The University Core Curriculum (UCC) is an integral component of the learning process at Vincennes University. The UCC encompasses learning outcomes that the faculty of Vincennes University has established as a minimum expectation of students graduating from Vincennes University. The Vincennes University Liberal Education Outcomes and the Indiana Statewide Transfer General Education/VU Core Curriculum Outcomes describe the knowledge, skills, abilities, and attitudes students should demonstrate upon program completion. They help prepare our students for future careers and educational pursuits.
Vincennes University Liberal Education Outcomes
• Engage in articulate expression through critical reading and effective written, oral, and digital communication.
• Apply quantitative reasoning and a variety of numeric data to solve problems in a variety of disciplines.
• Evaluate ethical behavior as an individual and as a member of local and global communities.
• Apply critical and creative thinking skills to solve problems.
• Integrate knowledge and perspectives of different disciplines to answer complex questions.
Indiana Statewide Transfer General Education Outcomes/
Vincennes University Core Curriculum Outcomes
1. Written Communication
1.1. Produce texts that use appropriate formats, genre conventions, and documentation
styles while controlling tone, syntax, grammar, and spelling.
1.2. Demonstrate an understanding of writing as a social process that includes multiple
drafts, collaboration, and reflection.
1.3. Read critically, summarize, apply, analyze, and synthesize information and concepts
in written and visual texts as the basis for developing original ideas and claims.
1.4. Demonstrate an understanding of writing assignments as a series of tasks including
Identifying and evaluating useful and reliable outside sources.
1.5. Develop, assert and support a focused thesis with appropriate reasoning and adequate evidence.
1.6. Compose texts that exhibit appropriate rhetorical choices, which include attention to
audience, purpose, context, genre, and convention.
1.7. Demonstrate proficiency in reading, evaluating, analyzing, and using material collected from electronic sources (such as visual, electronic, library databases, Internet sources, other official databases, federal government databases, reputable blogs, wikis, etc.).
2. Speaking and Listening
2.1. Use appropriate organization or logical sequencing to deliver an oral message.
2.2. Adapt an oral message for diverse audiences, contexts, and communication channels.
2.3. Identify and demonstrate appropriate oral and nonverbal communication practices.
2.4. Advance an oral argument using logical reasoning.
2.5. Provide credible and relevant evidence to support an oral argument.
2.6. Demonstrate the ethical responsibilities of sending and receiving oral messages.
2.7. Summarize or paraphrase an oral message to demonstrate comprehension.
3. Quantitative Reasoning
3.1. Interpret information that has been presented in mathematical form (e.g. with
functions, equations, graphs, diagrams, tables, words, geometric figures).
3.2. Represent information/data in mathematical form as appropriate (e.g. with functions,
equations, graphs, diagrams, tables, words, geometric figures).
3.3. Demonstrate skill in carrying out mathematical (e.g. algebraic, geometric, logical, statistical) procedures flexibly, accurately, and efficiently to solve problems.
3.4. Analyze mathematical arguments, determining whether stated conclusions can be inferred.
3.5. Communicate which assumptions have been made in the solution process.
3.6. Analyze mathematical results in order to determine the reasonableness of the solution.
3.7. Cite the limitations of the process where applicable.
3.8. Clearly explain the representation, solution, and interpretation of the math problem.
4. Scientific Ways of Knowing
4.1. Explain how scientific explanations are formulated, tested, and modified or
4.2. Distinguish between scientific and non‐scientific evidence and explanations.
4.3. Apply foundational knowledge and discipline‐specific concepts to address issues
or solve problems.
4.4. Apply basic observational, quantitative, or technological methods to gather
data and generate evidence‐based conclusions.
4.5. Use current models and theories to describe, explain, or predict natural phenomena.
4.6. Locate reliable sources of scientific evidence to construct arguments related to real world issues.
5. Social and Behavioral Ways of Knowing
5.1. Demonstrate knowledge of major concepts, theoretical perspectives, empirical
patterns, or historical contexts within a given social or behavioral domain.
5.2. Identify the strengths and weaknesses of contending explanations or interpretations for social, behavioral, or historical phenomena.
5.3. Demonstrate basic literacy in social, behavioral, or historical research methods and
5.4. Evaluate evidence supporting conclusions about the behavior of individuals,
groups, institutions, or organizations.
5.5. Recognize the extent and impact of diversity among individuals, cultures, or
societies in contemporary or historical contexts.
5.6. Identify examples of how social, behavioral, or historical knowledge informs and can shape personal, ethical, civic, or global decisions and responsibilities.
6. Humanistic and Artistic Ways of Knowing
6.1. Recognize and describe humanistic, historical, or artistic works or problems and
patterns of the human experience.
6.2. Apply disciplinary methodologies, epistemologies, and traditions of the humanities
and the arts, including the ability to distinguish primary and secondary sources.
6.3. Analyze and evaluate texts, objects, events, or ideas in their cultural, intellectual or historical contexts
6.4. Analyze the concepts and principles of various types of humanistic or artistic
6.5. Create, interpret, or reinterpret artistic and/or humanistic works through
performance or criticism.
6.6. Develop arguments about forms of human agency or expression grounded in rational
analysis and in an understanding of and respect for spatial, temporal, and cultural
6.7. Analyze diverse narratives and evidence in order to explore the complexity of
human experience across space and time.
Students completing the UCC requirements for the AS-Transfer, AA, BS, or BA degree have fulfilled the requirements of the Statewide Transfer General Education Core. This completion will be documented on the student’s official transcript. If that student subsequently transfers to another state educational institution, the receiving institution will accept that documentation as satisfying their own Statewide Transfer General Education Core requirements. Furthermore, the receiving institution will apply toward satisfying the transfer student’s degree requirements at least 30 credit hours of transfer credit. To note: Successful completion of the Statewide Transfer General Education Core requirements is not a guarantee of admission to a particular state educational institution. The Statewide Transfer General Education Core does not add to, subtract from, or change any requirements for a major. Students need to work closely with an advisor to determine what relationship, if any, exists between requirements for general education and requirements for a specific major. This is a most important issue and should be carefully noted.