Program Learning Outcomes

The College has established the following learning outcomes, goals and objectives for each of the

learning goals listed in its mission statement:

Mission-Driven Learning Outcomes Goals & Objectives

Knowledge of Business

Students shall acquire a common body of knowledge and vocabulary of business. As articulated in course syllabi, students shall gain knowledge of the theory and practices used in management of organizations, operations, and human resources; accounting; corporate finance; marketing; information systems and technology; and law. As they specialize further in their respective option(s), students shall demonstrate their ability to integrate this knowledge in solving business problems.

Critical Thinking

Critical thinking is the process of purposeful, self-regulatory judgment.* Critical thinking is defined as the ability to structure and synthesize ambiguous information, to sort relevant from irrelevant information, to apply technical knowledge to new problem settings, to analyze and summarize information and to interpret the results of analysis. Critical thinking makes use of the higher cognitive objectives: application, analysis, synthesis, and evaluation.

Quantitative Reasoning

Quantitative reasoning is the ability to use mathematical concepts to understand and interpret data, make sound inferences, draw logical conclusions and make well-supported decisions. Quantitative reasoning, as a component of critical thinking, requires the use of application, analysis, synthesis and evaluation.**

Effective Written Communication

Effective written communication demonstrates professionalism and the use of standard business English. Such writing is direct, courteous, grammatically correct, and not overly casual. A student’s writing must demonstrate appropriate sentence structure, mechanics, grammar, word usage, tone and word choice, organization and focus, and development of ideas.

Effective Oral Communication

Effective oral communication requires facility with standard oral presentational forms including impromptu, extemporaneous, informational, and persuasive speaking.


*The American Philosophical Association. (1990) Critical Thinking: A Statement Of Expert Consensus For Purposes Of Educational Assessment And Instruction,("the Delphi Report"). ERIC Doc. No. ED 315-423, pp. 80.

**Based on Mathematics Association of America, Quantitative Reasoning for College Graduates: A Complement to the Standards, Part II: Quantitative Literacy: Goals(1998).