ILC Areas & Proficiencies
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.
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.
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. Civic Engagement Dimensions: 1) diversity of communities and cultures, 2) analysis of knowledge, 3) civic identify and commitment, 4) civic communication, 5) civic action and reflection, 6) civic contexts/structures. See the LSU Adapted Civic Engagement Rubric for dimension explanations.
- 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. Ethical Reasoning Dimensions: 1) ethical self-awareness, 2) understanding different ethical perspectives/concepts, 3) ethical issue recognition, 4) application of ethical perspectives/concepts, 5) evaluation of different perspectives/concepts. See the LSU Adapted Ethical Reasoning Rubric for dimension explanations.
- 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. Global Learning Dimensions: 1) global self-awareness, 2) perspective taking, 3) cultural diversity, 4) personal and social responsibility, 5) understanding global systems, 6) applying knowledge to contemporary global contexts. See the LSU Adapted Global Learning Rubric for dimension explanations.
- 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. Inquiry and Analysis Dimensions: 1) topic selection, 2) existing knowledge, research, and/or views, 3) design process, 4) analysis, 5) conclusions, 6) limitations and implications. See the LSU Adapted Inquiry and Analysis Rubric for dimension explanations.
- 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.) Intercultural Knowledge and Competence Dimensions: 1) knowledge cultural self- awareness, 2) knowledge cultural worldview frameworks, 3) skills empathy, 4) skills verbal and nonverbal communication, 5) attitudes curiosity, 6) attitudes openness. See the LSU Adapted Intercultural Knowledge and Competence Rubric for dimension explanations.
- 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. Oral Communication Dimensions: 1) organization, 2) language, 3) delivery, 4) supporting material, 5) central message. See the LSU Adapted Oral Communication Rubric for dimension explanations.
- 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. Problem Solving Dimensions: 1) define problem, 2) identify strategies, 3) propose solutions/hypotheses, 4) evaluate potential solutions, 5) implement solution, 6) evaluate outcomes. See the LSU Adapted Problem Solving Rubric for dimension explanations.
- Quantitative and Formal Reasoning. Quantitative and Formal Reasoning is a "habit of mind" proficiency, focused on competence and comfort in working with numerical data and formal systems. It includes using mathematical skills and concepts, analytical reasoning, and problem-solving for application in higher-level mathematics and logic courses and in everyday work and life situations. Individuals with strong Quantitative Reasoning 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). Individuals with strong Formal Reasoning skills possess the ability to reason in and about formal systems and structures (mathematical, logical, linguistic, and computational) using formal mathematical and logical methods. They understand and appreciate the universal applicability of these formal methods. Quantitative and Formal Reasoning Dimensions: 1) interpretation, 2) representation, 3) calculation, 4) application/analysis 5) assumptions, 6) communication. See the LSU Adapted Quantitative and Formal Reasoning Rubric for dimension explanations.
- 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. Written Communication Dimensions: 1) context and purpose, 2) content development, 3) genre and conventions, 4) sources and evidence, 5) syntax and mechanics. See the LSU Adapted Written Communication Rubric for dimension explanations.
Louisiana Board of Regents Areas