CCRI's Definition of an Educated Person: Four Abilities

The faculty and staff of the Community College of Rhode Island have established four critical abilities that define the learning outcomes of a CCRI graduate. These four abilities can be applied in many contexts and are critical skills that must be developed not only at CCRI, but over the course of a lifetime. These core abilities guide students, faculty and staff in establishing educational goals and assessing learning within and across the primary domains of knowledge: arts and humanities, science and mathematics, and the social sciences. Effective Fall 2011:

  1. Effective Communication
    • Use standard English grammar and mechanics.
    • Create work that addresses a given purpose and context and responds to the target audience.
    • Present a central idea, supported by concrete, relevant details
    • Establish a clear and consistent sequence of ideas.
  2. Critical Thinking
    • Identify, analyze, and understand complex ideas.
    • Determine a research focus and the nature and scope of information needed.
    • Locate, evaluate, and use information effectively.
    • Draw logical conclusions from information.
    • Express well-reasoned or innovative perspectives.
  3. Quantitative, Mathematical and Scientific Reasoning
    • Demonstrate an understanding of mathematical, quantitative, or scientific principles.
    • Apply a scientific approach in asking questions.
    • Apply mathematical, quantitative, or scientific principles in solving problems.
    • Interpret numeric information in graphical form.
  4. Social Interaction
    • Evaluate ethical dimensions of decisions.
    • Use teamwork to accomplish tasks in groups.
    • Demonstrate an understanding of global, cultural and historical perspectives.

4/1/2011 Proposed Definition of an Educated Person

Final Proposal: Definition of an Educated Person

Approved Version: Definition of an Educated Person

Assessment of Student Learning

CCRI is committed to providing quality education and to assuring that students acquire the knowledge and skills necessary to be successful. Assessment of student learning provides the information we need to make improvements in program structure, course content, and pedagogy. To this end, information, including samples of student work, may be collected at the classroom, department, and institution levels. The information collected will be completely anonymous and will have no impact on student grades. Aggregated results will be used for program planning purposes and may be included in institutional research analyses and reports. In addition, students may be asked to submit samples of their course work and engage in focus groups. They may also be asked to complete a questionnaire assessing the quality of academic services. These activities help us determine the extent to which students demonstrate competency in the areas outlined in the Definition of an Educated Person and in their area of concentration.

This page developed and maintained by The General Education Committee. Send comments and suggestions to .

Last Updated: 6/13/18