Below are student learning objectives (SLOs) for each level of the 4-year writing and information literacy program. These SLOs are approved by the General Education Committee and endorsed by the Educational Policy Committee. The capstone project is meant to build upon the learning objectives for first-year, WIC, and WID.

University Writing and Information Literacy SLOs:

  • Communicate effectively in oral, written, and digital forms in increasingly complex contexts
  • Solve both conceptual and applied problems by integrating broad-based knowledge,evidence-based reasoning, and information literacy

First-year writing and information literacy courses (Core and CC):

  • To develop a writing process that includes brainstorming, planning, drafting, using sources effectively, revising comprehensively, editing, proofreading, reviewing peers’ writing, and receiving feedback reflectively
  • To write clear, compelling, thesis-driven arguments in proofread prose that reflects standards for written communication adapted for particular audiences, purposes, genres, and situations
  • To use critical reading to generate and synthesize ideas, language, and structure for writing

Sophomore-level writing and information literacy courses (WIC):

  • To develop and articulate content knowledge and critical thinking in course matter through frequent formal and informal writing
  • To adapt writing for audience expectations, genres, and conventions appropriate for the subject matter

Junior-level writing and information literacy courses (WID):

  •  Use the language, media, resources, formats, styles, and techniques of a discipline effectively and persuasively
  • Demonstrate fundamental best practices of writing in a discipline
  • Analyze discipline-specific scholarly and professional texts in order to describe ways of thinking, writing, researching specific to a discipline
  • Use discipline-specific scholarly and professional texts as models for writing projects
  • Successfully prepare a substantial writing project in the discipline(s), the length, scope, and genre of which is typical of writing in the discipline(s) and determined by faculty in the discipline(s)


  • To research, identify, and frame a topic and problem of significance in society (this problem could be specific to a discipline or concern multiple disciplines)
  • To determine what sources, resources, tools, or collaborators are needed to fully understand and communicate your message concerning the problem
  • To create a deliverable (or series of texts) that is clearly adapted to influence an audience, address a specific purpose, and take into account a particular situation
  • To reflect on how your deliverable and the process of creating it has draw upon your learning in the Valpo General Education program and one or more majors, minors, co-curricular activities, and other personal and academic learning experiences