Division I Learning Goals
The Division I Learning Goals encompass the skills and habits of mind that prepare a Hampshire students for advanced work in Division II, Division III, and for effective, critical participation in their lives.
The bulleted items below are examples of abilities and objectives for each particular goal. Division I course descriptions indicate the specific Learning Goals that the course is designed to emphasize. However, whether or not a student enrolling in a course satisfies a given goal is determined by the course instructor’s evaluation of work submitted for the course.
It is therefore possible for a student to complete a course, and not successfully meet a designated goal, or to satisfy a goal in a course in which that goal is not emphasized. Some 200 level classes can be used to satisfy Division I requirements; the course must be so designated and its description will list the appropriate learning goals.
REA (Learn to read and interpret intellectual or artistic works)
- Identify and locate appropriate literature and other source materials
- Recognize the author’s thesis Understand the nature of evidence used to support or refute arguments
- Recognize and read primary source documents well enough to construct one’s own argument
- Distinguish between speculation and theory and recognize possible biases
- Compare two or more authors’ works and analyze similarities or differences
- Seek opposing sides of the story or alternative theories
WRI (Write critically and analytically)
- Learn to present ideas within an orderly structure and organization, building on what one has written in previous paragraphs
- Acquire the skill to construct an original argument, one that is rigorous and logical
- Develop full control of the technique or proper spelling, grammar, and sentence structure
- Learn to critique and revise one’s own writing and the writing of others
- Express one’s ideas with increasing facility and grace, seeking greater nuance in vocabulary and tone
QUA (Understand quantitative methods of analysis)
- Demonstrate basic elements of numeracy, including the computational skills needed for ratios, percentages, rates of change, simple probability and graphical representation among others
- Acquire a questioning, critical stance toward quantitative information that leads to better judgment about meaning and significance
- Apply quantitative methods analytically as an aid to structuring one’s own position or argument
EXP (Develop creating abilities in expressive modes such as creative writing, visual and performance arts, and music.
- Explore the human enterprise of creative endeavor, reflecting on original thought, materials, and methods
- Understand the process of creative work in terms of meaning, significance, and consequence
- Encounter and reflect upon the historical, cultural, and social context of artistic endeavor
- Create one’s own work, whether analog or digital, two-or threedimensional, written or performed
PRS (Effectively present ideas orally)
- Develop the ability to articulate one’s ideas and the ideas of others clearly and cogently
- Prepare and deliver oral presentations that reflect sound organization and effective speaking skills
- Learn to engage in scholarly/artistic discussions, lectures, and presentations by asking thoughtful questions and offering appropriate contributions
PRJ (Conceive and complete project-based work)
- Learn to formulate clear, analyzable questions that are appropriate to the area of investigation
- Propose and carry out scholarly or artistic work that reflects relevant modes of inquiry, theoretical perspectives, or creative techniques
- Demonstrate an awareness of how the work of others informs your own work
- Submit your work for review, critique, and discussion, preparing revisions based on this feedback and defending or presenting the resulting work
MCP (Understand multicultural perspectives on intellectual or artistic subjects)
- Acquire a basic understanding of the structures, history and consequences of prejudice, privilege, oppression, inequality, and injustice
- Demonstrate a questioning position towards cultural assumptions and stereotyping of historically marginalized U.S. social groups and foreign national cultural groups.
- Explore the history, perspectives, or cultures of non-Western (European) peoples within the context of the U.S. or in a culture whose origin lies outside of Western traditions
- Consider the ways in which theories of ethnicity, nationality, gender, and class contribute to an understanding of prejudice and injustice