Degree Learning Outcomes and Curriculum Maps Listing
College of Arts and Letters
Africana Studies Curriculum Map
DLO 1 The Major Intellectual History and Debates in Africana Studies
- Explain and demonstrate the historical, political and social factors that gave birth to the discipline of Africana Studies.
DLO 2 The Discipline
- Explain and demonstrate the different intellectual perspectives within Africana Studies.
DLO 3 The Diaspora
- Assess the impact of enslavement and colonization on African peoples and society. Analyze and evaluate political, economic and social movements for liberation of African people worldwide. Identify and explain the dislocation and relocation of African people throughout the world. Demonstrate an understanding of the cultural reconstruction taking place throughout the African world.
DLO 4 Cultural Values
- Explain and assess the major principles and values of Africana worldview and culture. Identify and assess the major moral, philosophical and ethical elements of Africana worldview and culture.
DLO 5 The African Worldview
- Explain and evaluate the role of Africana worldview in contemporary society. Analyze and evaluate political, economic and social movements for liberation of African people worldwide.
DLO 6 Critical Thinking Skills
- Analytically present and support an argument.
American Indian Studies Webpage
DLO 1 Recognize diversity of tribal communities
- Students will learn and recognize the vast diversity of "pre-" and "post-" contact American Indian communities both those that are federally and non-federally recognized tribes. Students will also familiarize themselves with the debates surrounding notions of the identity of Indianness, and the "Native Hubs" or network of American Indian peoples connecting in diverse circumstances and locations.
DLO 2 Value Indigenous knowledges and sustainability
- Students will explore and learn the value of Indigenous knowledges and modes of ecological and cultural sustainability. They will also be able to compare these American Indian epistemologies with conventional Euro-American values toward ecology and culture.
DLO 3 Enact preservation and promotion of cultural heritage
- Students will learn skills necessary for preserving and promoting American Indian cultural heritages, languages, and other representations of culture.
DLO 4 Identify mechanisms of oppression
- Students will gain the ability to identify and analyze the ways governmental systems, laws, religion, educational systems, healthcare systems, mass media, and popular culture have been used in America to propagate policies and behaviors that oppress American Indians and to promote notions of Indianness that rationalize and justify this oppression.
DLO 5 Support processes of decolonization
- Students will comprehend the various notions of decolonization in the context of American (and global) Indigenous communities both as an academic theory and a matter of socio-political praxis. They will learn the ways in which American Indian communities seek to use Indigenous systems of knowledge as guiding principles to organize their communities. Our classes will teach them the models to aid in this process by teaching the best practices and more practical modes of decolonization in contemporary Indian Country. This will enable students to support American Indian communities in this process by being mindful of how they interact with American Indian communities and support and value Indigenous knowledge production.
DLO 6 Comprehend global Indigeneity
- Students will comprehend the emergent global networks of Indigenous communities worldwide particularly in the realm of Indigenous rights and ecological sustainability, and the shared experiences of settler colonialism.
American Indian Studies Webpage
American Indian Studies Curriculum Map
DLO 1 Recognize diversity of tribal communities
- Students will learn and recognize the vast diversity of "pre-" and "post-" contact American Indian communities both those that are federally and non-federally recognized tribes. Students will also familiarize themselves with the debates surrounding notions of the identity of Indianness, and the "Native Hubs" or network of American Indian peoples connecting in diverse circumstances and locations.
DLO 2 Value Indigenous knowledges and sustainability
- Students will explore and learn the value of Indigenous knowledges and modes of ecological and cultural sustainability. They will also be able to compare these American Indian epistemologies with conventional Euro-American values toward ecology and culture.
DLO 3 Enact preservation and promotion of cultural heritage
- Students will learn skills necessary for preserving and promoting American Indian cultural heritages, languages, and other representations of culture.
DLO 4 Identify mechanisms of oppression
- Students will gain the ability to identify and analyze the ways governmental systems, laws, religion, educational systems, healthcare systems, mass media, and popular culture have been used in America to propagate policies and behaviors that oppress American Indians and to promote notions of Indianness that rationalize and justify this oppression.
