Undergraduate Student Learning Outcomes
The University’s mission statement offers a series of educational values:
Augsburg University educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.
As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning:
These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the completion of the core curriculum, majors / minors, electives and co-curricular experiences.
As Informed Citizens, students are learning to …
- engage their communities and demonstrate a sense of agency to create change in ethical and informed ways
- explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts
As Thoughtful Stewards, students are learning to …
- critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context
- identify the broad foundations for sustainable living and apply them in demonstrable ways
As Critical Thinkers, students are learning to …
- use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims
- construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats
As Responsible Leaders, students are learning to …
- employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments
- articulate and solve problems in creative, analytical, and integrative ways
(Approved by the Faculty in December 2014)