Academic Assessment

Upon completion of the program,

1. Students are expected to carry out the creative and explorative processes of mathematics, including being able to interpret and construct rigorous proofs.
2. Students are expected to use mathematics to model real world problems and utilize technology as appropriate.
3. Students are expected to demonstrate an understanding of the importance of active engagement and civic responsibility beyond the classroom through knowledge and real-world experience gained in the academic field of mathematics.
4. Students are expected to develop relevant programmingabilities and execute statistical analysis of data with standard statistical software.

The following PSLOs are assessed by the Department of English:

1. Analyze
   • Analyze and explain the relationship between expression, meaning, and context in literary and other creative works.
2. Apply
   • Apply historical, cultural, and theoretical knowledge in arguments about literary and other creative works.
3. Create

   • Literature Track: Create original texts that explain literary and other creative works with a command of the rhetorical strategies, terms, and major interpretive methods characteristic of analytical writing in the Humanities.

     Creative Writing Track: Create original texts that apply basic elements of creative writing craft, including such elements as control of form and figurative language.

4. Write
   • Write complex and subtle standard English language documents using appropriate styles and formal voices. This includes the ability to identify reputable and relevant sources, and incorporate the words and ideas of others without misrepresentation and with appropriate documentation practices.

The following PSLOs are assessed by Education and Human Development:

1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
2. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
3. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals.
4. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
5. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

The following PSLOs are assessed by the Department of English:

1. Analyze
   • Analyze and explain the relationship between expression, meaning, and context in literary and other creative works.
2. Apply
   • Apply historical, cultural, and theoretical knowledge in arguments about literary and other creative works.
3. Create
   • Literature Track: Create original texts that explain literary and other creative works with a command of the rhetorical strategies, terms, and major interpretive methods characteristic of analytical writing in the Humanities.
   • Creative Writing Track: Create original texts that apply basic elements of creative writing craft, including such elements as control of form and figurative language.
4. Write
   • Write complex and subtle standard English language documents using appropriate styles and formal voices. This includes the ability to identify reputable and relevant sources, and incorporate the words and ideas of others without misrepresentation and with appropriate documentation practices.

The following PSLOs are assessed by Education and Human Development:

1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
2. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
3. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals.
4. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
5. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

1. Evaluate historical sources so as to work through conflicting explanations, appreciate multiple perspectives, cultivate empathy, and hone research and analytical skills.
2. Identify the relevant contexts of historical events, trends, ideas, and/or interpretations so as to develop a more sophisticated understanding of the past and their ability to draw relevant connections between past events.
3. Analyze the causes of change and continuity among historical events, trends, ideas, and/or interpretations to develop a more sophisticated understanding of past and present societies.
4. Create logical, organized arguments supported by relevant evidence from sources that enable them to advance an informed, persuasive analysis.
5. Produce clear written communication so as to enable them to effectively present arguments, evidence, explanations, and analysis.
6. Produce a synthesis of historical content that draws meaningful conclusions so as to enable them to evaluate and integrate information as well as build a more informed vision of the past and how it shapes the present.
7. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
8. Analyze the results of assessments to measure learning of individual students and a class as a whole, and develop differentiated learning experiences to help students achieve learning goals
9. Implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways
10. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

1. Evaluate historical sources so as to work through conflicting explanations, appreciate multiple perspectives, cultivate empathy, and hone research and analytical skills.
2. Identify the relevant contexts of historical events, trends, ideas, and/or interpretations so as to develop a more sophisticated understanding of the past and their ability to draw relevant connections between past events.
3. Analyze the causes of change and continuity among historical events, trends, ideas, and/or interpretations to develop a more sophisticated understanding of past and present societies.
4. Create logical, organized arguments supported by relevant evidence from sources that enable them to advance an informed, persuasive analysis.
5. Produce clear written communication so as to enable them to effectively present arguments, evidence, explanations, and analysis.
6. Produce a synthesis of historical content that draws meaningful conclusions so as to enable them to evaluate and integrate information as well as build a more informed vision of the past and how it shapes the present.
7. Collaborate with learners, families, and colleagues to establish a set of shared values and expectations that create a supportive learning environment.
8. Analyze the results of assessments to measure learning of individual students and a class as a whole, and develop differentiated learning experiences to help students achieve learning goals.
9. Implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways
10. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

1. Articulate the purpose and history of the field of African and African-African American Studies, and its proclivity to offer a corrective to mainstream representations of Africa and Africans.
2. Interpret the Africana experience by applying methodologies and perspectives in African and African American studies.
3. Identify key themes on how race, ethnicity, class and gender impact issues in African and African American Studies from a variety of disciplinary approaches.
4. Analyze the historical experiences of African people on the continent of Africa and in the Diaspora, underscoring crucial themes relevant to their experiences.
5. Analyze the literary expressions and contributions of African people on the continent of Africa or in the Diaspora, including analysis of seminal literary treatises from ancient times to the present.
6. Analyze the experience of African people on the continent of Africa or in the Diaspora from the perspective of the social sciences.
7. Apply the skills and knowledge acquired in their studies to practical use, such as going on for further study or serving as agents of change in their own settings and communities.

Upon completion of the program, students will be able to:

1. Knowledge base. Define and identify terms and concepts reflecting a broad knowledge base related to one or multiple anthropological sub-fields (like archaeology, biological anthropology and/or cultural anthropology).
2. Methods. Select and use anthropological research methods (like participant-observation) to answer a question or learn about a problem, using the appropriate procedures and protocols for obtaining informed consent or permissions to avoid harm to one’s human and/or non-human subjects and descendants.
3. Theory. Describe and compare select anthropological theories as used in current and past practice by anthropologists, in archaeology, biological and/or cultural anthropology.
4. Critical Analysis. Organize and evaluate data to explain or address a given anthropological problem, or question.

Upon completion of the program, students will be able to:

1. Apply technical skills, elements of art, and principles of design to achieve basic visual communication and expression in one or more media.
2. Identify the works and intentions of major artists/designers and movements of the past and the present, both in the Western and non-Western worlds.
3. Demonstrate skills necessary for the development and advancement of postgraduate professional pursuits.
4. Make viable connections between concept and form/media.

Upon completion of the program, students will be able to:

1. Demonstrate significant technical mastery, evidence of research, and a coherent set of artistic/intellectual goals in a body of work.
2. Demonstrate competence in installation practices by presenting a body of work for evaluation.
3. Demonstrate the ability to communicate ideas, intentions, and concepts to professionals and laypersons related to the practice of the major field.
4. Demonstrate skills necessary for the development and advancement of postgraduate professional pursuits.

Students will be able to demonstrate an understanding of

1. the structure-function relationships of four general classes of biomolecules: proteins, nucleic acids, carbohydrates, and lipids.
2. kinetics and thermodynamics of life processes.
3. the chemical basis of and how to use experimental methods to synthesize, purify, and analyze biomolecules.
4. cellular organization and organelle structure and function.
5. core signaling pathways and the transport and trafficking of molecules within and between cells.
6. central metabolic pathways, including how they are interconnected and regulated.

Students will be able to

1. critically assess primary literature.
2. contribute positively and effectively as a member of a team while addressing a biochemical issue.
3. understand and apply the tenets and principles of safe laboratory practice and waste handling.
4. demonstrate proficiency in carrying out basic and advanced laboratory manipulations and use of common laboratory equipment and instruments.
5. demonstrate proficiency in managing experimental data including thoroughly recording procedure and observations, tabulating data, and analyzing results.
6. effectively communicate biochemistry content, both orally and in writing, to audiences with varying levels of scientific understanding.
7. recognize and analyze ethical implications related to scientific issues in society and within their profession.

Upon completion of the program, students will be able to:

1. Explain and articulate the general principles of biology (genetics, cell biology etc.) that underlie life processes from diseases to physiology to developmental biology.
2. Employ literature review to identify a problem and formulate research questions that address unanswered questions that will advance knowledge in the research area.
3. 1) describe an appropriate research strategy for a problem, 2) construct experimental plans, 3) perform the experiments and troubleshoot, and 4) analyze the data to test hypotheses in question.
4. 1) identify the appropriate use of quantitative versus qualitative methodologies for a problem, 2) assess the quality of data sets, 3) evaluate the validity of arguments in support of conclusions, and 4) explain whether research alters knowledge within the field.
5. Formulate clear and concise arguments of their independent research and frame it in the broader context of the field in both written and oral forms.
6. Clearly and professionally present their research to a wide range of audiences through oral or poster presentations at meetings, publications and/or seminars.

Upon completion of the program, students will be able to:

1. Explain & articulate life processes at the biochemical, molecular, cellular and organismal levels.
2. Explain & articulate the developmental and physiological processes.
3. Operate lab equipment to collect data and interpret the data to investigate biological processes.
4. Distinguish between quantitative versus qualitative methodologies and apply the appropriate technologies to test hypotheses in cellular, developmental, and physiological processes.
5. Formulate concise, coherent, and logical arguments in oral and written forms.
6. Deliberate & critique the ethical ramifications of issues both in reference to empirical research in biology and in the impact of biological knowledge on society.

1. Master Foundational Chemistry: Achieve proficiency in core chemistry concepts and techniques through coursework.
2. Navigate Chemical Literature: Conduct comprehensive literature searches, critically analyze, interpret, and appropriately reference chemical literature to address scientific inquiries.
3. Utilize Chemical Instrumentation: Apply specialized knowledge of chemical instrumentation relevant to the chosen subdiscipline.
4. Solve Complex Problems: Apply chemical principles to tackle intricate problems, utilizing technological methods for both practical application and theoretical description.
5. Communicate Effectively: Demonstrate the ability to communicate technical information with clarity, precision, and ethical integrity, suitable for diverse audiences, both technical and non-technical.
6. Collaborate Productively: Collaborate efficiently within a diverse peer group, employing teamwork to address chemical challenges effectively.
7. Promote Ethical Practices: Exhibit a profound grasp of ethical standards in data management and reporting, including documentation and data integrity, proper citation, recognition of plagiarism, and adherence to scholarly norms for scientific publication.

