Table 1 highlights the common terms (e.g., communication, analytical, team, ethical) used to describe the IS 2010 foundational knowledge and skills, the AACSB general skill areas and the AAC&U essential learning outcomes.
That is, we first identified commonalities among the foundations of information systems education: the IS 2010 curriculum guidelines, the AACSB accreditation standards, and the AAC&U essential learning outcomes. We defined six descriptors that captured the essence of common goals across all three standards: globalization and diversity, teamwork, communication, analytical and critical thinking, creative thinking, and social responsibility
The rubrics accompanying the AAC&U essential learning outcomes represent collaborative efforts from academia, the business community, and accreditation agencies for engineering, business, and nursing and teacher education; therefore, faculty can save time and effort by using those rubrics as a starting point to developing their own rubrics.
Alignment with the liberal education learning goals is not required by HLC, but the terminology included in the HLC "Teaching and Learning" criterion are almost identical to those published in AAC&U's essential learning outcomes. Some discipline-specific IS learning goals (e.g., acquire technical skills) are not aligned with liberal education learning outcomes.
A second component, under the direction of AAC&U, involved the development of a set of nationally benchmarked rubrics articulating expected performance levels for 15 essential learning outcomes
that can be used to assess student learning over time.
Through research, forums, and surveys, the council came to agreement on essential learning outcomes
. These would modify the emphasis on utilitarian skills for a profession and balance them with much more cross-disciplinary knowledge in the sciences, global cultures, and technology.