Inquiry and Analysis (2)

ESLO 2 Inquiry & Analysis

 Oregon Tech students will engage in a process of inquiry and analysis.


Inquiry and analysis consists of posing meaningful questions about situations and systems, gathering and evaluating relevant evidence, and articulating how that evidence justifies decisions and contributes to students’ understanding of how the world works.


  • Identify: Identify a meaningful question or topic of inquiry.
  • Investigate: Critically examine existing knowledge and views on the question or topic of inquiry.
  • Support: Collect evidence based on the methodology or principles of the disciplines.
  • Evaluate: Critically analyze and distinguish evidence obtained.
  • Conclude: Come to a judgment based on evidence and understand the limitations and implications of that judgment.


  • 3 credits from Inquiry & Analysis – Humanities list
  • 3 credits from Inquiry & Analysis – Social Sciences list
  • 4 credits from Inquiry & Analysis – Natural Sciences list

Essential Practice:            

  • 3 credits from Inquiry & Analysis – Humanities Essential Practice list
  • 3 credits from Inquiry & Analysis – Sciences Essential Practice list (from outside areas that traditionally support the major)                                                                    

Program-Integrated Practice:

  • 1 course, defined by program, that integrates inquiry and analysis in the context of the major

​Can a major assignment (or set of assignments) within the course be meaningfully assessed for the criteria on the Oregon Tech Inquiry & Analysis rubric? Faculty will identify this assignment (at least with a draft assignment prompt) when submitting a course.

While the precise boundaries between capstone, practice, and foundational courses are not bright lines:

  • for foundational courses: we expect about 3 of the criteria to be addressed, and achievement to fall around levels 1-2 on the developmental rubric.
  • for practicing courses: we expect about 4 criteria to be addressed, and achievement to fall around level 2-3 on the developmental rubric.
  • for capstone courses: we expect all criteria to be addressed, and achievement to fall around levels 3-4 on the developmental rubric.

Dawn LoweWincentsen

Dawn LoweWincentsen, Library


David Hammond

David Hammond, Associate Professor

 Portland-Metro 208G

Dr. David Johnston

David Johnston, Instructor

 Klamath Falls

Sandra Bailey

Sandra Bailey, Professor


Ryan Madden

Ryan Madden, Associate Professor


Jeff Pardy

Michael Gilinsky, Assistant Professor

 DOW E213