Students will be expected to:

1. identify and apply key principles of chemistry to solve complex problems.
2. analyze data and draw meaningful conclusions from chemical experiments and research.
3. explain chemical ideas in a coherent, logical, and compelling way, in both verbally and in writing using correct chemical terminology.
4. use a variety of chemical laboratory techniques safely and accurately to investigate chemical systems.
5. find chemical information using commonly available search engines and critically evaluate primary literature to further intellectual scientific pursuit.

Students will be expected to:

1. identify and apply key principles of chemistry to solve complex problems.
2. analyze data and draw meaningful conclusions from chemical experiments and research.
3. explain chemical ideas in a coherent, logical, and compelling way, in both verbally and in writing using correct chemical terminology.
4. use a variety of chemical laboratory techniques safely and accurately to investigate chemical systems.
5. find chemical information using commonly available search engines and critically evaluate primary literature to further intellectual scientific pursuit.

Upon completion of the program, students will be able to:

1. Comprehend the scientific principles underlying climate change.
2. Develop an appreciation of how climate science is interrelated with economics, international relations, and public policy.
3. Interpret and critically evaluate climate model data.
4. Handle and manipulate large climate datasets, having acquired appropriate statistical and computational knowledge.
5. Correlate scientific reasoning with climate policy.
6. Convey scientific discoveries and policies effectively to a broad audience.

Upon completion of the Communication Major, students will be able to:

1. construct and deliver an extemporaneous presentation by adapting content to engage audiences in a variety of speaking situations.
2. employ various influence strategies to effectively persuade an audience while constructing well-supported and logical arguments.
3. apply communication concepts to critically analyze social justice issues, evaluate different perspectives, and develop informed responses and solutions.
4. analyze and evaluate how communication contributes to building healthy human connections.
5. analyze and evaluate specific instances of public discourse within social, cultural, and political contexts, applying communication concepts to assess their influence on societal change.

Upon completion of this major, students should be able to do the following:

1. To articulate the discursive and theoretical complexities concerning what is community and what is justice and how these two concepts intersect.
2. To demonstrate cultural competency and knowledge of human biodiversity through time and across cultures.
3. To develop effective arguments using sound cross-cultural critical thinking when evaluating issues related to social control, crime prevention, community development, punishment, adjudication and human rights.
4. To collect, analyze and present data (in oral and written language), in accordance with related ethical standards.

Upon completion of the program, students will be able to:

1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
3. Communicate effectively in a variety of professional contexts.
4. Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
5. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
6. Support the delivery, use, and management of information systems within an information systems environment.

Upon completion of the program, students will be able to:

Advanced Computing Track

1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
3. Communicate effectively in a variety of professional contexts.
4. Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
5. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
6. Apply computer science theory and software development fundamentals to produce computing-based solutions.

Software Development Track

1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
3. Communicate effectively in a variety of professional contexts.
4. Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
5. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
6. Apply computer science theory and software development fundamentals to produce computing-based solutions.

Upon completion of the program, students will be able to:

1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
3. Communicate effectively in a variety of professional contexts.
4. Apply computing skills in a research project and/or internship experience in the context of the program’s discipline.

By the completion of the program, successful students will be able to

1. Identify and describe the causes of criminal behaviors.
2. Articulate the core functions and processes of law enforcement, the courts, and corrections.
3. Collect, analyze, and effectively present data using criminological theories and research methodologies.
4. Critically assess current issues and challenges facing the criminal justice system.

By the completion of the program, successful students will be able to

1. Identify and describe the causes of criminal behaviors.
2. Articulate the core functions and processes of law enforcement, the courts, and corrections.
3. Collect, analyze, and effectively present data using criminological theories and research methodologies.
4. Critically assess current issues and challenges facing the criminal justice system.

Upon completion of the program, students will be able to:

1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
3. Communicate effectively in a variety of professional contexts.
4. Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
5. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
6. Apply security principles and practices to maintain operations in the presence of risks and threats.

Upon completion of the program, students will be able to:

1. Apply artistry and individual expressivity across a range of movement aesthetics.
2. Embody physical mastery of a variety of contemporary dance idioms.
3. Generate and design choreography that demonstrates a sophisticated understanding of compositional tools and aesthetic framework.
4. Articulate a critical understanding of aesthetics regarding dance styles through dance making, and/or oral and written forms.
5. Summarize and synthesize concepts regarding history, aesthetics, and culture of dance.
6. Identify and investigate an individual research agenda in creative and/or written scholarship.
7. Situate individual interests in the context of the larger dance field.
8. Exhibit appropriate professional conduct throughout choreographic process, performance, collaboration, and production.

Upon completion of the program, students will be able to:

1. Apply artistry through qualitative and rhythmic phrasing, dynamic range, and individual expressivity.
2. Embody consistently clear physical knowledge, movement accuracy and technical expertise of contemporary dance idioms.
3. Create choreography that integrates imaginative and structural concepts.
4. Articulate an understanding of aesthetics through dance-making and/or oral and written forms.
5. Summarize and synthesize concepts regarding history, aesthetics, and culture of dance.
6. Analyze human movement from varied theoretical and experiential perspectives.
7. Identify individual interests and abilities in order to situate within the larger dance field.
8. Exhibit appropriate professional conduct throughout choreographic process, performance, collaboration, and production.

Upon completion of the program, students will be able to:

1. Apply artistry through qualitative and rhythmic phrasing, dynamic range, and individual expressivity.
2. Embody consistently clear physical knowledge, movement accuracy and technical expertise of contemporary dance idioms.
3. Create choreography that integrates imaginative and structural concepts.
4. Articulate an understanding of aesthetics through dance-making and/or oral and written forms.
5. Summarize and synthesize concepts regarding history, aesthetics, and culture of dance.
6. Analyze human movement from varied theoretical and experiential perspectives.
7. Identify individual interests and abilities in order to situate within larger dance field.
8. Exhibit appropriate professional conduct throughout choreographic process, performance, collaboration, and production.

Upon completion of the program, students will be able to:

1. Describe the emergence, foundations, and key concepts of Disability Studies as a field of study
2. Conceptualize disability as a political and social construct and identity
3. Compare the medical model of disability with the social model of disability and how people with disabilities experience these models in various aspects of society
4. Explore the concept of privilege and ableism in social contexts
5. Apply a disability studies lens to analyze literature, media, and film
6. Think critically about the ways in which ableism intersects with racism, sexism, cissexism, classism, and heteronormativity

Upon completion of the program, students will be able to:

1. Describe the historical and contemporary importance of diversity and multiculturalism in U.S. society
2. Explain the historical and/or contemporary impact of structural inequality in the lives of underrepresented groups in U.S. society
3. Develop a policy proposal, concept paper, or other social intervention that applies the concepts of equity, inclusion and social justice to improve outcomes/experiences for underrepresented groups in a particular organizational or community setting

Upon completion of the program, students will be able to:

1. Explain the manner with which variables and data, relevant for earth science, are properly collected using discipline-appropriate methodology (fieldwork, instrumentation, remote sensing, or derived products from models).
2. Properly interpret earth science data using discipline-accepted qualitative analysis.
3. Properly interpret earth science data using discipline-accepted quantitative analysis.
4. Define a scientific question and develop a methodology for answering it.
5. Locate, evaluate and interpret primary source scientific literature.
6. Effectively express earth science concepts and research results following the accepted written format for the discipline.
7. Explain earth science concepts and communicate research results following the accepted oral format for the discipline.

Upon completion of the program, all students will be able to:

1. Analyze and articulate correlations between form and meaning in literary texts, through close reading attentive to literary genres and techniques.

Literature Track students will be able to:

1. Create historically, culturally, and critically informed arguments regarding literary texts and traditions in dialogue with current scholarly discourse, demonstrating standards and techniques of advanced academic research and writing.
2. Construct insightful projects that consider literary texts within intercultural, theoretical, and/or interdisciplinary contexts.

Creative Writing Track students will be able to:

1. Create original texts engaging forms and techniques in varied genres of poetry and prose, employing professional standards in constructive critical commentary on peer writing and in revising their own work.
2. Articulate the place of their own work in contemporary literary practices.

Upon completion of the program,

1. Analyze
   
   • Analyze and explain the relationship between expression, meaning, and context in literary and other creative works.
2. Apply
   
   • Apply historical, cultural, and theoretical knowledge in arguments about literary and other creative works.
3. Create
   
   • Literature Track: Create original texts that explain literary and other creative works with a command of the rhetorical strategies, terms, and major interpretive methods characteristic of analytical writing in the Humanities.
   • Creative Writing Track: Create original texts that apply basic elements of creative writing craft, including such elements as control of form and figurative language.
4. Write
   
   • Write complex and subtle standard English language documents using appropriate styles and formal voices. This includes the ability to identify reputable and relevant sources, and incorporate the words and ideas of others without misrepresentation and with appropriate documentation practices.

Upon completion of the program, students will be able to:

1. Analyze the relationship between literary form and meaning, taking into consideration literary techniques and devices.
2. Construct arguments about literary works using historical contexts.
3. Identify reputable and relevant sources, and incorporate the words and ideas of others without misrepresentation and with appropriate documentation practices.
4. Write in conformity with standard usage and grammar.

