General Education POs (Apply to all undergraduate Capstone Degree Programs)
- Critical Thinking. The student will show evidence of knowledge at a synthesis level to define and solve problems within professional and personal environments.
Critical thinking is the key to a successful Capstone effort. Critical Thinking goes beyond a reciting of information researched. It involves the application of knowledge gained through research that develops a defined project in order to meet a specific outcome.
As an integral component of problem solving and decision-making, this combination of skills allows one to form contentions, conclusions, and recommendations. This skill combines analysis, evaluation, conceptualizing, application, solutions, recommendations, synthesis, decision-making, and problem solving through critical research.
The proposal should clearly identify how the Critical Thinking PO will be met through the development of the Capstone and include key words, phrases, and concepts applicable to the research objective, such as:
• Analyzing valid and reliable information and data with a specific purpose that results in the forming of conclusion or recommendations.
• Evaluating information and data as part of a decision making process (problem solving).
• Recommending courses of action (through research) to meet a specific objective.
• Evaluating potential solutions to a project.
• Comparing and contrasting critical variables of a project.
• Identifying and establishing priorities in project.
The result of Critical Thinking is the analysis of information and the development of conclusions and recommendations related to a project and is supported by valid and reliable referenced material.
- Quantitative Reasoning. The student will show evidence of the use of digitally-enabled technology & analysis techniques to interpret data for the purpose of drawing valid conclusions and solving associated problems.
Quantitative Reasoning is the utilization and application of quantitative concepts and methods in solving real world problems. These concepts (which vary greatly) include basic math, algebra, statistics, geometry, and associated techniques and tools like spreadsheets, graphing, charting and the technology to construct them.
Quantitative Reasoning is the application of quantitative concepts that support and develop a defined project in order to meet a specific outcome. It is the quantitative version of Critical Thinking.
The proposal should clearly identify how the Quantitative Reasoning PO will be met through the development of the Capstone and include key words, phrases, and concepts applicable to the research object, such as:
• Analyzing data that supports a project. (This does not necessarily mean “statistical analysis”).
• Applying quantitative data, such as descriptive statistics, charts, graphs, linear representations, tables, figures, databases, and spreadsheets to support a specific objective or outcome.
• Interpret and apply quantitative calculations in support of decision making and problem solving processes.
• Using quantitative concepts to “measure” variables in projects.
The result of Quantitative Reasoning is the application of quantitative concepts in the analysis of information and the development of conclusions and recommendations related to a project and supported by valid and reliable referenced material.
- Information Literacy. The student will show evidence of meaningful research, including gathering information from primary and secondary sources and incorporating and documenting source material in their writing.
There must be a valid and reliable relationship established between any topic of discussion and the material used to support that discussion. This material is comprised of identifiable ‘primary’ sources, and supported ‘secondary’ sources in order to logically, effectively, and concisely qualify a position on the topic.
Key to the Information Literacy PO is the conduct and reporting of meaningful research that specifically supports the fundamental purpose of the project.
The purpose should clearly identify how the Information Literacy PO will be met by identifying how research will be conducted and reported in support of the development of the Capstone and include key words, phrases, and concepts to the research objective, such as:
• Use of peer reviewed research that is specific to an objective or outcome
• Conducting research that differentiates between primary and secondary sources.
• Information that is reliable and valid to the project.
• Reporting of research that conforms to APA guidelines.
• Information Literacy employs correct research processes that support the development of the project, including analysis and evaluation of the information gathered, not simply randomly gathering data.
• Using research that is properly cited and referenced and can be verified.
• The result of Information Literacy is the conduct of valid and reliable research that supports the analysis, conclusions, and recommendations related to a project.
- Communication. The student will show evidence of communicating concepts in written, digital and oral forms to present technical and non- technical information.
In this context, communication is the application of thought into cogent written and oral presentation. Communication is the requisite expression of thought that successfully supports positions on a selected project using the standards identified in the appropriate documents (Publication manual of the American Psychological Association [APA] and Capstone Policy Guide), and that successfully conveys those positions to the intended audience.
Key to the Communication PO is the effective and efficient communication of the Capstone as a whole, utilizing a logical flow and organization that successfully communicates the outcomes of the project to the intended audience.
The student must remember that the Capstone paper and presentation are created for the audience.