DLO 5 Support processes of decolonization
- Students will comprehend the various notions of decolonization in the context of American (and global) Indigenous communities both as an academic theory and a matter of socio-political praxis. They will learn the ways in which American Indian communities seek to use Indigenous systems of knowledge as guiding principles to organize their communities. Our classes will teach them the models to aid in this process by teaching the best practices and more practical modes of decolonization in contemporary Indian Country. This will enable students to support American Indian communities in this process by being mindful of how they interact with American Indian communities and support and value Indigenous knowledge production.
DLO 6 Comprehend global Indigeneity
- Students will comprehend the emergent global networks of Indigenous communities worldwide particularly in the realm of Indigenous rights and ecological sustainability, and the shared experiences of settler colonialism.
DLO 1 Key Concepts
- Students will be able to explain and discuss basic concepts in biological anthropology, socio-cultural anthropology, archaeology, and linguistic anthropology (the four subfields of the discipline), as well as in applied/practicing anthropology.
DLO 2 Theory
- Students will be able to discuss contrasting theoretical approaches in biological anthropology, socio-cultural anthropology, archaeology, and linguistic anthropology. Analyze and critique relevant literature in anthropology. Use anthropological theories to critically evaluate concepts, research and social phenomena. Think critically about different ways anthropology can be applied to major issues in contemporary society and the student's own life.
DLO 3 Ethics
- Students will be able to describe and explain the ethics principles of anthropological professional associations as they relate to the work and engagement of anthropologists. Students’ recognition of ethical responsibilities incudes obligations to consultants and the people studied, respecting human diversity, and abiding by the ethical principles of the subfields of the anthropology and in their application.
DLO 4 Methods
- Students will be able to explain research methods used by anthropologists, including the collection and analysis of various types of data; use data to construct and communicate coherent arguments.
DLO 1 Theoretical Foundations
- Explain the intellectual traditions and major theoretical foundations of contemporary anthropology and employ them in writing and research.
DLO 2 Research
- Create a research design and execute a project that deals with an anthropological problem or research area.
DLO 3 Communication
- Clearly communicate proposals, methods, and research findings in oral and written formats for academic audiences.
DLO 4 Ethics
- Be able to identify and describe (a) ethical conduct in research and (b) the structures and practices that further social injustice and oppression.
DLO 1 Describe one or more aspects of an Asian society
- The student is able to describe one or more aspects of an Asian society or culture from one or more disciplinary perspectives.
DLO 2 Identify region-wide issues and trends
- The student is able to identify region-wide issues and trends.
DLO 3 Explain political, economic and cultural relationships among groups in the region
- The student understands political, economic and cultural relationships among the countries and groups in the region.
DLO 4 Evaluate U.S. relations with the region
- The student is able to scrutinize the United States' relations with the region's countries and peoples.
DLO 1
- Articulate the basic principles of statistical inference and data analytical methods, including statistics, machine learning and spatiotemporal analysis.
DLO 2
- Apply appropriate computational skills and tools to collect, clean, summarize, analyze, and visualize Big Data in real world applications.
DLO 3
- Demonstrate proficiency in data analytic software, programming languages, and database management tools.
DLO 4
- Present quantitative data analysis results effectively in both oral and written formats.
DLO 5
- Identify research challenges in data ethics, data privacy, and legal issues involved in the collection, storage, analysis, reporting, and distribution of Big Data.
DLO 1
- Articulate the basic principles of statistical inference and data analytical methods, including statistics, machine learning and spatiotemporal analysis.
DLO 2
- Apply appropriate computational skills and tools to collect, clean, summarize, analyze, and visualize Big Data in real world applications.
DLO 3
- Demonstrate proficiency in data analytic software, programming languages, and database management tools.
DLO 4
- Present quantitative data analysis results effectively in both oral and written formats.
DLO 5
- Identify research challenges in data ethics, data privacy, and legal issues involved in the collection, storage, analysis, reporting, and distribution of Big Data.
DLO 1
- Articulate the historical and contemporary diversity of Brazil.
DLO 2
- Compare and contrast the major cultural movements that have shaped Brazil.
