OSU is accredited by the Northwest Commission of Colleges and Universities (NWCCU). The university’s 2019 report to the NWCCU indicates how central writing is to academic and professional success for all students, across all fields.

The report mentions five areas of the curriculum that support student’s critical thinking and writing:

  • Writing I
  • Writing II
  • Courses on Contemporary Global Issues
  • Courses on Science, Technology, and Society
  • WIC courses, taken in students’ majors

The report conclusion highlights the particular importance of critical thinking and writing when it states that:

In addition to providing access to affordable higher learning through multiple pathways, OSU is committed to delivering liberal education with a focus on critical thinking, writing, cultural understanding and service to others. (p. 330)

Writing is also key in accreditation for programs in many fields. See below to read more about the role of writing in program accreditation for OSU's colleges. 


Writing and Accreditation Standards by College

Department:

Food Science and Technology

Programs/Degrees:

  • B.S. in Food Science and Technology

Accrediting Organization: 

Higher Education Review Board of the Institute of Food Technologists (IFT)

IFT’s Critical Thinking learning outcomes (LOs) 1, 2, 4, and 5 align directly with the three learning outcomes for Oregon State WIC courses: 

  • IFT Critical Thinking LO #1, “locate evidence-based scientific information resources,” is supported by WIC’s 2nd and 3rd learning outcomes: “Determine and utilize audience expectations, genres, and conventions appropriate to communicating in the discipline” and “Compose a document of at least 2000 words through multiple aspects of writing, including brainstorming, drafting, using sources appropriately, and revising comprehensively after receiving feedback on a draft.” 

  • IFT Critical Thinking LO #2, “Apply critical thinking skills to solve problems” is supported by WIC’s 1st learning outcome, “Develop content knowledge and critical thinking in the discipline through frequent practice of informal and formal writing.” 

  • IFT Critical Thinking LO #4, “select appropriate analytical techniques when presented with a practical problem,” is supported by WIC’s 2nd learning outcome, “Determine and utilize audience expectations, genres, and conventions appropriate to communicating in the discipline.” 

  • IFT Critical Thinking LO #5, “evaluate scientific information,” is supported by WIC’s 1st and 3rd learning outcomes, ““Develop content knowledge and critical thinking in the discipline through frequent practice of informal and formal writing,” and ““Compose a document of at least 2000 words through multiple aspects of writing, including brainstorming, drafting, using sources appropriately, and revising comprehensively after receiving feedback on a draft.” 

IFT’s Communication learning outcomes (LOs) 1 and 3 are also directly aligned with WIC’s three learning outcomes: 

  • IFT’s Communication LO #1, “Write relevant technical documents,” is supported by WIC learning outcomes 1, 2, and 3, with specific emphasis on the disciplinary aspects of learning outcomes 1 and 2: “Develop content knowledge and critical thinking in the discipline through frequent practice of informal and formal writing,” and “determine and utilize audience expectations, genres, and conventions appropriate to communicating in the discipline.” 

  • IFT’s Communication LO #3, “assemble food science information for a variety of audiences,” is supported through WIC learning outcome 2, which emphasizes the skills of “determining and utilizing audience expectations, genres, and conventions appropriate to communicating in the discipline.” 

Departments

School of Biological and Population Health Sciences

Programs/Degrees: 

  • B.S. in Public Health 

  • B.S. in Nutrition

Accrediting Organizations

CEHP's Public Health Bachelor's Degree Foundational Competencies include:

  • “Communicate public health information, in both oral and written forms, through a variety of media and to diverse audiences,” which is supported by WIC LO's 1 and 2, and 

  • “Locate, use, evaluate and synthesize public health information,” which is supported by WIC LO's 1, 2, and 3. 

ACEND's Curriculum and Learning Activities Standards include: 

  • 3.1.a.1: “Research methodology, interpretation of research literature and integration of research principles into evidence-based practice,” which is supported by WIC LO's 1 and 2.  
  • 3.1.a.2: “Communication and documentation skills sufficient for entry into professional practice,” which is supported by WIC LO's 1, 2, and 3. 

 

Departments

School of Forest Engineering & Management 

Programs/Degrees: 

  • B.S., H.B.S. in Forest Engineering 

  • B.S. in Forest Engineering-Civil Engineering (dual degree)

Accrediting Organizations