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Brooklyn Campus
Department/Office Name
February 2008 Update
Core Curriculum Matrix

Middle States Periodic Review Update
Long Island University
Brooklyn Campus
February 2008

The Brooklyn Campus Periodic Review Committee (PRC) is currently collecting data and information related to the recommendations made by the Middle States Accreditation Team in 2003.  (The extracted recommendations can be viewed by clicking the Recommendations link on the left.)   An important instrument in the data collection is the Adjunct Faculty Survey, and we ask that those adjunct faculty who have not yet completed the survey to take a few moments to do so by visiting the link below. 


In addition, the PRC is now collecting from departments offering core courses student learning data that will be used to assess the Brooklyn Campus’s learning goals and objectives. The link on the left, entitled Core Curriculum Matrix, represents the connection between the core courses and the Campus’s learning goals and objectives cited below.

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:

The aim is to enhance students’ ability to:


understand, analyze, and interpret reading and other material critically


write organized, coherent discourse


speak organized, persuasive discourse


listen critically


research efficiently and knowledgeably


reason abstractly


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:


demonstrate knowledge and awareness of philosophical and ethical issues


demonstrate an understanding of literary genres and world literary schools


display an understanding of fundamental scientific and
mathematical concepts and an awareness of the impact of technology on society and the environment


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:


gain historical and diverse perspectives (for example, scientific, aesthetic, social, etc.)


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.

Beyond simply assembling data to assess if student learning goals and objectives are being met, the PRC wishes to catalog the assessment-centered curricular and pedagogical outcomes put in place to improve student learning—which is the principal focus of assessment.

Long Island University Brooklyn Campus Middle States