DLO 3
- Discuss the historical and contemporary economics and politics that have shaped Brazil's development and its role in the world.
DLO 4
- Evaluate social and racial inequality in Brazil and how it relates to the larger regional and global context.
DLO 5
- Develop interdisciplinary research projects that demonstrate the complexity of Brazil.
Chicana and Chicano Studies Webpage
Chicana and Chicano Studies Curriculum Map
DLO 1 Cultural Knowledge
- Students will have general knowledge about the history, cultures, and social life of Chicana/o/x communities, especially in our transborder context.
DLO 2 Core Concepts
- Students will be able to define foundational concepts in the field and employ theories of race, ethnicity, class, gender/sexuality, and immigration.
DLO 3 Social Justice
- Students will be able to explain Chicana/o/x social justice efforts, especially regionally.
DLO 4 Research Skills
- Students will be able to demonstrate analytical skills to conduct basic research, using Chicana/o Studies research methods and ethics.
DLO 5 Community Learning
- Students will engage in community-based learning and service.
DLO 6 Spanish Skills
- Students will be able to further any existing Spanish academic language skills and their engagement with multilingual code-switching contexts.
DLO 1 Contextualize
- Analyze artifacts and phenomena with attention to their specific historical and cultural contexts.
DLO 2 Formulate Complex Arguments
- Formulate complex questions and arguments by drawing on texts, contexts, and critical approaches studied in the classics and/or humanities.
DLO 3 Negotiate Differences
- Identify how dominant aesthetic trends, identity formations, and institutions have been sustained and challenged within and across times and places.
DLO 4 Integrate Diverse Perspectives
- Draw connections between perspectives deriving from diverse cultures past and present, local and global.
DLO 5 Foreign Language Proficiency
- Speak and read in at least one foreign language.
Comparative International Studies Webpage
Comparative International Studies Curriculum Map
DLO 1
- Compare social, political, economic, and cultural challenges in two or more regions.
DLO 2
- Analyze popular narratives about regional differences – in society, economics, and/or politics – using qualitative and quantitative data.
DLO 3
- Read and write at least at the intermediate level in one foreign language.
DLO 4
- Hold a conversation about current events in one foreign language.
MFA in Creative Writing Webpage
DLO 1 Produce texts
- Produce original texts with enough aesthetic rigor that they can be shared with and enjoyed by classmates.
DLO 2 Benefit from criticism
- Learn how to benefit from constructive criticism as the basis for revision of texts.
DLO 3 Identify publishers
- Identify potential publishing venues based on a clear understanding of their aesthetic preferences, developing marketing strategies and sending work to agents and publishers.
DLO 4 Teaching
- Develop teaching skills for potential careers in two- and four-year academic institutions.
Economics Curriculum Map DLO 1
Economics Curriculum Map DLO 2
Economics Curriculum Map DLO 3
Economics Curriculum Map DLO 4
DLO 1 Use appropriate economic vocabulary, models and concepts to conduct economic analysis.
- Knowledge of markets: Explain the Laws of Supply and Demand, and how markets and prices act as allocative mechanisms; apply the concept of equilibrium at the macro- and micro-economic levels.
- Analyze micro choices: Use opportunity cost and marginal analysis to analyze the impact economic trade-offs on personal choices, business decisions, and government policy, including identifying potential unintended consequences and how incentives affect the success or failure of policies to achieve intended outcomes.
- Analyze macro policy: Explain the roles of major government agencies, including the Federal Reserve, in determining economic policy, and analyze the impact of fiscal and monetary policies on macroeconomic indicators (such as inflation, unemployment and GDP).
- Analyze economic growth: Evaluate the relative contributions of the major determinants of economic growth.
- Analyze international economic transactions: Analyze the transmission of economic shocks across international borders.
DLO 2 Compare and contrast varying schools of economic thought, recognizing the limitations of economic models and methods.
- Distinguish between positive and normative analysis.
- Knowledge of economic systems: Identify the key characteristics of different economic systems, e.g., the role of the market and government.