Upon completion of the program, students will be able to:

1. Apply advanced core concepts from environmental science (e.g., biodiversity and sustainability), environmental policy (e.g., Endangered Species Act, Clean Water Act), biological processes (e.g., evolution), and ecological principles (e.g., productivity and ecosystem services) to local, regional, and global issues.
2. Design and execute an original research study involving data collection.
3. Summarize, analyze, and interpret scientific data using relevant quantitative tools from mathematics and statistics to test hypotheses.
4. Summarize, organize, and communicate scientific data and analyses in oral or written formats to diverse (e.g., expert and non-expert) audiences.
5. Employ decision-making skills, such as evaluating competing explanations or applying scientific knowledge, to environmental issues and management approaches.
6. Develop professional skills necessary to succeed in the environmental science and ecology fields. Students will work collaboratively with other students and professionals in their discipline in addition to networking with stakeholders and agencies. This will be accomplished via high impact practices in courses; research experience on campus; internships with our network of local, regional, and international collaborations; and participation in meetings and scientific conferences.

Upon completion of the program, students will be able to:

1. Apply core concepts from environmental science (e.g., biodiversity and sustainability), environmental policy (e.g., Endangered Species Act, Clean Water Act), biological processes (e.g., evolution), and ecological principles (e.g., productivity and ecosystem services) to local, regional, and global issues.
2. Design scientific studies to address current issues (e.g., habitat loss, invasive species, pollution, climate change, overexploitation) in the field of environmental science and ecology using laboratory and field equipment.
3. Measure environmental and ecological parameters (e.g., population density, pollution concentration, photosynthetic rate) in the laboratory and in the field to analyze relationships and test hypotheses. Observations will include a combination of qualitative and quantitative variables, in addition to accurate identification and classification of taxa from diverse groups (e.g., amphibians, aquatic invertebrates, birds, fishes, plants, and reptiles), using laboratory and field equipment.
4. Summarize, analyze, and interpret scientific data using relevant quantitative tools from mathematics and statistics to test hypotheses.
5. Summarize, organize, and communicate scientific data and analyses in oral/or written formats to diverse (e.g., expert and non-expert) audiences.
6. Employ decision-making skills, such as evaluating competing explanations or applying scientific knowledge, to environmental issues and management approaches.
7. Develop professional skills necessary to succeed in the environmental science and ecology fields. Students will work collaboratively with other students and professionals in their discipline in addition to networking with stakeholders and agencies. This will be accomplished via high impact practices in courses; research experience on campus; internships with our network of local, regional, and international collaborations; and participation in meetings and scientific conferences.

By the completion of the program, successful students will be able to

1. Demonstrate a basic understanding of the science used in crime detection and prosecution/defense.
2. Interpret the scientific analysis of evidence.
3. Apply the scientific analysis of evidence to relevant case studies.
4. Show the bench skills necessary for the basic analysis of evidence.
5. Illustrate the biological and chemical knowledge required for a Forensic Science professional.

Upon completion of the program, students will be able to:

1. Explain the manner with which variables and data, relevant for geology, are properly collected using discipline appropriate methodology (fieldwork, instrumentation, remote sensing, or derived products from models).
2. Properly interpret geology data using discipline-accepted qualitative analysis.
3. Properly interpret geology data using discipline-accepted quantitative analysis.
4. Define a scientific question and develop a methodology for answering it.
5. Locate, evaluate and interpret primary source scientific literature.
6. Effectively express geology concepts and research results following the accepted written format for the discipline.
7. Explain geology concepts and communicate research results following the accepted oral format for the discipline.

Upon completion of the program, students will be able to:

1. Apply technical skills, elements of art, and principles of design to create basic visual communication. 
2. Describe how communication theories, principles and processes have evolved through history and apply this knowledge to address various types of contemporary problems.
3. Evaluate and integrate contextual, pragmatic, and methodologic considerations of design practice when framing and solving design problems.
4. Make viable connections between concept and form to generate appropriate meanings by drawing upon their capabilities in studio, analysis, history, and technology. 

Upon graduation, History MAs will be able to:

1. Identify an historical problem and articulate a thesis that responds to it so that they may master an essential step in analyzing, communicating, and using historical knowledge.
2. Construct a logical sequence of arguments in defense of an historical thesis to learn to apply critical thinking skills to historical evidence and to advance an analysis of historical knowledge.
3. Apply relevant evidence drawn from primary and secondary sources in support of an historical thesis to prepare them to realize their academic and professional aspirations.
4. Evaluate the significance of an historical thesis by relating it to a broader field of historical knowledge (historiography) to prepare them to realize their academic and professional aspirations.
5. Produce clear written and oral communication to prepare them to realize their academic and professional aspirations.
6. Use the discipline’s standard for documentation (The Chicago Manual of Style) to prepare them to realize their academic and professional aspirations.

Upon completion of the program, students will be able to:

1. 1. Evaluate historical sources so as to work through conflicting explanations, appreciate multiple perspectives, cultivate empathy, and hone research and analytical skills.
   2. Identify the relevant contexts of historical events, trends, ideas, and/or interpretations so as to develop a more sophisticated understanding of the past and their ability to draw relevant connections between past events.
   3. Analyze the causes of change and continuity among historical events, trends, ideas, and/or interpretations to develop a more sophisticated understanding of past and present societies.
   4. Create logical, organized arguments supported by relevant evidence from sources that enable them to advance an informed, persuasive analysis.
   5. Produce clear written communication so as to enable them to effectively present arguments, evidence, explanations, and analysis.
   6. Produce a synthesis of historical content that draws meaningful conclusions so as to enable them to evaluate and integrate information as well as build a more informed vision of the past and how it shapes the present.

Student learning outcomes (SLOs) for Liberal Studies students must be understood in the context of a multidisciplinary program with no prescribed core of specific courses (although there is a core of prescribed disciplinary categories), considerable variation in courses making up each Liberal Studies candidate’s plan of study (POS), and each student’s differing personal and professional goals. Nevertheless, a number of SLOs are expected for all Liberal Studies candidates. These include:

• Multidisciplinary Nature of Knowledge – Analyze an issue or question from a multidisciplinary perspective, and assess the value of a multidisciplinary approach to scholarship.
• Self and Nature within Contemporary Society – Provide examples of the way in which insights and methodologies from the arts and humanities, the social sciences and the natural sciences contribute to an understanding of one’s self and nature within contemporary society.
• Critical Reasoning – Engage in independent research that displays strong critical reasoning skills to evaluate and synthesize knowledge from different disciplinary perspectives.
• Effective Communication – Employ effective communication skills through coherent and well-organized presentations, both verbal and written.

Upon completion of the program, students will be able to:

1. Have a college-level understanding of the international system.
2. Have an understanding of the politics, economics, history, and/or culture of a range of communities outside of the United States.
3. Have an understanding of theories and concepts used to analyze international affairs.
4. Have intermediate proficiency in a language other than English.
5. Have writing and speaking skills commensurate with BA/BS at SUNY Brockport.

Upon completion of the Journalism and Broadcasting Major, students will be able to:

1. Demonstrate the media’s role in democratic societies utilizing theories and concepts from scholars.
2. Apply professional ethics and knowledge about U.S. media law to work scenarios and case studies.
3. Write professionally for at least two forms of media using the standards of specific fields such as journalism, media production, public relations and social media.
4. Create professional video, audio or visual messages intended for specific audiences and purposes such as journalism, entertainment, public relations or informational campaigns.

Student learning outcomes (SLOs) for Liberal Studies students must be understood in the context of a multidisciplinary program with no prescribed core of specific courses (although there is a core of prescribed disciplinary categories), considerable variation in courses making up each Liberal Studies candidate’s plan of study (POS), and each student’s differing personal and professional goals. Nevertheless, a number of SLOs are expected for all Liberal Studies candidates. These include:

• Multidisciplinary Nature of Knowledge – Analyze an issue or question from a multidisciplinary perspective, and assess the value of a multidisciplinary approach to scholarship.
• Self and Nature within Contemporary Society – Provide examples of the way in which insights and methodologies from the arts and humanities, the social sciences and the natural sciences contribute to an understanding of one’s self and nature within contemporary society.
• Knowledge Skills and Application – Identify and assess interrelationships between areas of knowledge and skill within their coursework, and illustrate how these areas comprise a coherent, integrated plan of study.
• Critical Reasoning – Engage in independent research that displays strong critical reasoning skills to evaluate and synthesize knowledge from different disciplinary perspectives.
• Effective Communication – Employ effective communication skills through coherent and well-organized presentations, both verbal and written.

Upon completion of the program, students will have achieved the Student Learning Outcomes of both the undergraduate math major and the Master of Arts in Mathematics.

Upon completion of the program, 

1. Graduates are expected to apply advanced concepts of the three major areas in mathematics (Analysis, Algebra, and Applied Mathematics) to compose and present extended creative work (research, mathematical solutions and proofs of posed problems and propositions,) following modern conventions of precision and clarity.
2. Graduates are expected to develop mathematical models, utilizing appropriate software, and drawing from different fields of mathematics when necessary, and master communication of results, context, and background.
3. Graduates are expected to demonstrate an understanding of the importance of active engagement and civic responsibility beyond the classroom through real-world experience gained in the academic field of mathematics.

Upon completion of the program, 

1. Students are expected to carry out the creative and explorative processes of mathematics, including being able to interpret and construct rigorous proofs.
2. Students are expected to use mathematics to model real-world problems and utilize technology as appropriate.
3. Students are expected to demonstrate an understanding of the importance of active engagement and civic responsibility beyond the classroom through knowledge and real-world experience gained in the academic field of mathematics.

Upon completion of the program, students will:

1. Be prepared with the knowledge and technical skills to obtain a NYC licensure and national certification at the technologist level of practice.
2. Be proficient in performing the full range of clinical laboratory tests in areas such as hematology, clinical chemistry, immunohematology, microbiology, serology/immunology, coagulation, molecular, and other emerging diagnostics.
3. Be prepared to recognize factors that affect procedures and results and take appropriate actions within predetermined limits when corrections are necessary.
4. Exhibit values consistent with ethical clinical laboratory science practice.
5. Be able to formulate concise, coherent, and logical arguments through case studies and oral presentations.

