Institutional Learning Goals Must Be Completed By Graduation

To ensure that Gallaudet graduates have these important abilities, we have established five competencies all students must demonstrate by the time they graduate:

• 1. Language and Communication – Students will use American Sign Language (ASL) and written English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings.
  • 1.1. Demonstrate competence in academic ASL:
    • select and use appropriate register for the setting and participants (which includes signing space, articulation of signs, sign choice)
    • use appropriate syntax, facial grammar, transitions, eye gaze (for engagement and for turn taking), pace
  • 1.2. Demonstrate competence in academic writing:
    • choose appropriate words, phrases, and sentence and paragraph structure for the audience and purpose
    • demonstrate adequate command of mechanical conventions, including English grammar
  • 1.3. Demonstrate competence in receptive communication, comprehending written and signed material.
  • 1.4. Present content coherently, which involves clarifying points, bringing together information in a well-organized way, and drawing logical connections among ideas.
  • 1.5. Express ideas and information effectively in a variety of formats, including one-on-one, group settings, and through appropriate use of media.
• 2. Critical Thinking – Students will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems.
  • 2.1. Select relevant and varied sources of information, and accurately state their key points and supporting details.
  • 2.2. Bring together ideas, comparing, contrasting, and building on them to arrive at reasonable conclusions.
  • 2.3. Evaluate the logic of arguments and strength of evidence, using deductive and inductive methods.
  • 2.4. Provide cogent reasons in support of one’s opinions, while taking possible objections seriously.
  • 2.5. use critical thinking skills to analyze complex issues, make informed decisions and solve real-life problems, modifying one’s approach as needed based on the requirements of particular situations.
• 3.Identity and Culture – Students will understand themselves, complex social identities, including deaf identities, and the interrelations within and among diverse cultures and groups.
  • 3.1. Demonstrate an understanding of self, including one’s multiple social identities and the factors that contribute to one’s well-being.
  • 3.2. Compare and contrast the perspectives of multiple cultures, including deaf cultures, on various issues and practices.
  • 3.3. Show awareness of the range of diversity and universality in human history, societies, and ways of life.
  • 3.4. Analyze the interrelations within and among communities and cultures, including deaf communities, attending to the interconnectedness of global and local concerns.
  • 3.5. Operate with civility in a complex social world.
• 4. Knowledge and Inquiry – Students will apply knowledge, modes of inquiry, and technological competence from a variety of disciplines in order to understand human experience and the natural world.
  • 4.1. Demonstrate competence in the fundamental concepts, methods, and technologies used in various fields of study, including scientific methods, quantitative reasoning, and interpretive frameworks.
  • 4.2. Apply the modes of inquiry of several disciplines to address issues and questions, comparing and contrasting these approaches.
  • 4.3. Demonstrate substantial knowledge of at least one field of study, i.e., one’s major, while being able to discuss how this field fits into the larger picture of human knowledge.
  • 4.4. Derive meaning from multiple avenues of experience.
  • 4.5. Resolve complex problems by integrating knowledge of various types and employing multiple systems and tools.
• 5. Ethics and Social Responsibility – Students will make reasoned ethical judgments, showing awareness of multiple value systems and taking responsibility for the consequences of their actions. They will apply these judgments, using collaboration and leadership skills, to promote social justice in their local, national, and global communities.
  • 5.1. Support ethical judgments with clear, cogent reasons.
  • 5.2. Describe how differences in values, beliefs, and priorities can lead to different conclusions about what is right or wrong.
  • 5.3. Assess the consequences of actions.
  • 5.4. Demonstrate intellectual honesty, respect, and integrity.
  • 5.5. Work effectively in teams, including those of diverse composition.
  • 5.6. Participate actively in promoting social justice both locally and globally.
  • 5.7. Meet the professional standards of the academic community and one’s major field.