- Knowledge of schools of economic thought: Compare and contrast schools of economic thought with respect to their main concerns and the methodology used, i.e., deduction, induction, historical.
- Assess economic models: Critically assess the limitations of economic models, including evaluating the validity of, and normative values embedded in, the differing assumptions underlying these models.
DLO 3 Effectively communicate economic ideas using a variety of techniques to a wide range of audiences.
- Understand economic communication: Identify, explain and interpret economic concepts and arguments in both academic and non-academic outlets.
- Communicate economic content effectively: Formulate an argument about an economic issue and communicate to a specified audience, both in writing and speaking, using appropriate evidence and economic analysis.
- Communicate quantitative content effectively: Visually present data and results of statistical analysis by creating appropriate tables, charts or graphs.
DLO 4 Apply the scientific method to economic problems and be able to complete empirical economic analysis.
- Construct a dataset of economic variables using primary data sources.
- Summarize, analyze and interpret data in standard computer programs (such as Microsoft Excel or SPSS) using appropriate statistical techniques.
- Estimate a linear regression and interpret the resulting coefficients, including differentiating between causal and correlational relationships.
- Critically assess the limitations of data sources and measures of economic variables.
DLO 1 Use appropriate economic vocabulary, models and concepts to conduct economic analysis
- Knowledge of markets: Explain the Laws of Supply and Demand, and how markets and prices act as allocative mechanisms; apply the concept of equilibrium at the macro- and micro-economic levels; Analyze micro choices: Use opportunity cost and marginal analysis to analyze the impact economic trade-offs on personal choices, business decisions, and government policy, including identifying potential unintended consequences and how incentives affect the success or failure of policies to achieve intended outcomes; Analyze macro policy: Explain the roles of major government agencies, including the Federal Reserve, in determining economic policy, and analyze the impact of fiscal and monetary policies on macroeconomic indicators (such as inflation, unemployment and GDP); Analyze economic growth: Evaluate the relative contributions of the major determinants of economic growth; Analyze international economic transactions: Analyze the transmission of economic shocks across international borders.
DLO 2 Compare and contrast varying schools of economic thought, recognizing the limitations of economic models and methods.
- Distinguish between positive and normative analysis; Knowledge of economic systems: Identify the key characteristics of different economic systems, e.g., the role of the market and government; Knowledge of schools of economic thought: Compare and contrast schools of economic thought with respect to their main concerns and the methodology used, i.e., deduction, induction, historical; Assess economic models: Critically assess the limitations of economic models, including evaluating the validity of, and normative values embedded in, the differing assumptions underlying these models
DLO 3 Effectively communicate economic ideas using a variety of techniques to a wide range of audiences.
- Understand economic communication: Identify, explain and interpret economic concepts and arguments in both academic and non-academic outlets; Communicate economic content effectively: Formulate an argument about an economic issue and communicate to a specified audience, both in writing and speaking, using appropriate evidence and economic analysis; Communicate quantitative content effectively: Visually present data and results of statistical analysis by creating appropriate tables, charts or graphs
DLO 4 Apply the scientific method to economic problems and be able to complete empirical economic analysis.
- Construct a dataset of economic variables using primary data sources; Summarize, analyze and interpret data in standard computer programs (such as Microsoft Excel or SPSS) using appropriate statistical techniques; Estimate a linear regression and interpret the resulting coefficients, including differentiating between causal and correlational relationships; Critically assess the limitations of data sources and measures of economic variables.
DLO 1 Microeconomic Analysis
- Analyze consumers' and firms’ decision making. Use optimization techniques to understand how consumers and firms allocate their resources to achieve their goals and how they respond to changes in economic conditions or policies such as prices, incomes, uncertainty, and regulations.
DLO 2 Econometric Analysis
- Analyze economic questions empirically. Use econometric techniques and statistical software to evaluate the effects of changes in economic conditions or policies on specific outcomes.
DLO 3 Applied Research Methodology
- Apply microeconomic and econometric analysis to establish meaningful economic hypotheses that are empirically testable. Derive and discuss the implications of hypotheses and empirical estimates.