Effective communication is not necessarily a singular process or tool (such as MS Word or PowerPoint), but an integration of multiple processes and tools. The proposal must be clear in explaining exactly how the project will be communicated. Communication can take on many forms, including:
• The Capstone itself, which encompasses other components:
• Correct use of APA guidelines
• Grammatically correct
• In-text citations
• Logical sequence, flow, transitions
The project presentation. This can take on many forms, including:
• Development of the supporting Power Point presentation
• In-class verbal presentation
• Verbal presentation through Eagle Vision or Skype
• Verbal presentation through teleconferencing
• Individual presentations between instructor and student
• Use of email in cases when voice communication is not reasonable Participation in the Discussion Board
• Communication between instructor and student in the development of the proposal and Capstone
• Communication between students
• Weekly status checks (online courses)
The results of Communication is the presentation of valid and reliable research that supports the analysis, conclusions, and recommendations related to a project and the understanding of that information by the intended audience.
- Scientific Literacy. The student will show evidence of analyzing scientific evidence as it relates to the physical world and its interrelationship with human values and interests.
Scientific Literacy is the application of critical thinking to the general scientific evidence (general physics, mechanics, weather, chemistry, biology, physiology, etc.) that is used to support a project.
The proposal should clearly identify how Scientific Literacy will be met through the development of the Capstone and include key words, phrases, and concepts applicable to the research objective, such as:
• Applying physics or physical laws to a project.
• Identifying and apply factors in aeronautical science as they relate to a project.
• Analyzing weather as a factor in developing a project.
• Evaluating operating characteristics of a system, component, or part as part of an overall project.
• Analyzing mechanical or electrical properties related to a project.
• Assessing physiological factors in human performance.
The result of Scientific Literacy is the analysis of information and the development of conclusions and recommendations related to the scientific aspects of a project and supported by valid and reliable referenced material.
- Cultural Literacy. The student will show evidence of the analysis of historical events, cultural artifacts, and philosophical concepts.
Cultural Literacy is the knowledge, understanding, and application of history, contributions, and perspectives of differing cultural groups to a specific project or the impact on those cultural groups of the topic of a specific project.
Cultural Literacy is the ability to associate an individual’s knowledge, understanding, and application of history, contribution, perspectives, and impacts of their own and other cultural groups. These groups are not limited to ethnic, religious or social groups, but include groups associated with industry, professional, and other work or recreationally related entities. Examples of cultures can include:
• Social cultures
• Organizational cultures
• Aviation cultures (or non-aviation cultures)
• Safety cultures
• Religious cultures
• Ethnic cultures
The proposal should clearly identify how Cultural Literacy will be met through the development of the Capstone and include key words, phrases, and concepts applicable to the research objective, such as:
• Analyzing historical events as they impact/influence a project.
• Comparing and contrasting social norms as they impact a specific objective or outcome.
• Examining the evolution of an organization as cultures change.
• Evaluating challenges in managing multi-cultures change.
• Evaluating past and current cultures for trends in aviation safety.
The result of Cultural Literacy is the application and analysis of information in the development of conclusions and recommendations related to the cultural aspects of a project and supported by valid and reliable referenced material.
- Life Long Personal Growth. The student will show evidence of the skills needed to enrich the quality of life through activities, which enhance and promote lifetime learning.
Life Long Personal Growth is not about the student’s personal experience, but broadly with an industry perspective in how an individuals’ (not the students) personal experience can be demonstrated through the project.
Life Long Personal Growth relates to a compilation of knowledge, skills, and actions taken by individuals in an industry overtime to advance ones position and abilities to their benefit. The acquisition of knowledge and skill is followed by an application or action in order to change something.
A demonstration of Life Long Personal Growth skills necessitates an understanding of the Gen Ed POs themselves. These skills are an integral part of an action and planned professional development (both specific to aviation and generalized outside of aviation). The proposal should clearly identify how Life
Long Personal Growth is demonstrated through the project. Examples of Life Long Personal Growth can include:
• Evaluating how diversity in professional responsibility supports a specific project.
• Critiquing increase experience through the involvement in a specific project.
• Assessing how education and training impacts performance as it applies to a specific project.
• Evaluating the value of professional development as it applies to a specific project.
• Assessing how professional development (or lack of progression) of career advancement as it applies to a specific project.
The result of Life Long Personal Growth is application of knowledge and skills through professional development that supports the analysis, conclusions, and recommendations related to the life long personal growth aspects of a project and supported by valid and reliable referenced material.