Assessing students' understanding of human behavior: A multidisciplinary outcome-based approach for the design and assessment of an academic program goal

[...]the political-economic dimension of human behavior helps graduates understand the broad context of their decisions; graduates must appreciate the factors that influence the behavior of states and other international actors as well as the use of foreign policy tools, including the use of force. [...]within the constraints of our four-year curriculum, cadets' experiences include various levels of analysis, goals, learning processes, and disciplinary perspectives.5 Within this curricular structure, cadets gradually develop outcomes that are consistent with the goal of understanding human behavior; they encounter a process that refines their understanding of human behavior in a manner that is somewhat analogous to Bloom's taxonomy (1984). Ideally, the cadets will develop a habit of reflection to evaluate their experiences, 5With few exceptions, cadets must graduate within four years of admission to the Military Academy. as well as actively seeking support and feedback for their personal and professional development and understanding of human behavior. [...]over the course of their development, cadets become increasingly sophisticated and precise in the synthesis and evaluation of material by presenting their analyses of human behavior through discussions, formal presentations, written essays, and research papers. In such situations, a program must define its relationship to several disciplines and present the corresponding curriculum to students in a coherent manner that speaks to their needs as well as the colleges' desired outcomes. [...]some program goals transcend disciplinary boundaries; for example, a program goal such as understanding human behavior cannot be effectively managed within a single department because it requires students to be exposed to material typically offered by several distinct disciplines.