DLO 1 - Distinguish characteristics and themes
- Distinguish formal characteristics of literary and cultural expression across genre and media, including digital and illustrated texts and film.
DLO 2 - Lived experience
- Comprehend and articulate in writing or oral discussion connections between literary and cultural texts and lived experience.
DLO 3 - Identify period and features
- Identify historical periods and features of major movements in literature and assess the impact of social history on literary and cultural production.
DLO 4 - Minority voices
- Analyze a variety of literary and cultural texts from minority and/ or non-British and non-Anglophone North American traditions.
DLO 5 - MLA mastery
- Demonstrate mastery of Modern Language Association standards for research writing and documentation.
DLO 1
- Distinguish formal characteristics of literary and cultural expression across genre and media, including digital and illustrated texts and film.
DLO 2
- Evaluate and comprehend major themes and concerns of literary and cultural expression across genre and media.
DLO 3
- Acquire and implement a vocabulary of literary and cultural critical terms.
DLO 4
- Locate and incorporate primary and relevant secondary sources into written work.
DLO 5
- Demonstrate mastery of Modern Language Association standards for research writing and documentation.
DLO 6
- Acquire and implement techniques of editing and revision.
DLO 7
- Identify historical periods and features of major movements in literature and literary and cultural criticism.
DLO 8
- Assess the impact of social history on literary and cultural production.
DLO 9
Analyze a variety of literary and cultural texts from non-British and non-Anglophone North American traditions.
DLO 10
- Analyze a variety of literary and cultural texts from minority perspectives within British and Anglophone North American traditions.
DLO 11
- Evaluate the social construction of "difference" and comprehend its impact on literary and cultural expression.
DLO 12
- Comprehend and articulate in writing or oral discussion connections between literary and cultural texts and lived experience.
DLO 1 Engage
- Engage imaginatively and thoughtfully with diverse aesthetic and cultural perspectives.
DLO 2 Identify
- Identify and participate in the discipline's methodologies and practices, including the integration of primary and secondary material to produce theoretically-informed research projects.
DLO 3 Present Research
- Present research in a variety of pre-professional contexts in ways that indicate familiarity with the discipline's standards and expectations.
DLO 4 Develop Teaching Skills
- Develop teaching skills for the post-secondary educational sector.
DLO 1
- Analyze and interpret specific cultural issues (ethnic, religious, social and gender diversity) in two or more European countries within their historical, socio-economic, political and/or geographical context.
DLO 2
- Examine the role of the regional, national, and supranational institutions in Europe.
DLO 3
- Situate issues of relevance to Europe in a transcultural perspective
DLO 4
- Research, synthesize, organize, and present results in oral and written form.
DLO 1 Reading, Listening, Speaking, and Writing (ITALIAN minor)
- Demonstrate intermediate to advanced/B1-B2* level proficiency in Italian in reading, listening, speaking, and writing. *ACTFL (American Council on the Teaching of Foreign Languages) and CEFR (Common European Framework of Reference for Languages) guidelines.
DLO 2 Cultural Issues (ITALIAN minor)
- Identify key cultural issues, including ethnic, class, gender and sexual diversity in Italy and the diaspora, and discuss them within their historical, socio-economic, political, and geographical contexts.
DLO 3 Analyze and Interpret Creative Works (ITALIAN minor)
- Analyze and interpret creative works in literature, film, music, and other arts and media in their historical, sociopolitical, and transcultural contexts.
DLO 4 Oral and Written Communication (ITALIAN minor)
- Research Italian sources, synthesize the findings and present the results in oral and written form.
DLO 1 Reading
- Demonstrate advanced/B2-C1–level* reading comprehension in French. (*From official guidelines by ACTFL for advanced level and by CEFR for B2-C1 level)
DLO 2 Listening
- Demonstrate advanced/B2-C1–level listening comprehension in French. (*From official guidelines by ACTFL for advanced level and by CEFR for B2-C1 level)
DLO 3 Writing
- Demonstrate advanced/B2-C1–level French writing proficiency. (*From official guidelines by ACTFL for advanced level and by CEFR for B2-C1 level)
DLO 4 Speaking
- Demonstrate advanced/B2-C1–level French speaking proficiency. (*From official guidelines by ACTFL for advanced level and by CEFR for B2-C1 level)
DLO 5 Culture
- Analyze and interpret key cultural issues (e.g., of ethnic, social, and gender diversity) in France and Francophone regions within their historical, socio- economic, political, and/or geographical contexts
DLO 6 Analyzing Literature, Film and/or Other Arts
- Analyze literary works, film, and/or other arts in their historical, sociopolitical, and transcultural contexts.
