ILC Areas & Proficiencies

Integrative learning is (1) an understanding and (2) a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus. (Definition adapted from the American Association of Colleges and Universities Integrative Learning VALUE Rubric).

LSU is transitioning to the Integrative Learning Core (ILC). This transition will occur in phases, giving the flexibility for existing general education courses and new proposals to align with the University’s ILC. The Faculty Senate Integrative Learning Core Committee invites departments to submit new and existing courses to be certified as part of the ILC. Departments may view the recommended proposal submission dates in ILC Course Submission Schedule files

Louisiana Board of Regents (BoR) Areas

Students are required to complete 39 hours that provide a breadth of knowledge across six BoR areas:

  • English Composition (six hours). Effective written communication skills are essential to prepare students to effectively and intelligently communicate in a variety of contexts. 
  • Mathematics/Analytical Reasoning (six hours). As a cornerstone for the liberal arts, engineering, and sciences, mathematical/analytical reasoning skills are an essential component of all disciplines.
  • Natural Sciences (nine hours – two courses in biological or physical science area sequence and one in the other area). Natural sciences study both life and physical sciences in an approach to understanding the universe by studying objects, phenomena, laws of nature and the physical world. 
  • Humanities (nine hours). Humanities offer a broad-based study of cultural traditions and the human condition, including everything from language, literature and religion to history, philosophy and communication.
  • Social/Behavioral Sciences (six hours – one course must be at/above sophomore level). Social and Behavioral Sciences study human behavior and the relationship between individuals and their societies.
  • Fine Arts (three hours). The Fine Arts provide an opportunity to explore and to value aesthetic creation and form as an essential means of conceiving and expressing the human experience.

*In addition to specifics of this policy, all applicable general education requirements of the Southern Association of Colleges and Schools Commission on Colleges shall apply.

ILC Proficiencies

Courses used to satisfy the six BOR areas will contribute to the students’ competency in one or more of the below LSU ILC proficiencies. The proficiencies originated from the Association for American Colleges and Universities (AAC&U) LEAP Essential Learning Outcomes and their corresponding definitions from the VALUE Rubrics.

  • Civic Engagement - "working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes." (Excerpted from Civic Responsibility and Higher Education, edited by Thomas Ehrlich, published by Oryx Press, 2000, Preface, page vi.) In addition, civic engagement encompasses actions wherein individuals participate in activities of personal and public concern that are both individually life enriching and socially beneficial to the community.
  • Ethical Reasoning - is reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about how different ethical perspectives might be applied to ethical dilemmas and consider the ramifications of alternative actions. Students’ ethical self-identity evolves as they practice ethical decision-making skills and learn how to describe and analyze positions on ethical issues.
  • Global Learning. Global Learning is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people’s lives and the earth’s sustainability. Through global learning, students should 1) become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences, 2) seek to understand how their actions affect both local and global communities, and 3) address the world’s most pressing and enduring issues collaboratively and equitably.
  • Inquiry and Analysis. Inquiry is a systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments. Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.
  • Intercultural Knowledge and Competence. Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)
  • Oral Communication. Oral Communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.
  • Problem Solving. Problem Solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal.
  • Quantitative Literacy. Quantitative Literacy is a "habit of mind," competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations. They understand and can create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc., as appropriate).
  • Written Communication. Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.

Related Documents

Louisiana Board of Regents Areas

ILC Proficiencies