Upon completion of the program, students will be able to:

1. Explain the manner with which variables and data, relevant for meteorology, are properly collected using a discipline-appropriate methodology (fieldwork, instrumentation, remote sensing, or derived products from models).
2. Properly interpret meteorology data using discipline-accepted qualitative analysis.
3. Properly interpret meteorology data using discipline-accepted quantitative analysis.
4. Define a scientific question and develop a methodology for answering it.
5. Locate, evaluate, and interpret primary source scientific literature.
6. Effectively express meteorology concepts and research results following the accepted written format for the discipline.
7. Explain meteorology concepts and communicate research results following the accepted oral format for the discipline.

1. Students will define and accurately use biological terminology to describe the structure, function, and development of the nervous system.
2. Students will analyze biological problems using knowledge of cell structure and function.
3. Students will explain cognitive and behavioral processes as resulting from underlying biological mechanisms and evaluate behavioral studies and psychological theories.
4. Students will apply principles of chemistry and use a variety of laboratory techniques to study the nervous system.

Upon completion of the program, students will be able to:

1. Present a philosophical problem, by (1) concisely and precisely stating a philosophical problem to be resolved by an argument or essay, (2) explaining why the problem is significant, (3) explaining the scope of the problem, (4) defining any terms necessary for understanding the problem.
2. Explicate the meaning of a philosophical theory, by (1) correctly deducing the logical implications of that theory, (2) describing those implications in terms of specific examples, (3) recognizing when another statement or theory contradicts the relevant theory explicitly, (4) recognizing when another statement or theory contradicts the relevant theory implicitly.
3. Demonstrate understanding of evidence, by (1) correctly stating what counts as relevant evidence for a philosophical position, (2) correctly stating what counts as relevant evidence against the argument for a philosophical position and recognizing that evidence as such, (3) explaining why any cited evidence is relevant or irrelevant to a philosophical position, (4) distinguishing evidentiary claims about a philosophical position from rhetorically persuasive but specious claims about a philosophical position.
4. Demonstrate knowledge of dialectical method in philosophy, by (1) formulating possible objections to the thesis of an essay, (2) formulating possible objections to the argument for the essay’s thesis, (3) responding to possible objections to the essay’s thesis by showing that they are mistaken, (4) responding to possible objections to the argument for the essay’s thesis by showing that they are mistaken. Students will be expected to demonstrate knowledge of dialectical method in philosophy, by (1) formulating possible objections to the thesis of an essay, (2) formulating possible objections to the argument for the essay’s thesis, (3) responding to possible objections to the essay’s thesis by showing that they are mistaken, (4) responding to possible objections to the argument for the essay’s thesis by showing that they are mistaken.

Upon completing the undergraduate physics curriculum at SUNY Brockport, students will be able to:

1. Demonstrate competency in applying the basic laws of physics.
   1. Core topics (classical and quantum mechanics, electricity and magnetism, thermodynamics and statistical mechanics)
   2. Applications (solid state physics, semiconductor physics, optics, astrophysics, etc.)
   3. Fundamental themes (conservation laws, particle nature of matter, waves, etc.)
2. Demonstrate instrumentation competency.
   1. Students will collect data with software tools such as LabVIEW and Arduino programing.
   2. Students can safely and properly use hardware tools such as oscilloscopes, multimeters, power supplies, and other experimental tools.
3. Demonstrate software competency.
   1. Students will use industry-standard software and coding tools such as Excel, Mathematica, Python or C++ for design, modeling, or analysis in the course of solving problems.
4. Demonstrate data analytics competency.
   1. Students will analyze data, including statistics and uncertainty analysis, and prepare tables and charts to support conclusions.
5. Communicate scientific concepts and the results of scientific research both orally and in writing.
6. Demonstrate familiarity with workplace concepts and professional skills
   1. Students will demonstrate their grasp of concepts and skills such as: project management, adapting to unforeseen problems, completing work in a timely manner, working collegially in teams, best-practices with respect to safety, and properly assessing one’s skills as related to a specific project.

Students receiving a degree in Political Science and International Studies should…

1. Describe and explain the American political system.
2. Explain the economic, history and/or culture of the politics of at least one country/region/system of government outside of the US.
3. Explain the social science methodologies common to PLS (including Theory and Quantitative methods) used to evaluate political systems.
4. Be able to clearly communicate political science concepts and challenges in appropriate written, oral, and visual forms with the correct use of supporting evidence (including formulas, figures and citations).

Upon completion of the program, students will be able to:

• Analyze the relationship between biological bases of behavior and human functioning.
  
  • Describe the process of human development and acquisition of learned behaviors across the lifespan
  • Analyze how individuals’ knowledge exists in the context of their environment (e.g., social, geographical, familial, institutional, cultural, etc.) and how the environment affects their functioning
• Critique and apply principles of research methods
• Apply psychological principles and evidence-based theories to practical problems in the field of psychology
• Produce a substantive research paper describing data that elucidates a psychological topic (Research Tracks)
• Apply ethical and professional standards to relevant research and/or clinical situations
• Explain the role of social and cultural diversity in human characteristics, experiences, and behavior
• Select appropriate intervention techniques, correctly administer tests, and accurately interpret results (Clinical Tracks)

Upon completion of the program, students will be able to:

1. Identify biological, cognitive, developmental, and sociocultural causes of normal and disordered behavior.
2. Select and evaluate psychological research designs and statistical analyses.
3. Use primary sources in psychology.
4. Apply psychological principles to practical problems in the field of psychology.
5. Evaluate ethical issues relevant to empirical research and/or practice in the field of psychology.
6. Communicate effectively in writing using logical or empirically based arguments to support their claims.

Upon completion of the program, students will be able to:

1. Identify biological, cognitive, developmental, and sociocultural causes of normal and abnormal behavior.
2. Select and evaluate psychological research designs and statistical analyses.
3. Use primary sources in psychology.
4. Apply psychological principles to practical problems in the field of psychology.
5. Evaluate ethical issues relevant to empirical research and/or practice in the field of psychology.
6. Communicate effectively in writing using logical or empirically based arguments to support their claims.

Upon completion of the program, students will be able to:

1. Understand how and why “religion” emerges as a critical category and define it from a variety of disciplinary perspectives.
2. Analyze the relationships between religion and other cultural artifacts or social phenomena.
3. Describe, compare, and interpret religious phenomena and artifacts situated within diverse historical, social, and cultural contexts.

Students completing the sociology major at Brockport will be able to:

1. Apply appropriate sociological theories to understand social issues and processes
2. Explain how culture and social structure shape individual experiences and opportunities
3. Rigorously analyze social science data
4. Effectively communicate sociological concepts and empirical findings in appropriate written, oral, or visual forms

Upon completion of the program, students will be able to:

1. Apply an informed analysis to theatrical activity within its historical and cultural context
2. Analyze and research theatrical texts
3. Participate in informed discussion on a broad range of dramatic literature
4. Apply skills in the craft of theatre creation/production
5. Engage in effective collaboration in the creation/production of theatre
6. Apply appropriate theatrical protocols

Upon completion of the program, students will be able to:

1. Explain the manner with which variables and data, relevant for water resources, are properly collected using discipline-appropriate methodology (fieldwork, instrumentation, remote sensing, or derived products from models).
2. Properly interpret water resources data using discipline-accepted qualitative analysis.
3. Properly interpret water resources data using discipline-accepted quantitative analysis.
4. Define a scientific question and develop a methodology for answering it.
5. Locate, evaluate and interpret primary source scientific literature.
6. Effectively express water resources concepts and research results following the accepted written format for the discipline.
7. Explain water resources concepts and communicate research results following the accepted oral format for the discipline.

Upon completion of the program, students will be able to:

UNDERSTAND
Identify and explain factors contributing to how gender has been historically and politically constructed and how it intersects with race, class, sexuality, dis/ability and other social identity categories both in the US and globally.

COMMUNICATE
Analyze cultural representations and contextualize them in qualitative and quantitative scholarly research to produce an original argument about how power and privilege operate in society.

APPLY
Apply anti-racist, decolonial, and collaborative feminist approaches to social justice oriented labor and/or advocacy.

Upon completion of the program, students will be able to:

UNDERSTAND
Identify and explain factors contributing to how gender has been historically and politically constructed and how it intersects with race, class, sexuality, dis/ability and other social identity categories both in the US and globally. 

COMMUNICATE
Analyze cultural representations and contextualize them in qualitative and quantitative scholarly research to produce an original argument about how power and privilege operate in society.

APPLY
Apply anti-racist, decolonial, and collaborative feminist approaches to social justice oriented labor and/or advocacy.

Upon completion of the program, students will be able to:

UNDERSTAND 
Identify and explain factors contributing to how gender has been historically and politically constructed and how it intersects with race, class, sexuality, dis/ability or other social identity categories.

COMMUNICATE 
Analyze cultural representations and contextualize them in qualitative and quantitative scholarly research.

APPLY 
Apply anti-racist, decolonial, and collaborative feminist approaches to professional, academic, or advocacy work.

1. Graduates will be able to demonstrate the knowledge, skills and attitudes necessary to manage nonprofit organizations.