DLO 7 Communication
- Research, synthesize, organize, and present results in oral and written form.
DLO 1 Proficiency
- Demonstrate superior-level (working professional) language proficiency in at least two of the four skills (reading, writing, speaking, and listening) in French; 1.1 Demonstrate reading comprehension of texts in French, including secondary sources; 1.2 Demonstrate listening proficiency; 1.3 Demonstrate writing proficiency; 1.4 Demonstrate speaking proficiency.
DLO 2 Culture
- Demonstrate extensive knowledge of French and Francophone literature, cinema, and cultures; 2.1 Context: Analyze French and Francophone literature, cinema, and/or other cultural productions in their historical, social, political, and geographical contexts; 2.2 Themes: Discuss a specific theme or compare themes in French and/or various Francophone countries’ literature, film, and other cultural manifestations; 2.3 Diversity: Identify and elucidate the complexity of issues of ethnic, social, and gender diversity in France and Francophone nations as represented in artistic and cultural texts.
DLO Analytic Skills
- Demonstrate sophisticated analytical skills supported by logical argument, research, and plausible examples from the target culture and literature; 3.1 Method: Analyze and interpret literary, cinematic, and other artistic texts through close reading; 3.2 Research skills: Make effective use of appropriate secondary sources in preparing assignments.
Geography Webpage (includes Curriculum Map)
DLO 1 Spatial Organization
- Use maps and other geographic representations to organize information about people, places, and environments.
DLO 2 Global Patterns
- Describe physical, environmental and/or socio-economic processes that shape patterns of the earth’s surface.
DLO 3 Scalar Analysis
- Analyze the spatial organization of people, places, and environments at a variety of scales.
DLO 4 Population and Mobility
- Examine the characteristics, distribution, and mobility patterns of human populations on the earth’s surface.
DLO 5 Environmental Impact
- Explain how human activities have altered the natural world, particularly in terms of resource use and ecosystem health.
DLO 6 Sustainability
- Interpret the complex relationships between nature and culture/society, especially as these relate to social and environmental sustainability.
DLO 7 Critical Perspectives
- Demonstrate knowledge of critical social and spatial theories.
DLO 8 Methods
- Demonstrate knowledge of quantitative and qualitative geographic methods.
DLO 9 Physical Science
- Demonstrate understanding of physical sciences and mathematical principles as they play a role in shaping the earth’s physical environment and human spatial behavior.
Geography Webpage (includes Curriculum Map)
DLO 1 Spatial Organization
- Use maps and other geographic representations to organize information about people, places, and environments.
DLO 2 Global Patterns
- Describe physical, environmental and/or socio-economic processes that shape patterns of the earth’s surface.
DLO 3 Scalar Analysis
- Analyze the spatial organization of people, places, and environments at a variety of scales.
DLO 4 Population and Mobility
- Examine the characteristics, distribution, and mobility patterns of human populations on the earth’s surface.
DLO 5 Environmental Impact
- Explain how human activities have altered the natural world, particularly in terms of resource use and ecosystem health.
DLO 6 Sustainability
- Interpret the complex relationships between nature and culture/society, especially as these relate to social and environmental sustainability.
DLO 7 Critical Perspectives
- Demonstrate knowledge of critical social and spatial theories.
DLO 8 Methods
- Demonstrate knowledge of quantitative and qualitative geographic methods.
DLO 9 Physical Science
- Demonstrate understanding of physical sciences and mathematical principles as they play a role in shaping the earth’s physical environment and human spatial behavior.
DLO 1
- Develop skills in conceptualizing and writing research project design.
