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Clarkson Common Experience

Clarkson Common Experience (CCE)

Overview

The Clarkson Common Experience (CCE) is the overarching education and growth framework for all undergraduate students, integrating major-field learning with broad expectations to prepare them for modern world challenges. It is defined as a set of Student Learning Outcomes (SLOs) rather than a rigid set of identical courses, allowing flexibility for students to meet outcomes through various classes and pedagogical styles. Key components include the Clarkson Seminar (UNIV 190), Knowledge Areas (KAs), Technology (TECH) courses, and Communication (C) points.

Source 

Clarkson Common Experience Committee, Academic Year 2025-2026. See CCE Handbook AY 26_2026-04-22.pdf

Syllabus Alignment and Assessment Standards

The syllabus serves as the primary evidence that a course meets CCE requirements, providing the framework for content, SLOs, and student evaluation. Instructors must ensure their syllabi include five specific elements to align with formal standards:

  • Course Description: Must include an explicit connection to the CCE requirement, such as stating which specific Knowledge Area or Technology theme the course addresses.
  • CCE Statement: A dedicated heading titled "Clarkson Common Experience Statement:" must follow the description, identifying the fulfilled components (e.g., "This course has a University Course designation covering both Science, Technology, and Society and Cultures and Societies"). Example CCE Statements:

    SAMPLE

  • CCE
      Statement

      • Example 1:

      • This course has a University Course designation, covering both Science, Technology, and the Cultures and Societies knowledge areas. It has one communication point”.,

        or

        • OR

        Example 2:

      • This is a Knowledge Area Course covering Contemporary Global Issues (CGI) area.

  • Mapping SLOs: Each syllabus must explicitly link course-specific outcomes to the CCE designation learning outcomes identified in the application form. This is often achieved through a mapping table that aligns course outcomes with CCE criteria.

    • Example: UNIV (STS, CGI)

    By the end of this class, students can: 

    KA Alignment

    STS*

    CGI**

    CO1

    Describe and illustrate the essential principles of Earth’s climate system 

    --

    --

    CO2

    Identify and quantify human activities that impact the climate and identify opportunities for reducing these impacts 

    1

    1,2

    CO3

    Access and use appropriate databases and resources to quantitatively support and explain interrelationships between human activities, earth processes and changes in the climate 

    1,3,5

    1

    CO4

    Identify and explain current global policies related to climate change

    1,3,4

    1,2,5

    CO5

    Work effectively within a team to evaluate and/or solve real-world open-ended problems that require creativity and risk-taking

    --

    --

    CO6

    Communicate their work through written and oral means in a professional manner

    1,5

    1,2

    *Clarkson Common Experience: Science Technology and Society Course

    1. Analyze relationships among science, technology, and the health and welfare of humans and sustainability of the environment.
    2. Gain an awareness of information technologies and their impact on society, culture, business, and education.
    3. Understand the social and contextual nature of scientific research and technological developments
    4. Analyze conflicting cultural values in scientific and technological research.
    5. Analyze critically the sources of information about science and technology.

    ** Clarkson Common Experience: Contemporary Global Issues

    1. Analyze contemporary issues.
    2. Articulate the development of modern Western society.
    3. Understand how social and cultural categories such as person, gender, race, class, ethics, and values are constructed, reproduced, and transformed.
    4. Describe the process of cross- or multi-cultural encounters.
    5. Use appropriate concepts, methods, and tools of social and/or political analysis

    • Assessment Identification: Instructors must identify specific graded activities (exams, journals, projects) associated with each CCE-related learning outcome. For example, a Communication (C1) course must show frequent assignments with regular feedback and opportunities for revision.
    • Tentative Schedule: The schedule must demonstrate when and how CCE SLOs are addressed and evaluated throughout the semester.

    For Knowledge Area courses, instructors must address a majority of the specific SLOs for that area (e.g., CGI, CSO, or STS). Technology (TECH) courses must cover the mandatory outcome regarding the role of engineering in serving human needs plus at least two of the remaining three technology outcomes.

    Course Designation Procedures

    Instructors wishing to propose a new or existing course for a CCE designation (KA, C, or TECH) must follow a formal application process in conjunction with their academic unit.

    1. Preparation of Materials: Proposers must complete the SAS Course Change/Approval form, a detailed Course Syllabus following the University template, and specific CCE Application Forms for each requested designation. While optional, a cover memo providing course justification and curriculum fit is recommended to provide context for the committee.
    2. Submission Workflow: Materials are first submitted to the Department Chair for initial approval and then forwarded to the CCE committee at ccec@clarkson.edu.
    3. Review Process: The CCE committee reviews the proposal and assigns one of four statuses: Approved, Minor Revisions Needed (cosmetic changes), Major Revisions Needed (significant concerns), or Declined (missing documents or insufficient justification). Proposers may resubmit revised materials for further review.

    Standards published by Clarkson Common Experience Committee, Academic Year 2025-2026

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