Common Learning Competencies

RRCC Common Learning Competencies (CLC)

Critical Thinking

Technologically Literate

Effective Communication

Globally Aware, and Understands and Respects Diversity

Ethical and Professional

Quantitative Reasoning

RRCC Common Learning Compentency Target Map


CLC Details and AAC&U LEAP Alignment with CCHE rubrics
 

An RRCC graduate is a Critical Thinker (including information literacy).  

  • Students explore and evaluate texts, instruction, research, media, experience, and other relevant sources of information from multiple perspectives;
  • They determine the extend of information required to accomplish a particular purpose;
  • They access the required information effectively and efficiently;
  • They evaluate the information and its sources critically, determining credibility and bias;
  • They understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally;
  • They synthesize the information to effectively nd creatively define problems or issues;
  • They identify strategies and propose, evaluate, and implement solutions;
  • They evaluate outcomes based upon their own insights and original analysis;
  • They draw reasonable conclusions by recognizing assumptions and differentiating factual information from opinion and emotion-based arguments, interpreting data, evaluating evidence, reasoning and arguments, and examining implications and consequences;
  • Students make relevant connections between classroom and out-of-classroom learning.

LEAP Alignments 

Critical Thinking
Competency in critical thinking addresses a student's ability to analyze information and ideas from multiple perspectives and articulate an argument or an opinion or a conclusion based on their analysis.
CCHE Critical Thinking rubric.  1a, 2a-c, 3a-c, 4a, 5a-b for GT: AH1, AH2, AH3, H1, SS1, SS2, SS3
Information Literacy
Information literacy refers to the set of skills needed to find, retrieve, analyze, and use information.  Competency in information literacy represents a student's ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use that information for the task or problem at hand.
CCHE Information Literacy rubric.  3a-b, 4a, 5a for GT: H1
Inquiry & Analysis
Inquiry is a systematic process of exploring issues/objects/works through the collection and analysis of evidence that results in informed conclusion/judgments.  Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them.
CCHE Inquiry & Analysis rubric.  4a, 5a-b, 6a for GT: SC1, SC2
Problem Solving
Competency in problem solving represents a student's ability to design, evaluate, and implement a strategy to answer a question or achieve a goal.
CCHE Problem Solving rubric for future MA1

An RRCC graduate is Technologically Literate.  

  • Students exhibit technological literacy and the skills to effectively and ethically use technology;
  • They demonstrate the responsible application of intellectual property and privacy
  • They use technology ethically and effectively to communicate, solve problems, and complete tasks;
  • They remain current with technological innovations.

An RRCC graduate is an Effective Communicator.

  • Students demonstrate the ability to utilize oral, written, and listening skills to effectively interact with others;
  • They construct effective written communication that conveys accurate, concise, and complete information to a target audience while observing the conventions of grammar, sentence structure, punctuation and spelling; 
  • They construct and deliver clear, well-organized, verbal presentations;
  • Students utilize writing, speaking, or artistic expression that is appropriate for the context and audience;
  • Students understand and apply conventions of effective writing and oral communication in academic, public, personal, and professional discourse.

LEAP Alignments

Oral/Presentational Communication
Competency in oral communication represents a student's ability to deliver a well-prepared and purposeful presentation grounded in credible information and organized effectively.
CCHE Oral/Presentational Communication rubric.  2a, 3a-b, 4a for GT: AH4, COM
Written Communication
Competency in written communication is a student's ability to write and express ideas across a variety of genres and styles.  Written communication abilities develop over time through layered, interactive, and continual processes and experiences across the curriculum.
CCHE Written Communication rubric.  1a, 2a, 3a, 4a-b, 5a for GT: CO1, CO2, AH1, AH2

An RRCC graduate is Globally Aware, and Understands and Respects Diversity.

  • Students consider the interconnectedness of our community and world;
  • They demonstrate how cultural differences, both locally and globally, including diverse beliefs, traditions, customs, religions, ethnicities, sexuality and gender, impact personal and community participation;
  • They can identify and compare diverse social practices and civic structures;
  • They are aware of the social, environmental, and economic impacts of their actions, both on an individual level and globally;
  • They consider multiple perspectives in decision-making.

LEAP Alignments

Civic Engagement
Competency in civic engagement refers to actions wherein students participate in activities of personal and public concern that are both meaningful to the student and socially beneficial to the community.  Civic engagement is "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).
CCHE Civic Engagement rubric.  2a for GT: SS1
Diversity & Global Learning
Competency in diversity and global learning refers to a student's ability to critically analyze and engage complex, interdependent structures and constructs (such as natural, physical, social, cultural, economic, or political) and their implications for individuals, groups, communities, or cultures.  This competency will introduce students to various concepts toward building their awareness of diversity and the importance of inclusivity.  Through diversity and global learning, students should seek to understand how their actions affect both local and global communities.
CCHE Diversity & Global Learning rubric.  1a, 2a, 3a for GT: SS2, SS3

An RRCC graduate is Ethical and Professional.

  • Students incorporate ethical reasoning into action;
  • They explore and articulate the values of professionalism in decision-making;
  • They understand the importance of dependability, perseverance, integrity, and accountability for their choices and actions;
  • They exhibit self-reliant behaviors by demonstrating the ability to plan, organize, manage, and successfully complete projects withing defined time lines;
  • They collaborate effectively with others toward the accomplishment of common goals;
  • They accept supervision and direction as needed.

An RRCC graduate uses Quantitative Reasoning.

  • Students retrieve, interpret, and evaluate information and numerical concepts to determine trends, make predictions, and develop informed opinions;
  • They demonstrate mathematical reasoning skills;
  • They use quantitative analytical skills to evaluate and process numerical data.

LEAP Alignment

Quantitative Literacy
Competency in quantitative literacy represents a student's ability to use quantifiable information and mathematical analysis to make connections and draw conclusions.  Students with strong quantitative literacy skills understand and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc.).
CCHE Quantitative Literacy rubric.  1a, 2a, 3a-c, 4a-c, 5a, and 6a for statistics courses, for GT: MA1, SC1, SC2