have all three.
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How Students Are Assessed
Students a Crescendo College are graded on a 4.0 scale through exams, assignments, and quizzes. However, formative assessment only one means one assessment done throughout the courses students take at Crescendo. Students asked often asked to do reflective essays and the beginning, middle, and end of a course to qualitatively assess whether learning outcomes are being met (formative and summative). Juries performed at the end of each semester are an assessment to see how are student has grown throughout the semester which ends in a final, summative assessment: their senior recital.
Learning Outcomes Complied and then modified from:
- Bowen, H. (1977). Goals: The intended outcomes of higher education. In Foundations of American Higher Education, edited by J. L. Bess and D. S. Webster, 2d ed. 1991, 23–37. Needham Heights, Mass.: Simon and Schuster.