Skip to content
 

Curriculum

TAG CRITERIA

Each tag within the general education curriculum is built around a specific goal related to the mission of Edgewood College. These goals are supported by various intended learning outcomes (ILOs) that must be met within a course in order for that course to qualify for a particular tag. The below document provides specific details for each tag’s criteria:

General Education Goals (PDF)

General Education Policies and Procedures (PDF)

Tag Criteria (PDF)

EDGEWOOD COLLEGE MISSION

Edgewood College, rooted in the Dominican tradition, engages students within a community of learners committed to building a just and compassionate world. The College educates students for meaningful lives of ethical leadership, service and lifelong search for truth.

GOALS OF THE CURRICULUM

To live a full and purposeful life, each Edgewood College student must learn to cultivate knowledge, skills and habits of mind and commitments that transcend a particular major or discipline. Students must be provided with a general education that will empower them to draw from and integrate multiple perspectives and ways of knowing in the service of addressing, appreciating and acting upon real-life practical, ethical, political and spiritual challenges.

At Edgewood College, the general education is grounded in the College Mission, to engage students within a community of learners committed to building a just and compassionate world and to educate them for meaningful personal and professional lives of ethical leadership, service and a lifelong search for truth.

Each set of goals in the Edgewood College general education program is connected with a specific element of student learning essential to the realization of the Edgewood College Mission. These are:

Cornerstones

Students must be able to communicate, think critically, think mathematically, and assess and evaluate information at least well enough to apply these basic skills in the context of their education at Edgewood College, prepare them for lives of meaningful professional leadership and growth and demonstrate intellectual and practical skills for active citizenship and everyday life.

Ways of Knowing

To have the tools and the background to make judgments about and act in the world and be lifelong learners, students must be exposed to diverse ways of knowing and experiences of how knowledge is acquired; they must engage with numerous bodies of knowledge and the research methodologies with which those bodies of knowledge are connected. Such encounters introduce students to the multiple lenses through which the world is defined, understood, analyzed and experienced. Moreover, they reinforce crucial critical thinking and inquiry skills.

Perspectives on the World

In order to build a more just and compassionate world, students must be able to understand the complexities of that world and to engage with it, approaching issues and problems from multiple perspectives, learning about the world through its languages and cultures, and being aware of how their decisions and actions affect the environment in which they live. They must learn to apply inquiry/problem-solving skills in a context that allows theory to inform practice.

The Edgewood COR

Finally, students must be given the opportunity for identity development and critical self-reflection, for experiencing the world and discerning their place in it. They must be given a context for applying, integrating and synthesizing their learning, a context that requires students to learn, practice, and apply foundational skills, offer venues for applying knowledge and skill, and explicitly link the theories that we use understand the world and the actions that we and others choose to take.