1. Learning Goal 1: [To] Lead and manage in diverse organizational contexts.
   1. Be able to critically explain the differences, similarities, and relationships between the public, private, and non-profit sectors.
   2. Use relevant scholarship to examine leadership or management in diverse organizational contexts.
   3. Demonstrate a critical understanding of the concepts of diversity, equity, and inclusion in organizational settings
2. Learning Goal 2: Participate and contribute to public policy in the student’s chosen emphasis.
   1. Be able to fully evaluate the different scholarly approaches to the public policy process.
   2. Demonstrate knowledge or perform activities indicative of an ability to participate and contribute to public policy
3. Learning Goal 3: Analyze and synthesize to solve problems and make informed decisions.
   1. Demonstrate an ability to apply appropriate quantitative or qualitative methods to address problems.
   2. Demonstrate the ability to identify and disaggregate the constituent parts of complex problems.
   3. Demonstrate the ability to support decisions through the triangulation, interpretation, evaluation, and synthesis of a range of primary or secondary evidence.
4. Learning Goal 4: Articulate and apply the public service concerns associated with the distribution of scarce resources.
   1. Critically explain the role of public values in management or policy.
   2. Demonstrate an ability to analyze policy or management practices in terms of efficiency, equity, and effectiveness
   3. Demonstrate an understanding ethical frameworks and theory in responding to public service concerns
5. Learning Goal 5: Communicate productively in settings characterized by diversity.
   1. Demonstrate the ability to ensure that the content of material produced, presented, or communicated is inclusive of diverse perspectives, individuals, or social groups as appropriate.
   2. Demonstrate skills in aligning the nature and content of communications or material produced or presented to the informational needs of diverse individuals and social groups.

Upon completion of the program, students will be able to:

1. Explain & articulate life processes at the biochemical, molecular, cellular and organismal levels.
2. Explain & articulate the developmental and physiological processes.
3. Operate lab equipment to collect data and interpret the data to investigate biological processes.
4. Distinguish between quantitative versus qualitative methodologies and apply the appropriate technologies to test hypotheses in cellular, developmental, and physiological processes.
5. Formulate concise, coherent, and logical arguments in oral and written forms.
6. Deliberate & critique the ethical ramifications of issues both in reference to empirical research in biology and in the impact of biological knowledge on society.

Students will be expected to:

1. identify and apply key principles of chemistry to solve complex problems.
2. analyze data and draw meaningful conclusions from chemical experiments and research.
3. explain chemical ideas in a coherent, logical, and compelling way, in both verbally and in writing using correct chemical terminology.
4. use a variety of chemical laboratory techniques safely and accurately to investigate chemical systems.
5. find chemical information using commonly available search engines and critically evaluate primary literature to further intellectual scientific pursuit.

1. Explain the manner with which variables and data, relevant for earth science, are properly collected using discipline-appropriate methodology (fieldwork, instrumentation, remote sensing, or derived products from models).
2. Properly interpret earth science data using discipline-accepted qualitative analysis.
3. Properly interpret earth science data using discipline-accepted quantitative analysis.
4. Define a scientific question and develop a methodology for answering it.
5. Locate, evaluate and interpret primary source scientific literature.
6. Effectively express earth science concepts and research results following the accepted written format for the discipline.
7. Explain earth science concepts and communicate research results following the accepted oral format for the discipline.

Upon completing the undergraduate physics curriculum at SUNY Brockport, students will be able to:

1. Demonstrate competency in applying the basic laws of physics.
   1. Core topics (classical and quantum mechanics, electricity and magnetism, thermodynamics and statistical mechanics)
   2. Applications (solid state physics, semiconductor physics, optics, astrophysics, etc.)
   3. Fundamental themes (conservation laws, particle nature of matter, waves, etc.)
2. Demonstrate instrumentation competency.
   1. Students will collect data with software tools such as LabVIEW and Arduino programing.
   2. Students can safely and properly use hardware tools such as oscilloscopes, multimeters, power supplies, and other experimental tools.
3. Demonstrate software competency.
   1. Students will use industry-standard software and coding tools such as Excel, Mathematica, Python or C++ for design, modeling, or analysis in the course of solving problems.
4. Demonstrate data analytics competency.
   1. Students will analyze data, including statistics and uncertainty analysis, and prepare tables and charts to support conclusions.
5. Communicate scientific concepts and the results of scientific research both orally and in writing.
6. Demonstrate familiarity with workplace concepts and professional skills
   1. Concepts and skills such as: project management, adapting to unforeseen problems, completing work in a timely manner, working collegially in teams, best-practices with respect to safety, and properly assessing one’s skills as related to a specific project.

Upon completion of the program, students will be able to:

1. Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.
2. Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
3. Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.
4. Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, technology, and instructional and managerial skills to enhance student learning.
5. Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.
6. Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.

Upon successful completion of the Addictions and Behavioral Health major, students will:

1. be able to distinguish and explain the fundamental theoretical frameworks and ethical principles that form the basis of professional practices in the field of addiction counseling.
2. be proficient in conducting comprehensive and systematic clinical assessments, including the formulation of accurate diagnoses and the development of tailored treatment plans.
3. be able to create detailed and personalized treatment plans by effectively analyzing client data, identifying specific needs, and integrating evidence-based interventions tailored to the individual’s circumstances.
4. assess client requirements comprehensively and efficiently match them with suitable and reliable external resources, ensuring a holistic approach to addressing their needs.
5. articulate effective strategies for establishing and maintaining professional relationships with other practitioners, fostering collaborative efforts to enhance comprehensive client care.
6. apply and critically assess a range of counseling methods, including active listening, motivational interviewing, cognitive-behavioral techniques, and empathetic communication, and evaluate their effectiveness in diverse counseling situations.
7. develop and implement psychoeducational materials and presentations tailored for clients, families, and/or communities, focusing on clear communication of addictions and mental health information, resources, and coping strategies.
8. create accurate and comprehensive client documentation, including progress notes, treatment plans, and assessments, in accordance with professional standards and legal requirements.
9. be able to recognize and integrate the essential professional and ethical standards pertinent to working with individuals affected by addiction, ensuring responsible and effective practice within the field.

Upon completion of the program, students will be able to:

Upon completion of the program, students will be able to:

1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment
2. Students will create learning experiences that accurately represent central concepts at appropriate learning progressions in Literacy and English Language Arts, Mathematics, and Arts and Sciences.
3. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals
4. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals
5. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways
6. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism

Upon completion of the program, students will be able to:

1. Demonstrate a basic understanding of life processes at the biochemical, molecular, cellular, and organismal levels.
2. Demonstrate an understanding of developmental and physiological processes.
3. Understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
4. Continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
5. Practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
6. Produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem-solving, and performance skills.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Chemistry Student Learning Outcomes

Students will be expected to:

1. Identify and apply key principles of chemistry to solve complex problems.
2. Analyze data and draw meaningful conclusions from chemical experiments and research.
3. Explain chemical ideas in a coherent, logical, and compelling way, in both verbally and in writing using correct chemical terminology.
4. Use a variety of chemical laboratory techniques safely and accurately to investigate chemical systems.
5. Find chemical information using commonly available search engines and critically evaluate primary literature to further intellectual scientific pursuit.

Pedagogical Student Learning Outcomes

Students will be expected to:

1. Collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
2. Create learning experiences that accurately represent central concepts at appropriate learning progressions in Literacy and English Language Arts, Mathematics, and Arts and Sciences.
3. Create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
4. Analyze the results of assessments to measure learning of individual students and a class as a whole and will develop differentiated learning experiences to help students achieve learning goals.
5. Implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
6. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment
2. Students will create learning experiences that accurately represent central concepts at appropriate learning progressions in Literacy and English Language Arts, Mathematics, and Arts and Sciences.
3. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals
4. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals
5. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways
6. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Chemistry Student Learning Outcomes

Students will be expected to:

1. Identify and apply key principles of chemistry to solve complex problems.
2. Analyze data and draw meaningful conclusions from chemical experiments and research.
3. Explain chemical ideas in a coherent, logical, and compelling way, in both verbally and in writing using correct chemical terminology.
4. Use a variety of chemical laboratory techniques safely and accurately to investigate chemical systems.
5. Find chemical information using commonly available search engines and critically evaluate primary literature to further intellectual scientific pursuit.

Pedagogical Student Learning Outcomes

Students will be expected to:

1. Collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
2. Create learning experiences that accurately represent central concepts at appropriate learning progressions in Literacy and English Language Arts, Mathematics, and Arts and Sciences.
3. Create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
4. Analyze the results of assessments to measure learning of individual students and a class as a whole and will develop differentiated learning experiences to help students achieve learning goals.
5. Implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
6. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

1. Collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
2. Create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
3. Analyze the results of assessments to measure learning in individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals.
4. Implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
5. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment
2. Students will create learning experiences that accurately represent central concepts at appropriate learning progressions in Literacy and English Language Arts, Mathematics, and Arts and Sciences.
3. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals
4. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals
5. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways
6. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

1. Collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment.
2. Create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals.
3. Analyze the results of assessments to measure learning in individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals.
4. Implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways.
5. Model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program,

Mathematics PSLOs

1. Students are expected to carry out the creative and explorative processes of mathematics, including being able to interpret and construct rigorous proofs.
2. Students are expected to use mathematics to model real world problems and utilize technology as appropriate.
3. Students are expected to demonstrate an understanding of the importance of active engagement and civic responsibility beyond the classroom through knowledge and real-world experience gained in the academic field of mathematics.
4. Students are expected to apply concepts and procedures to generate materials and guide student learning in the fields of Number, Algebra and Functions, Statistics and Probability, Geometry, Trigonometry, and Measurement.

Education, Languages, and Instructional Design PSLOs:

1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment
2. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals
3. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals
4. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways
5. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, 

1. Students are expected to carry out the creative and explorative processes of mathematics, including being able to interpret and construct rigorous proofs.
2. Students are expected to use mathematics to model real world problems and utilize technology as appropriate.
3. Students are expected to demonstrate an understanding of the importance of active engagement and civic responsibility beyond the classroom through knowledge and real-world experience gained in the academic field of mathematics.
4. Students are expected to become familiar with and develop inclusive teaching strategies, lesson planning, instruction, and assessment in mathematics content areas.

In addition, upon completion of the program, students will be prepared to be excellent teachers of mathematics in grades 5 through 12, as well as special education, and will meet the requirements for initial certification as outlined by the New York State Education Department (SED) for Adolescence Education in Mathematics (grades 5 through 12) and Student with Disabilities.

