Integrative Learning Core
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.)
The fundamental idea of the LSU Integrative Learning Core (ILC) is that the student develops across the undergraduate curriculum the practical and intellectual capacities associated with integrative learning in preparation for high competence and functionality in post-baccalaureate contexts.
The ILC curriculum for LSU students spans the four years of undergraduate study and is composed of two components. First, students are required to complete 39 hours that provide a breadth of knowledge across the following six Louisiana Board of Regents statewide disciplinary areas:
|English Composition||6 hours|
|Mathematics/Analytical Reasoning||6 hours|
|Fine Arts||3 hours|
|Natural Sciences||9 hours (2 courses in biological or physical science area sequence and one in the other area)|
|Social/Behavioral Sciences||6 hours (1 course must be at/above sophomore level)|
The second component requires that courses used to satisfy the above-noted requirements also contribute to the students' competency in one or more of the LSU ILC proficiencies. The ILC will produce highly effective leaders, problem solvers, and global citizens. Developing the proficiencies within courses across the ILC curriculum will promote synthesis of information in higher level courses.
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.
Reasoning about right and wrong human conduct.
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.
Intercultural Knowledge and Competence
A set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
Inquiry and Analysis
A systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments.
A prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
The process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal.
Quantitative and Formal Reasoning
The comfort of working with numerical data and understanding arguments supported by quantitative evidence using words, tables, graphs, and mathematical equations or formal logic.
The development and expression of ideas in writing. Written communication involves learning to work in many genres and styles
Regional Accreditation Requirements
Additionally, the Southern Association of Colleges and Schools Commission on Colleges, the university's regional accrediting body, also requires general education in the following principles of accreditation:
- Core Requirement 9.3 (General Education Requirements) The institution requires the successful completion of a general education component at the undergraduate level that:
(a) is a based on a coherent rationale;
(b) is a substantial component of each undergraduate degree program. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent;
(c) and ensures breadth of knowledge. These credit hours include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. These courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession.
- 8.2.b The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of seeking improvement based on analysis of...Student learning outcomes for collegiate-level general education competencies of its undergraduate degree programs (Student outcomes: general education).