DLO 2
- Indicate the ability to communicate research plan.
DLO 3
- Make evident knowledge of theory, methods, and substantive areas of Geography.
DLO 4
- Demonstrate the ability to disseminate results of research in oral and written format.
DLO 1
- Develop skills in conceptualizing and writing research project design.
DLO 2
- Indicate the ability to communicate research plan.
DLO 3
- Make evident knowledge of theory, methods, and substantive areas of Geography.
DLO 4
- Demonstrate the ability to disseminate results of research in oral and written format.
DLO 1
- Develop skills in conceptualizing and writing research project design.
DLO 2
- Make evident knowledge of theory, methods, and substantive areas of Geography.
DLO 3
- Indicate the ability to communicate research plan.
DLo 4
- Demonstrate the ability to disseminate results of research.
DLO 1 Proficiency
- Demonstrate advanced proficiency in German, including reading and listening comprehension, speaking, and writing at the B2-C1 level in the Common European Framework of Reference for Languages (CEFR scale).
DLO 2 German Milestones
- Identify and discuss milestones of intellectual, social, and cultural innovation and explain their significance for contemporary German culture or society.
DLO 3 Creative Achievement
- Analyze and interpret creative achievement, including literature, film, and visual art and situate works in their historical, sociopolitical, and transcultural context.
DLO 4 Key Cultural Issues
- Analyze and interpret key cultural issues (e.g., of ethnic, social, and gender diversity) in German-speaking regions in their historical, sociopolitical, and transcultural context.
DLO 5 Analysis
- Carry out interdisciplinary analysis of German source materials and synthesize, organize, and present research findings in German.
DLO 1 Historiography
- The student understands the principal debates of scholars in their interpretation of the past and how/why scholars have developed these interpretations.
DLO 2 Historical Relationships and Causation
- The student understands historical relationships, including cause-and-effect and other forces (such as political, social, economic, cultural, intellectual and environmental developments) that affect continuity and change.
DLO 3 Diversity (Cultural, Ethnic, Etc.)
- The student recognizes diverse cultures and groups, including racial and ethnic minorities and other marginalized groups.
DLO 4 Primary/Secondary Source Analysis
- The student has the ability to interrogate primary and secondary sources within their historical contexts.
DLO 5 Historical Argumentation (Oral and Written)
- The student is able to argue, both in writing and speaking, in a style used by professional historians, using appropriate evidence and critical thinking.
DLO 6 Application of Historical Methods
- The student uses interpretive tools such as historical empathy, interdisciplinary discourse, and comparative models in order to "do history" as an evidence-based interpretation of past human events, not a mere listing of names and events.
DLO 7 Humanities GE
- Students in History general education courses, both foundations and explorations, achieve the humanities-specific goals of the GE: analysis of written texts; communication of value systems over time; argue from multiple perspectives; and complex approach and questions.
DLO 1 Historiography
- The student understands the principal debates of scholars in their interpretation of the past and how/why scholars have developed these interpretations.
DLO 2 Historical Relationships and Causation
- The student understands historical relationships, including cause-and-effect and other forces (such as political, social, economic, cultural, intellectual and environmental developments) that affect continuity and change.
DLO 3 Diversity (Cultural, Ethnic, Etc.)
- The student recognizes diverse cultures and groups, including racial and ethnic minorities and other marginalized groups.
DLO 4 Primary/Secondary Source Analysis
- The student has the ability to interrogate primary and secondary sources within their historical contexts.
DLO 5 Historical Argumentation (Oral and Written)
- The student is able to argue, both in writing and speaking, in a style used by professional historians, using appropriate evidence and critical thinking.
DLO 6 Application of Historical Methods
- The student uses interpretive tools such as historical empathy, interdisciplinary discourse, and comparative models in order to "do history" as an evidence-based interpretation of past human events, not a mere listing of names and events.
DLO 7 Humanities GE
- Students in History general education courses, both foundations and explorations, achieve the humanities-specific goals of the GE: analysis of written texts; communication of value systems over time; argue from multiple perspectives; and complex approach and questions.