The following PSLOs are assessed by Education and Human Development:

1. Students will collaborate with learners, families, and colleagues to establish a set of shared values and expectations that creates a supportive learning environment

2. Students will create learning experiences that facilitate learners’ use of digital tools or interactive technologies and engages them in applying content knowledge to achieve learning goals
3. Students will analyze the results of assessments to measure learning of individual students and a class as a whole, and will develop differentiated learning experiences to help students achieve learning goals
4. Students will implement a variety of instructional strategies in a classroom to build diverse learners’ understanding of content, and their ability to apply that knowledge in meaningful ways
5. Students will model professional standards of practice and ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans,strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Physics Student Learning Outcomes

Students will be able to:

1. Demonstrate competency in applying the basic laws of physics.
   1. Core topics (classical and quantum mechanics, electricity and magnetism, thermodynamics and statistical mechanics)
   2. Fundamental themes (conservation laws, particle nature of matter, waves, etc.)
2. Demonstrate instrumentation competency.
   1. Students will collect data with software tools such as LabVIEW and Arduino programing.
   2. Students can safely and properly use hardware tools such as oscilloscopes, multimeters, power supplies, and other experimental tools.
3. Demonstrate software competency.
   1. Students will use industry-standard software and coding tools such as Excel, Mathematica, Python or C++ for design, modeling, or analysis in the course of solving problems.
4. Demonstrate data analytics competency.
   1. Students will analyze data, including statistics and uncertainty analysis, and prepare tables and charts to support conclusions.
5. Communicate scientific concepts and the results of scientific research both orally and in writing.
6. Demonstrate familiarity with workplace concepts and professional skills
   1. Students will demonstrate their grasp of concepts and skills such as: project management, adapting to unforeseen problems, completing work in a timely manner, working collegially in teams, best-practices with respect to safety, and properly assessing one’s skills as related to a specific project.

   Pedagogical Student Learning Outcomes

   1. Content knowledge: Students will be able to understand the central concepts of their discipline.
   2. Pedagogical content knowledge: Students will be able to develop instructional plans and strategies, and connect them with content knowledge to enhance learning opportunities for 5-12 students.
   3. Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
   4. Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
   5. Professional dispositions: Students will demonstrate practicing professional ethics, including dedication, respect, intellectual integrity, positive outlook, and self-awareness.
   6. Positive impact on 5-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Physics Student Learning Outcomes

Students will be able to:

1. Demonstrate competency in applying the basic laws of physics.
   1. Core topics (classical and quantum mechanics, electricity and magnetism, thermodynamics and statistical mechanics)
   2. Fundamental themes (conservation laws, particle nature of matter, waves, etc.)
2. Demonstrate instrumentation competency.
   1. Students will collect data with software tools such as LabVIEW and Arduino programing.
   2. Students can safely and properly use hardware tools such as oscilloscopes, multimeters, power supplies, and other experimental tools.
3. Demonstrate software competency.
   1. Students will use industry-standard software and coding tools such as Excel, Mathematica, Python or C++ for design, modeling, or analysis in the course of solving problems.
4. Demonstrate data analytics competency.
   1. Students will analyze data, including statistics and uncertainty analysis, and prepare tables and charts to support conclusions.
5. Communicate scientific concepts and the results of scientific research both orally and in writing.
6. Demonstrate familiarity with workplace concepts and professional skills
   1. Students will demonstrate their grasp of concepts and skills such as: project management, adapting to unforeseen problems, completing work in a timely manner, working collegially in teams, best-practices with respect to safety, and properly assessing one’s skills as related to a specific project.

   Pedagogical Student Learning Outcomes

   1. Content knowledge: Students will be able to understand the central concepts of their discipline.
   2. Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for 5-12 students.
   3. Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
   4. Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
   5. Professional dispositions: Students will demonstrate practicing professional ethics, including dedication, respect, intellectual integrity, positive outlook, and self-awareness.
   6. Positive impact on 5-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to:

1. Narrate and describe using a variety of time frames, extended discourse, and specialized vocabulary both for interpersonal communication and oral presentations designed for an audience.
2. Narrate and describe in all major time frames with good control of aspect and a range of general vocabulary in writing for personal and professional needs.
3. Identify the main facts and many supporting details in conventional narrative and descriptive oral texts.
4. Identify the main ideas and supporting details on topics from a variety of complex texts in areas of special interest or knowledge.
5. Analyze and evaluate key perspectives of the target culture within a comparative framework (i.e. comparing the target culture to their own or to a series of cultures) and connect them to cultural products and practices.
6. Identify, analyze, evaluate, and create arguments (reasons, claims, pros and cons, etc.); accurately interpret evidence; analyze and evaluate alternate points of view; justify procedures; and draw conclusions based on where evidence and reason lead.

Upon completion of the program, students will be able to:

1. Narrate and describe using a variety of time frames, extended discourse, and specialized vocabulary both for interpersonal communication and oral presentations designed for an audience.
2. Narrate and describe in all major time frames with good control of aspect and a range of general vocabulary in writing for personal and professional needs.
3. Identify the main facts and many supporting details in conventional narrative and descriptive oral texts.
4. Identify the main ideas and supporting details on topics from a variety of complex texts in areas of special interest or knowledge.
5. Analyze and evaluate key perspectives of the target culture within a comparative framework (i.e. comparing the target culture to their own or to a series of cultures) and connect them to cultural products and practices.
6. Identify, analyze, evaluate, and create arguments (reasons, claims, pros and cons, etc.); accurately interpret evidence; analyze and evaluate alternate points of view; justify procedures; and draw conclusions based on where evidence and reason lead.

Upon completion of the program, students will be able to:

1. Students will gain awareness of the biological, psychological, and sociological foundations of aging in the United States.
2. Students will demonstrate an understanding of public policy and its impact on health and aging.
3. Students will develop an understanding of the existing service delivery system for older adults and will identify approaches to improving services.
4. Students will identify ways to assist older adults, families, and organizations to achieve a successful response to aging.

Upon completion of the program, students will be able to:

1. Administer and supervise personnel in athletic settings.
2. Effectively manage space and resources in athletic settings.
3. Develop skills to market athletic programs.
4. Use evidence-based practices to solve problems in athletic settings.
5. Engage in research related to athletic administration and or coaching.
6. Employ learned skills in a semester long practicum in an athletic setting.
7. Use reflective skills that contribute to enhancing professionalism and leadership skills

Upon completion of the program, students will be able to:

1. Content knowledge: Students will be able to understand the central concepts of their discipline.
2. Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
3. Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
4. Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
5. Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
6. Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to demonstrate:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans and strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans and strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to:

1. Students will be able to become certified to coach in public schools in New York State.
2. Students will employ practical athletic coaching skills at a real life sport setting.
3. Students will be able to understand of the scientific foundations of coaching athletic teams which includes exposure to anatomy, physiology, common athletic injuries and prevention, fitness and conditioning with sport specific training and nutrition.
4. Students will be able to explain the rules, duties, legal aspects and administrative methods of coaching an athletic team, and the philosophies, methods and strategies involved in coaching.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans and strategies, and connect them with content knowledge to enhance learning opportunities for B-2 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on B-2 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to:

1. Identify, develop, articulate, and sustain a clear and focused vision of learning for high quality school buildings, districts, or organizations (ELCC SBL and SDL 1.1).
2. Understand, facilitate, and use the processes of change to bring about positive growth and development of all students, faculty, and adults engaged in the educational enterprise (ELCC SBL and SDL 1.3, 1.4, 2.3).
3. Utilize effective management and leadership strategies for the operation of safe, efficient, and effective learning environments (ELCC SBL and SDL 2.1, 3.1,3.2,3.3,3.4,3.5).
4. Promote the successful implementation and use of emerging instructional technologies (ELCC SBL and SDL 2.4, 3.2).
5. Promote and sustain continuous improvement of instructional programs through the acquisition and efficient use of resources (ELCC SBL and SDL 1.3, 2.2, 3.2).
6. Assess the success of programs through the collection and analysis of appropriate data (ELCC SBL and SDL 1.2, 4.1).
7. Identify and respond appropriately to the needs of diverse sub-groups in the educational community (ELCC SBL and SKL 4.2,4.3,4.4,6.1).
8. Advocate effectively for student success by influencing political decisions that provide resources for improvement initiatives and research-based practice (ELCC SBL and SDL 4.1,4.2,4.3,4.4,6.1).
9. Demonstrate positive habits of research, application, and reflection through participation in clinically rich field experiences (ELCC SBL and SDL 6.3,7.1,7.2.7.3).

Upon completion of the program, students will be able to:

1. Demonstrate the ability to apply data gathering, budget formulation, and budget control concepts by exemplary understanding of the NYS budget process and time, accurately projecting year end surpluses or deficits, and creating a comprehensive and sustainable budgeting process for their school district.
2. Demonstrate the ability to apply accepted accounting principles and the New York State Uniform System of Accounts by accurately projecting cash flow balances, general municipal law requirements for investing and purchasing, comptroller audits and guidance documents and being able to accurately interpret, create and synthesize financial reporting statements.
3. Demonstrate the ability to apply concepts and practices of state aid, revenue estimation by accurately project tax cap calculations, completing all necessary state forms accurately and with fidelity, calculating tax warrants and subsequent documentation necessary for completion of tax collection.
4. Comprehensively understand all operational aspects of school district management including food service rules and requirements, facilities management techniques, transportation operations with knowledge of 19A driving requirements, SED rules and guidelines and DOT requirements, and safety & security plans.
5. Demonstrate key abilities to understand collective bargaining and labor relations contract interpretation, employee administration, and general human relation skill building for the betterment of the organization and employee morale.

