The table below maps the Program Outcomes for the B.A. in English to the College's GLOBE Baccalaureate Outcomes.

Program: BA in ENGLISHProgram Outcome 1  Program Outcome 2  Program Outcome 3  Program Outcome 4  Program Outcome 5  Program Outcome 6  Program Outcome 7  Program Outcome 8  Program Outcome 9  Program Outcome 10  Program Outcome 11  Program Outcome 12  Program Outcome 13  Program Outcome 14  Program Outcome 15  Program Outcome 16  Program Outcome 17
 The ability to read texts closely  The ability to write clear and effective prose in accordance with conventions of standard English  The ability to write analytically about texts in accordance with the conventions of textual criticism  An understanding of how criticism as a practice gives rise to questions about how to conduct that practice, questions that are constitutive of the discipline: e.g., questions concerning what we should read, why we should read, and how we should read.  The ability to read texts in relation to history  An understanding of how texts are related to social and cultural categories (e.g., race, ehtnicity, gender, sexuality, class, ability), enterprises (e.g., philosophy, science, and politics), and institutions (e.g., of religion, of education)  An understanding of how language as a system and linguistic change over time inform literature as aesthetic object, expressive medium, and social document  The ability to "join the conversation" that is always ongoing among critics and scholars regarding texts, authors, and topics engaging with secondary sources  An in-depth understanding of a single author, a small group of authors, or a narowly-defined topic, theme, or issue  An understanding of the differences between and the requirements of genre (Creative Writing Track)  Knowledge of craft and technique in genres under study (Creative Writing Track)  Proficiency at critiqueing peer and published work
(Creative Writing Track)
  Knowledge of elements, modes, and forms of chosen genre (Creative Writing Track)  The ability to incorporate criticism into revision of creative work (Creative Writing Track)  Proficiency at presenting work to readers in public readings, publication, or exhibits (Creative Writing Track)  An understanding of the process of revision, submission, publication (Creative Writing Track)  Knowledge of contemporary writers and literary journals (Creative Writing Track)
GLOBE Outcomes                                                 
Broad Knowledge: To develop broad knowledge of Physical and Life Sciences; Behavioral and Social Sciences; Arts, Languages, and Humanities.x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x
Specialized Knowledge: To develop deep understanding of a body of specialized knowledge.x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x
Critical Thinking: To formulate questions or frame issues in ways that permit examination or investigation; to explicate and evaluate the assumptions underlying the claims of self and others; to establish and pursue systematic and valid methods for collecting and evaluating relevant evidence; to draw soundly reasoned and appropriately limited conclusions on the basis of evidence; to relate conclusions to a larger body of knowledge.x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x
Communication: To demonstrate proficiency in English and skill in another spoken language; to compose written texts that effectively inform or persuade, following Standard English conventions and practices of academic disciplines; to engage in discussion, debate, and public speaking in a manner suitable to the listener(s) and the discourse; to be mindful of the interplay between rhetorical style and purpose.x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x
Quantitative, Computational, and Symbolic Reasoning: To construct and interpret mathematical, computational, or symbolic depictions of information (e.g., equations, algorithms, graphs, diagrams); to generate accurate calculations or plausible estimates; to draw valid conclusions from quantitative evidence or computational or symbolic results; to clearly communicate the conclusions drawn from quantitative, computational, or symbolic analysis.                                                 
Informational and Digital Literacy: To work in informati on-rich and digital environments; to identify when information and data are needed to support claims; to search effectively and efficiently for relevant information, evidence, and data; to evaluate the credibility of information obtained; to share and cite information and ideas that inspire or support one's own work responsibly and ethically, respecting privacy and intellectual property rights; to use digital tools to create, communicate, and collect information for the benefit of others.                                                 
Creativity and Creative Thinking: To produce scholarly or artistic work, independently or collaboratively, that makes inventive connections among existing forms and ideas; to engage divergent or contradictory perspectives; to transform existing ideas or solutions into new forms; to understand and articulate the relationship between individual creative work and wider contexts; to practice techniques for presenting and performing creative work.x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x
Leadership and Collaboration: To engage others in developing collaborative solutions; to experiment, take risks, and learn from mistakes; to enable, encourage, and recognize contributions to collaborative efforts by all group members; to manage and share work fairly and respectfully; to envision, promote, consider, and respond to diverse viewpoints.x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x
Diversity and Pluralism: To work effectively in a pluralistic society, recognizing and respecting diverse identities, beliefs, backgrounds, and life choices; to practice effective communication and collaboration across diverse communities and organizations; to critically reflect on the reasoning and impact of one's personal beliefs and actions.x  x  x  x  x  x  x  x  x        x     x  x  x  x
Global Awareness and Engagement: To situate individual and community experiences in multiple historical contexts, global systems, and power relations; to assess interconnections among local and global systems; to apply global perspectives in addressing challenges and solving problems.x  x  x  x  x  x  x  x  x  x  x  x     x  x  x  x
Integrative and Applied Learning                                                 
Geneseo's mission underscores an institutional commitment to "transformational learning experiences" and "a rich co-curricular life." Integrative learning fosters the ability to connect and combine knowledge and skills acquired through the curriculum and the co-curriculum to new complex situations within and beyond the college and to foster reflection on the ways that such knowledge is utilized. Such learning develops through such high-impact practices as international experiences, service and community-based learning, intensive research activities, internships, advocacy, learning communities, and capstone courses and projects.                                                 
A. Integrative Inquiry: To ask meaningful questions connecting personal experiences to academic study and co-curricular life; to synthesize multiple bodies of knowledge to address real-world problems and issues.x  x  x  x  x     x  x  x        x     x  x  x  x
B. Application and Transfer: To adapt and apply skills, theories, and methods gained in one or more domains to new situations.x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x
C. Reflection: To reflect upon changes in learning and outlook over time; to make personal, professional, and civic plans based on that self-reflection.x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x  x

Last updated: 31 August 2019

ENGL-BA GLOBE Program Outcome Map

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