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English Mission Statement
(Adopted in 2024)
English Mission Statement
(Adopted in 2024)
The Pepperdine English Program, a vibrant community of scholars and artists, nurtures our students’ curiosity as readers and deftness as writers. By studying transformative texts, students develop an ethical, empathetic framework that allows them to understand the human condition more deeply.
We approach these worthy purposes with pragmatic and tailored learning practices. Students select one of three specialized tracks: Literature, Writing and Rhetoric, or Teacher Education. All English majors take a professional internship and a digital humanities course. The vast majority also study abroad, and all will engage with archives and rare books by the time of graduation. These experiences occur in seminar-style classes, encouraging strong, often lifelong relationships with faculty and peers.
Our English graduates thrive in law, education, technology, media, and business because they have facility in the spoken and written word, a keen understanding of the power of language and context, and a finely attuned moral and global awareness.
Program Learning Outcomes
Program Learning Outcomes
Students will be able to interpret and critique English, American, and Multicultural Literature
Students will communicate their understanding of rhetorical, composition or literary theory and integrate that knowledge into papers that reflect best practices in the discipline of English Studies
Students will demonstrate sophisticated critical thinking, research, and presentation skills
Students will demonstrate the ability to engage texts (especially those that have cultural, ethnic, and/or gender diversity) from a spiritual, moral, and/or ethical perspective
Quality Assurance: Each degree program should be able to clearly articulate what its purpose is in terms of content, educational objectives, and standards of performance (CFR 2.1). Entry requirements and requirements for graduation are communicated and appropriately aligned with the degree level (CFR 2.1). Similarly, learning outcomes that are relevant to program content and development of professional competencies are clearly defined and visible to the public (CFR 2.2, 2.3). These learning outcomes serve not only as a foundation in the degree program's operations but also as a framework for student advisement and student success (CFR 2.2, 2.3). Faculty have a responsibility for not only establishing learning outcomes but also assessing these outcomes against established standards of student performance (CFR 2.7). - WSCUC 2023 Handbook, Standard 2
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