Graduates of the program will work in a diverse range of settings including school districts and higher education institutions. Graduates could serve in a variety of positions in a higher education institution, including but not limited to instructor and administrator. The program’s primary student learning outcomes (SLOs) follow:

1. By the end of the program, students will be expected to be adept at analyzing and developing solutions to complex issues faced by educational organizations.
2. By the end of the program, students will be expected to investigate and identify how local, national, and/or global issues impact educational organizational operations and strategy.
3. By the end of the program, students will be expected to identify ethical dilemmas and explain their impact on education organizations and their stakeholders.

Student Learning Outcomes – Exercise for Health Promotion Concentration

By the end of the program students will be expected to:

1. Describe the core principles of exercise for health promotion.
2. Identify the principles of clinical exercise science, the pathophysiology of disease, and their associated risk factors to promote healthful living.
3. Explain the concepts of nutrition to promote healthy, active lifestyles.
4. Describe the principles of the physical activity behavior change in order to promote healthful living.
5. Identify issues of safety, injury prevention, emergency procedures, and program administration.
6. Perform exercise-related assessments to evaluate an individual’s current health and fitness status.
7. Design exercise programs to meet client goals.
8. promote concepts of exercise and healthy living in a practical learning environment.

Student Learning Outcomes – Strength and Conditioning Concentration

By the end of the program students will be expected to:

1. describe the core principles of strength and conditioning.
2. explain the scientific foundations, benefits, and rationale for anaerobic training.
3. explain the concepts of sport nutrition as they apply to strength and conditioning.
4. describe the principles of the psychology of sport and exercise.
5. identify principles of program organization, administration, and oversight.
6. perform strength and conditioning assessments to evaluate an individual’s fitness status.
7. design strength and conditioning programs for clients.
8. implement the principles of strength and conditioning in a practical environment.

The Health and Society program is aligned with three of the eight Areas of Responsibility as defined by the National Commission on Health Education Credentialing.

Public Health and Society Major

Upon completion of the program, students will be able to:

1. Conduct research and evaluation to answer programmatic and research questions
2. Conduct advocacy activities to promote policy, system, and environmental change to benefit their priority population
3. Carry out communication activities to enhance health and associated outcomes.

Upon successful completion of the Healthcare Administration major, students will be able to:

1. Model effective communication and behaviors conducive to the healthcare culture to display empathy and confidence through engaging interactions with healthcare professionals.
2. Apply critical thinking skills to support decision-making within the healthcare environment through both written and verbal communication, focusing on clarity, accuracy, and professional relevance.
3. Demonstrate accountability within the healthcare environment, including maintaining confidentiality, adhering to organizational policies and procedures, and demonstrating professional responsibilities.
4. Integrate and apply ethical decision-making to navigate complex regulations in healthcare professions by demonstrating an understanding of ethical principles and regulatory frameworks.
5. Apply analytical skills, including data-informed decision-making, to navigate complex scenarios faced within the healthcare environment.
6. Apply financial strategies such as budgeting, cost-effectiveness, and long-term forecasting for the creation of sustainable healthcare systems.
7. Develop strategies to promote and support equity, diversity, and inclusion (EDI) within the healthcare environment, by exhibiting an understanding of diverse cultural practices, emphasizing open communication, respect for cultural differences, and collaborative problem-solving.
8. Demonstrate collaborative practices for interprofessional teamwork, including shared decision-making, leadership, open communication, and understanding roles, responsibilities, and expectations in a healthcare setting.
9. Demonstrate the use of health information systems, including a focus on navigating electronic health records accurately and efficiently, to support comprehensive patient care in a rapidly changing healthcare environment.
10. Develop strategies to promote and support patient and provider safety within the healthcare environment by formulating practical approaches that emphasize the implementation of standardized protocols, error prevention measures, and continuous quality improvement initiatives.

Upon completion of the program, students will:

1. Exhibit understanding and application of effective leadership and administration skills.
2. Be adept at analyzing and developing solutions to complex issues faced by higher education organizations.
3. Be able to investigate and explore the ways in which global issues impact higher education organizational operations and strategy.
4. Recognize ethical dilemmas and their impact on higher education organizations, and their stakeholders.

Upon completion of the program, students will be able to:

1. Students will curate and evaluate a variety of resources utilizing digital tools to construct knowledge and produce artifacts.
2. Students will understand and use a variety of technologies in the instructional design process.
3. Students will build knowledge, develop and employ strategies for understanding and solving problems with technological methods.
4. Students will communicate and express themselves creatively and clearly using platforms, tools and digital media.
5. Students will understand the rights and responsibilities of working in a digital world and demonstrate actions that are safe, legal and ethical.

The student learning outcomes for this program are aligned to the standards for Students from the International Society for Technology in Education, and the individual courses will address those standards, in addition to meeting the SLOs below:

1. Students will curate and evaluate a variety of resources utilizing digital tools to construct knowledge and produce artifacts.
2. Students will understand and use a variety of technologies in the instructional design process.
3. Students will build knowledge, develop and employ strategies for understanding and solving problems with technological methods.
4. Students will communicate and express themselves creatively and clearly using platforms, tools and digital media.
5. Students will collaborate with others both locally and globally utilizing digital tools to solve problems.
6. Students will understand the rights and responsibilities of working in a digital world and demonstrate actions that are safe, legal and ethical.

Upon completion of the program, students will be able to:

1. Students will be able to explain physiological, kinesiological, and biomechanical principles related to physical activity.
2. Students will be able to evaluate the socio-cultural and historical context of physical activity.
3. Students will be able to explain psychological and motor behavior principles related to physical activity.
4. Students will be able to explain physical activity’s importance for health, wellness, and quality of life.
5. Students will be able to analyze philosophic issues and arguments related to physical activity.
6. Students will be able to exhibit the skills required for proficient performance in physical activity.

Upon completion of the program, students will be able to:

1. Students will be able to explain physiological, kinesiological, and biomechanical principles related to physical activity.
2. Students will be able to evaluate the socio-cultural and historical context of physical activity.
3. Students will be able to explain psychological and motor behavior principles related to physical activity.
4. Students will be able to explain physical activity’s importance for health, wellness, and quality of life.
5. Students will be able to analyze philosophic issues and arguments related to physical activity.
6. Students will be able to exhibit the skills required for proficient performance in physical activity.

Students will be able to:

1. Describe the effects of power and privilege for counselors and clients
2. Describe how systemic and environmental factors affect human development, functioning, and behavior
3. Identify strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy
4. Effectively use crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid
5. Effectively use ethical and culturally relevant strategies for designing and facilitating groups
6. Effectively use ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results
7. Describe the importance of research in advancing the counseling profession, and can effectively critique research to inform counseling practice
8. Demonstrate knowledge of principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning
9. Demonstrate knowledge of mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling services networks
10. Demonstrate knowledge of diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD)
11. Effectively use techniques and interventions for prevention and treatment of a broad range of mental health issues
12. Demonstrate the following dispositions: self-awareness, integrity, counseling orientation, respect for human dignity and diversity, and professional commitment

Upon completion of the program, students will be able to:

1. Synthesize physical education-related and athletics-related research.
2. Employ professional presentation skills.
3. Use skills essential to research processes employed in physical education and athletics settings.
4. Implement principles of learning to create/improve the learning environment in physical education and athletics.
5. Employ appropriate problem-solving techniques in physical education and athletic settings.
6. Select appropriate curricula/programming for participants in physical education and athletics settings.
7. Implement models of teaching and coaching to create/improve the learning environment in physical education and athletics.
8. Use reflective skills that contribute to enhancing professionalism and leadership skills

Upon completion of the program, students will be able to:

1. Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.
2. Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
3. Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.
4. Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, technology, and instructional and managerial skills to enhance student learning.
5. Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.
6. Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.

Upon completion of the following programs, students will be able to do the following.

Physical Teacher Education Program

1. Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.
2. Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
3. Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.
4. Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, technology, and instructional and managerial skills to enhance student learning.
5. Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.
6. Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.

School Health Education MSEd

Upon completion of the program, students will be able to:

1. Possess functional health education knowledge about effective curricula, health behavior theories, health education standards, the whole child approach, risk and protective factors, ways to prevent chronic and communicable diseases, and the multidimensionality of health plus the literacy skills of an informed consumer that helps them create meaningful learning experiences.
2. Assess needs and assets of learners, learning, and the learning community in order to inform their practice.
3. Use needs assessment data, health education standards, and principles of learning to plan cohesive, sequential lessons and units that include ways to accommodate students’ differing strengths and needs and that use 21st Century technology in order to support students’ acquisition of functional health knowledge, health-related skills, and health beliefs
4. Employ a variety of research/theory-based instructional strategies in a well-managed classroom that encourages all learners regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English-language proficiency, and physical or cognitive ability to adopt healthy behaviors and to interact positively with others; candidates reflect on their practice and adapt practice in order to meet students’ and instructional needs
5. Use multiple assessment methods that are aligned with standards and learning objectives to measure students’ achievement, document their progress and guide instructional practice.
6. Demonstrate professionalism and ethical practices; make the case for the value of health education to academic success as well as wellness; advocate for both programs and students’ welfare; make appropriate referrals; engage students’ families regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency and physical or cognitive ability; engage colleagues within the school and community as well as the community at large using a variety of media including social media; and demonstrate a life-long learner disposition.

Upon completion of the program, students will be able to:

1. Apply epidemiological methods to the breadth of settings and situations in public health practice
2. Compare the organization, structure and function of health care, public health and regulatory systems across national and international settings
3. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence
4. Advocate for political, social or economic policies and programs that will improve health in diverse populations
5. Evaluate policies for their impact on public health and health equity
6. Apply systems thinking tools to a public health issues
7. Explain effects of environmental factors on a population’s health.
8. Explain how globalization affects global burdens of disease
9. Explain an ecological perspective on the connections among human health, animal health and ecosystem health (e.g., One Health)
10. Identify the core functions of public health and the 10 Essential Services
11. List major causes and trends of morbidity and mortality in the US or other communities relevant to the school or program
12. Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc.
13. Explain biological and genetic factors that affect a population’s health
14. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health
15. Explain the critical importance of evidence in advancing public health knowledge
16. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate
17. Interpret results of data analysis for public health research, policy or practice
18. Develop recommendations based on findings of research

The Public Health Education program is aligned with the eight Areas of Responsibility as defined by the National Commission on Health Education Credentialing.

