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Core & Pre-Core Assessment

The Long Island University core curriculum embraces the spirit of our institution’s mission:

No matter what their background or generation, students come to the Brooklyn campus to build the educational and intellectual foundations for successful personal lives and careers….In addition, the campus has designed programs to permit students to acquire essential reasoning skills and effective communication skills. In this way, the campus serves as a conservator of knowledge, a source and promulgator of new knowledge, and a resource for the community it serves.

Moreover, the new core satisfies the core curriculum goals, as stated in the Middle States Self-Study, 2003, and updated by the Core Curriculum Committee:

Goal 1: Cognitive skills: To help students strengthen their capacities for inquiry, abstract thinking, and critical analysis

The aim is to enhance students’ ability to:

a. understand, analyze, and interpret reading and other material critically
b. write organized, coherent discourse
c. speak organized, persuasive discourse
d. listen critically
e. research efficiently and knowledgeably
f. reason abstractly
g. interpret numerical data

Goal 2: Knowledge: To help students acquire a general understanding of a body of knowledge in a variety of content areas and a foundation for further in-depth knowledge

Students will be prepared to:

a. demonstrate knowledge and awareness of philosophical and ethical issues
b. demonstrate an understanding of literary genres and world literary schools
c. display an understanding of fundamental scientific and
mathematical concepts and an awareness of the impact of technology on society and the environment
d. identify and understand general historical trends in world civilizations and demonstrate familiarity with social science concepts and ideas

Goal 3: Perspectives and Behavior: To help students develop respect for both human commonalities and human diversity

To take responsibility for their choices and for their roles in society, student will be trained to:

a. gain historical and diverse perspectives (for example, scientific, aesthetic, social, etc.)
b. develop their ability to reflect on ethical issues and to develop a sense of ethical behavior

In addition, the proposed new core successfully integrates Information Literacy throughout the curriculum, thus insuring that graduates possess the ability to find, retrieve, evaluate, and use information effectively. Information Literacy, traditionally known as library research skills, is outlined by Middle States to include the following:

  1. The information-literate student (or the skilled researcher) is able to determine the nature and extent of the information needed.
  2. The information-literate student is able to access needed information effectively and efficiently.
  3. The information-literate student is able to evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system.
  4. The information-literate student is able to use information effectively to accomplish a specific purpose.
  5. The skilled researcher understands the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally.