Majors will possess basic foundation knowledge.
  • Demonstrate basic knowledge of US and world history.
  • Demonstrate in-depth knowledge of several historical periods and/or geographical areas.
  • Explain the concept of historical periodization and acquire knowledge of several such standard periods.
Majors will be critical thinkers.
  • Demonstrate causal relationships between people and their political, social, economic and physical environments over time.
  • Demonstrate knowledge of key historical concepts.
  • Draw comparisons between people, areas and events.
  • Define and apply multiple perspectives on historical events or processes.
  • Form a thesis statement that addresses a historical problem
    or answers a historical question.
  • Apply concepts from the past to current issues.
Majors will be effective communicators. 
  • Demonstrate skills requisite for short response papers or exam essays, medium length papers (4-6 pages), research papers (10-15 pages).
  • Articulate the major ideas from class readings and their own research projects through question and answer periods or class presentations.
Majors will be proficient researchers
  • Locate and analyze appropriate primary and/or secondary sources. 
  • Identify thesis, main points and evidence from journal articles, scholarly monographs or historical texts.
  • Write a research paper that includes a literature review, argument, thesis, empirical data and analysis.

Students will develop critical thinking skills
  • Students will isolate, evaluate and compare and discuss the weaknesses and strengths of both positive and normative theories.
  • Students will recognize the key line of argumentation in texts, analyze the strength of the argument, and relate it to the context of the appropriate subfield.
  • Students will go beyond perspectives presented in class and assigned materials to formulate original, well-defended arguments (at a level appropriate for upper-division undergraduates).
Students will develop strong written and oral communication skills
  • Students will demonstrate skills requisite for short response papers, medium length papers (4–6 pages), and research papers (10–15 pages), as well as exam essays.
  •  Students will articulate the major ideas from course readings and their own research projects in class presentations, and will demonstrate their knowledge through question-and-answer periods.
  • Students will “form, storm, norm and perform” in small groups and seminars (i.e., form groups, vie for leadership, establish norms, and present their ideas orally or in writing).
Students will understand the role of politics in a diverse world
  • Students will describe the role of politics – the rules, constraints and opportunities – in diverse facets of economic, social and cultural activities.
  • Students will place politics in the context of tradition, community, and the wider world.
  • Students will interpret the rights and responsibilities of political citizenship in a globally-dominant democracy.
  • Students will describe the processes of working with persons from varied socioeconomic, cultural and ideological backgrounds and exhibit the skills needed to work with others.
Students will develop an understanding of how political scientists practice their craft
  • Students will identify the major methods used by political scientists and analyze the appropriateness of each for various types of research.
  • Students will explicate the major theories and issues associated with the major subfields in the discipline of
    political science.
  • Students will distinguish accurately between quantitative, descriptive, and normative works; and will demonstrate each in their own written and oral presentations.

Global Studies
Students will know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand (Research Skills)
  • Students will identify the major methods used by academics in global studies and analyze the appropriateness of each for various types of research.
  • Students will gain a broader understanding and appreciation of major theories and intellectual activity in the global studies discipline.
  • Students will learn to locate and use appropriate and legitimate resources for addressing global problems
    in both independent and collaborative research settings.
Student will acquire basic competence in culture, economics, and politics, including an awareness of connections between world events and the multiple contexts that inform them (Synthesis and Integration).
  • Students will gain factual knowledge of global culture, economics, and politics (terminology, classifications, methods, trends).
  • Students will learn fundamental principles, generalizations, and theories of global studies and globalization.
  • Students will develop a clearer understanding of and appreciation of intellectual activity in the global studies discipline.
Students will develop and express ideas in writing as well as prepared and purposeful oral presentation to increase knowledge and foster understanding (Communication Skills)
  • Students will develop written skills in expressing research on globalization and global studies in the form
    of descriptive and research papers.
  • Students will articulate major ideas from course readings and their own research projects in oral presentations, and will lead course discussions through the formulation and articulation of the assigned readings.
Students will be able to critically analyze academic texts, read unfamiliar information and making sense of it; thinking critically about what they’re reading; synthesizing material; coming to a conclusion about it; and articulating that conclusion verbally and in writing (Critical Thinking)
  • Students will learn to analyze and critically evaluate global ideas, arguments, and points of view.
  • Students will apply course materials to improve thinking, problem solving, and decisions regarding global
    issues and challenges.
  • Students will recognize logical argumentation and differentiate the line between causal explanation and non-sense.
Students will develop knowledge, skills, and attributes needed to live effectively in a world characterized by intercultural competence and knowledge and ethical reasoning about inclusion, cultural pluralism, and increasing interdependence (Diversity).
  • Students will develop a clearer understanding of and commitment to personal values & global issues.
  • Students will explain global issues and events in terms of culture, economics, and political activities.
  • Students will appreciate the responsibilities of global citizenship. 
  • Students will develop the necessary skills to interact and work with people from different socioeconomic,
    cultural and ideological backgrounds.