Upon completion of the program, students will be able to:

1. Assess the needs of populations and their organization’s capacity to respond to those needs.
2. Plan appropriate health interventions that are designed to meet the needs of the priority population.
3. implement public health program plans designed to achieve stated outcomes.
4. Conduct research and evaluation to answer programmatic and research questions.
5. Conduct advocacy activities to promote policy, system, and environmental change to benefit their priority population
6. Carry out communication activities to enhance health and associated outcomes.
7. Demonstrate leadership and management behaviors consistent with expectations of the public health profession
8. Demonstrate ethical and professional behavior across all dimensions of academic and professional contexts.

Upon completion of the program, students will be able to:

1. Understand models of school counseling programs
2. Understand models of P-12 comprehensive career development
3. Understand models of school-based collaboration and consultation
4. Use assessments specific to P-12 education
5. Understand their roles as leaders, advocates, and systems change agents in P-12 schools
6. Understand their roles and responsibilities in relation to the school emergency management plans, and crises, disasters, and trauma
7. Advocate for school counseling roles
8. Understand characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders
9. Understand legal and ethical considerations specific to school counseling
10. Design and evaluate school counseling programs
11. Engage in core curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies
12. Use interventions to promote academic development
13. Use developmentally appropriate career counseling interventions and assessments
14. Use techniques of personal/social counseling in school settings
15. Use skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement
16. Use interventions to promote college and career readiness
17. Use strategies to promote equity in student achievement and college access
18. Use of data to advocate for programs and students

Students will be able to:

1. Demonstrate self-care strategies appropriate to the counselor role
2. Describe the effects of power and privilege for counselors and clients
3. Describe how systemic and environmental factors affect human development, functioning, and behavior
4. Identify strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy
5. Effectively use crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid
6. Effectively use ethical and culturally relevant strategies for designing and facilitating groups
7. Effectively use ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results
8. Describe the importance of research in advancing the counseling profession, and can effectively critique research to inform counseling practice
9. Demonstrate knowledge of models of school-based collaboration and consultation
10. Effectively serve in school counselor roles, as leaders, advocates, and systems change agents in P-12 schools
11. Effectively design and evaluate school counseling programs
12. Demonstrate effective skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievement
13. Demonstrate the following dispositions: self-awareness, integrity, counseling orientation, respect for human dignity and diversity, and professional commitment

Upon completion of the program, students will be able to:

1. Demonstrate functional health education knowledge. about effective curricula, health behavior theories, health education standards, the whole child approach, risk and protective factors, ways to prevent chronic and communicable diseases, and the multidimensionality of health.
2. Assess the needs and assets of learners, learning, and the learning community to inform practice.
3. Plan using the needs assessment data, health education standards, and principles of learning to create cohesive, sequential lessons and units that include ways to accommodate students differing strengths and needs using 21st Century technology in order to support students’ acquisition of student’s functional health knowledge, health-related skills, and health beliefs.
4. Employ a variety of research/ theory-based instructional strategies in a well-managed classroom that encourages all learners regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English-language proficiency, and physical or cognitive ability to adopt healthy behaviors and to interact positively with others; candidates reflect on their practice and adapt practice in order to meet students’ and instructional needs.
5. Utilize multiple assessment methods that are aligned with standards and learning objectives to measure students’ achievement and document their progress to guide instructional practice.
6. Demonstrate professionalism and ethical practices; make the case for the value of health education to academic success as well as wellness; advocate for both programs.

Upon completion of the program, students will be able to:

1. Demonstrate Ethical and Professional Behavior
2. Engage Diversity and Difference in Practice
3. Advance Human Rights and Social, Economic and Environmental Justice
4. Engage in Practice-Informed Research and Research-Informed Practice
5. Engage in Policy Practice
6. Engage with Individuals, Families, Groups, Organizations and Communities
7. Assess Individuals, Families, Groups, Organizations and Communities
8. Intervene with Individuals, Families, Groups, Organizations and Communities
9. Evaluate Practice with Individuals, Families, Groups, Organizations and Communities

Upon completion of the program, students will be able to:

Competency 1: Demonstrate Ethical and Professional Behavior

1. 1. Student makes ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics within the profession and in the classroom as appropriate to context.
   2. Student demonstrates professional behavior; appearance; and oral, written, and electronic communication within the classroom (virtual or otherwise) and in practice.
   3. Student uses technology ethically and appropriately to complete course work and facilitate practice outcomes.
   4. Students use feedback mechanisms such as supervision, advisement, feedback, or other consultation to guide academic & professional judgment and behavior.

Competency 2: Advance Human Rights and Social, Racial, Economic, and Environmental Justice

1. 1. Student advocates for human rights at the individual, family, group, organizational, and community system levels in the classroom and in practice.
   2. Student engages in classroom activities and practice that advances human rights to promote social, racial, economic, and environmental justice.

Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice

1. 1. Student demonstrates anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels when completing classroom assignments and in practice.
   2. Student demonstrates cultural humility by applying critical reflection, self-awareness, and self-regulation to manage the influence of bias, power, privilege, and values in working with clients and constituencies, acknowledging them as experts of their own lived experiences when completing classroom assignments and in practice.

Competency 4: Engage in Practice-Informed Research and Research-Informed Practice

1. 1. Student applies research findings to inform and improve practice, policy, and programs to complete course work and facilitate practice outcomes.
   2. Student identifies ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work to complete course assignments and in practice.

Competency 5: Engage in Policy Practice

1. 1. Student uses social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services in their classroom assignments and in practice.
   2. Student applies critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice in the classroom and in practice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

1. 1. Student applies knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies in the classroom and in practice.
   2. Student uses empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies as demonstrated in the class and in practice.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

1. 1. Student applies theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies both in class and in practice.
   2. Student demonstrates respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan in class and in practice.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

1. 1. Student engages with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals in class and in practice.
   2. Student incorporates culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies in the class and in practice.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

• 1. Student selects and uses culturally responsive methods for evaluation of outcomes in class and in practice.
  2. Student critically analyzes outcomes and applies evaluation findings to improve practice effectiveness with individuals, families, groups, organizations, and communities in class and in practice.

*Note: All outcomes for language skills (speaking, writing, listening, reading) are correlated to NCSSFL-ACTFL performance indicators for language learners. (National Council of State Supervisors for Languages)-(American Council on the Teaching of Foreign Language)

Upon completion of a baccalaureate degree in Spanish, graduates will be able to:

1. Oral communication: Narrate and describe using a variety of time frames, extended discourse, and specialized vocabulary both for interpersonal communication and oral presentations designed for an audience.
   
   Advanced Mid-High: Students can express themselves fully not only on familiar topics but also on some concrete social, academic, and professional topics. They can talk in detail and in an organized way about events and experiences in various time frames; they can confidently handle routine situations with an unexpected complication; they can share their point of view in discussions on some complex issues; they can deliver detailed presentations, usually with accuracy, clarity and precision, on a variety of topics and issues related to community interests and some special fields of expertise.
   
2. Presentational writing: Narrate and describe in all major time frames with good control of aspect and a range of general vocabulary in writing for personal and professional needs.
   
   Advanced high: Students will be able to write extensively with significant precision and detail on a variety of topics, most complex issues, and some special fields of expertise.
   
3. Interpretive listening: Identify the main facts and many supporting details in conventional narrative and descriptive oral texts.
   
   Advanced mid: Students will be able to understand the main idea and most supporting details on a variety of topics of personal and general interest, as well as some topics of professional interest. They will be able to follow stories and descriptions of some length and in various time frames and understand information presented in most genres, even when not familiar with the topic. 
   
   
4. Interpretive reading: 

   Identify the main ideas and supporting details on topics from a variety of complex texts in areas of special interest or knowledge.

   Advanced high: Students will be able to easily follow narrative, informational, and descriptive texts. They will be able to understand what they read on most topics that deal with special interests, unfamiliar situations, and abstract concepts. They will be able to sometimes understand extended arguments and different points of view.
   
   
5. Intercultural competence: Analyze and evaluate key perspectives of the target culture within a comparative framework (i.e. comparing the target culture to their own or to a series of cultures) and connect them to cultural products and practices.
   
   
6. Critical thinking: Identify, analyze, evaluate, and create arguments (reasons, claims, pros and cons, etc.); accurately interpret evidence; analyze and evaluate alternate points of view; justify procedures; and draw conclusions based on where evidence and reason lead.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.

Upon completion of the program, students will be able to:

• Content knowledge: Students will be able to understand the central concepts of their discipline.
• Pedagogical content knowledge: Students will be able to develop instructional plans, strategies, and connect them with content knowledge to enhance learning opportunities for P-12 students.
• Professional knowledge and skills: Students will be able to understand the learning needs of all students, and utilize their professional knowledge and skills, including the implementation of assessments and technology, to create effective learning experiences.
• Reflective skills: Students will be able to continuously evaluate the impact of their work with students, reflecting on their success as teachers and addressing their needs for continuing professional improvement.
• Professional dispositions: Students will practice professional ethics, including dedication, respect, intellectual integrity, positive outlook, self-awareness, and professionalism.
• Positive impact on P-12 learning: Students will be able to produce evidence that they engage students in meaningful activity that promotes the development of critical thinking, problem solving, and performance skills.