Arts and Sciences
Master Syllabi Project
To view the Master Syllabi of a particular course, click on the link below.
Master Syllabi identify essential content which students should expect to cover in a particular class. Faculty who teach courses represented by the master syllabi are required to cover identified content topics utilizing their professional judgment on how to best present these issues to students. In addition, master syllabi identify DCC educational objectives which are supported by that course. Identification of supported objectives notifies the instructor that class assignments and assessment of student performance should be designed to promote development of skills relevant to them as well as promote mastery of specific content topics.
Hence, specific class outlines for a course are expected to identify how assignments required of students promote or support these objectives. Students should expect to be assessed by instructors on their successful mastery of these skills as well as mastery of course content.
General Education Goals and Student Learning Outcomes*
Danville Community College graduates will demonstrate competency in the following general education areas:
A competent communicator can interact with others using all forms of communication, resulting in understanding and being understood. DCC graduates will demonstrate the ability to:
1.1 understand and interpret complex materials;
1.2 assimilate, organize, develop, and present an idea formally and informally;
1.3 use standard English;
1.4 use appropriate verbal and non-verbal response in interpersonal relations and group discussions;
1.5 use listening skills; and
1.6 recognize the role of culture in communication.
2. Critical Thinking
A competent critical thinker evaluates evidence carefully and applies reasoning to decide what to believe and how to act. DCC graduates will demonstrate the ability to:
2.1 discriminate among degrees of creditability, accuracy, and reliability of inferences drawn from given data;
2.2 recognize assumptions, or presuppositions in any given source of information;
2.3 evaluate the strengths and relevance of arguments on a particular question or issue;
2.4 weigh evidence and decide if generalizations or conclusions based on the given data are warranted;
2.5 determine whether certain conclusions or consequences are supported by the information provided; and
2.6 use problem solving skills.
3. Cultural and Social Understanding
A culturally and socially competent person possesses an awareness, understanding, and appreciation of the interconnectedness of the social and cultural dimensions within and across local, regional, state, national, and global communities. DCC graduates will demonstrate the ability to:
3.1 assess the impact that social institutions have on individuals and culture—past, present, and future;
3.2 describe their own as well as others’ personal ethical systems and values within social institutions;
3.3 recognize the impact that arts and humanities have upon individuals and cultures;
3.4 recognize the role of language in social and cultural contexts; and
3.5 recognize the interdependence of distinctive world-wide social, economic, geo-political, and cultural systems.
4. Information Literacy
A person who is competent in information literacy recognizes when information is needed and has the ability to locate, evaluate, and use it effectively. DCC graduates will demonstrate the ability to:
4.1 determine the nature and extent of the information needed;
4.2 access needed information effectively and efficiently;
4.3 evaluate information and its sources critically and incorporate selected information into his or her knowledge base;
4.4 use information effectively, individually, or as a member of a group, to accomplish a specific purpose; and
4.5 understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally.
5. Personal Development
An individual engaged in personal development strives for physical well-being and emotional maturity. DCC graduates will demonstrate the ability to:
5.1 develop and/or refine personal wellness goals; and
5.2 develop and/or enhance the knowledge, skills, and understanding to make informed academic, social, personal, career, and interpersonal decisions.
6. Quantitative Reasoning
A person who is competent in quantitative reasoning possesses the skills and knowledge necessary to apply the use of logic, numbers, and mathematics to deal effectively with common problems and issues. A person who is quantitatively literate can use numerical, geometric, and measurement data and concepts, mathematical skills, and principles of mathematical reasoning to draw logical conclusions and to make well-reasoned decisions. DCC graduates will demonstrate the ability to:
6.1 use logical and mathematical reasoning within the context of various disciplines;
6.2 interpret and use mathematical formulas;
6.3 interpret mathematical models such as graphs, tables, and schematics and draw inferences from them;
6.4 use graphical, symbolic, and numerical methods to analyze, organize, and interpret data;
6.5 estimate and consider answers to mathematical problems in order to determine reasonableness; and
6.6 represent mathematical information numerically, symbolically, and visually, using graphs and charts.
7. Scientific Reasoning
A person is competent in scientific reasoning adheres to a self-correcting system of inquiry (the scientific method) and relies on empirical evidence to describe, understand, predict, and control natural phenomena. DCC graduates will demonstrate the ability to:
7.1 generate consistent arguments based on empirical evidence;
7.2 distinguish a scientific argument from a non-scientific argument;
7.3 reason by deduction, induction, and analogy;
7.4 distinguish between causal and correlational relationships; and
7.5 recognize methods of inquiry that
lead to scientific knowledge.
*Complements Virginia Community College System General Education Goals and Student Learning Outcomes (www.vccs.edu)
Note: Reaffirmed by DCC Curriculum Committee, October 28, 2014.