DLO 1 Historical Methodology/Historiography
- Students will identify foundational approaches to the study of the past, how and why scholars have developed those interpretations, and how they have changed over time.
DLO 2 Primary Source Research
- Students will interrogate primary and secondary sources within their historical contexts using appropriate methods and use them to formulate an original historical argument.
DLO 3 Diversity/Breadth
- Students will situate their work within a relevant interdisciplinary or transregional perspective on the dynamics of historical change that recognizes diverse cultures, languages, socio-economic layers and groups, including racial and ethnic minorities and other marginalized groups.
DLO 4 Preparation for Career Pathways
- History M.A. Students will demonstrate needed skills and knowledge to enter a history Ph.D. program, teach history at the K-12 or community college level, work as a public historian, work in government research and policy making, or pursue other careers in which historical perspectives and interpretations are assets.
DLO 1 Contextualize
- Analyze artifacts and phenomena with attention to their specific historical and cultural contexts.
DLO 2 Formulate Complex Arguments
- Formulate complex questions and arguments by drawing on texts, contexts, and critical approaches studied in the classics and/or humanities.
DLO 3 Negotiate Differences
- Identify how dominant aesthetic trends, identity formations, and institutions have been sustained and challenged within and across times and places.
DLO 4 Integrate Diverse Perspectives
- Draw connections between perspectives deriving from diverse cultures past and present, local and global.
DLO 5 Foreign Language Proficiency
- Speak and read in at least one foreign language.
International Business Curriculum Map
DLO 1 Essential Business Knowledge
- Describe basic concepts in each major functional area of business;Apply techniques and theories from various areas of business, to business situations; Identify and describe the impact of the global economy on business decisions; Assess domestic business methods and practices and illustrate how they can be applied to international situations.
DLO 2 Ethical Reasoning
- Explain the various ethical dimensions of business decision-making; Explain the role of various affected parties in business decision-making; Assess the ethics of decision alternatives using different ethical decision rules; Apply ethical decision-making rules to cases drawn from various business sub-disciplines.
DLO 3 Global & Cross-Cultural Competency
- Assess the cultural differences inherent in doing business in foreign countries.
DLO 4 Effective Communication
- Write coherent, organized, and grammatically correct papers and correspondence; Make effective oral presentations that are organized, persuasive, and engaging; Speak, listen, read, and/or write at a baseline of the intermediate mid proficiency level or higher, according to the proficiency guidelines of the American Council on the Teaching of Foreign Languages.
International Security and Conflict Resolution Webpage
International Security and Conflict Resolution Curriculum Map
DLO 1
- Learn a range of theoretical concepts dealing with the nature of socio-economic and political systems, the origins of conflicts, and political struggles surrounding questions of justice, broadly speaking.
DLO 2
- Develop the capacity to compare and interpret theories, critically analyze specific texts, and understand the importance of normative underpinnings of diverse worldviews.
DLO 3
- Demonstrate knowledge of prominent institutions (such as the United Nations, the International Criminal Court, the World Trade Organization etc.) and critical themes (such as human rights, terrorism, North-South relations, the Climate crisis) in global politics.
DLO 4
Depending on the Specialization chosen:
- Classify a range of commonly accepted international human rights, identify major historical developments, summarize the issues and conflicting world views at play in one or more substantive areas of global justice (e.g., economic distribution, humanitarian intervention, etc.)
- Display an in-depth knowledge of at least one longstanding political conflict (major historical developments, identification of major actors, etc.); identify a range of recurring factors that lead to conflict; identify a range of policy approaches to resolving conflict.
- Identify major global policy developments in addressing environmental challenges (such as major treaties, global organizations); Describe some substantive and technical themes at stake in particular global environmental concerns, like global warming.
- Based on the study abroad experience, demonstrate a deeper and more specific understanding of historically rooted political struggles that have shaped the host country, as well as its specific cultural practices. In addition, develop a deeper knowledge of an issue area specific to the host country and apply this expertise to deepen understanding of one or more central themes in global affairs
Islamic and Arabic Studies Webpage
Islamic and Arabic Studies Curriculum Map
DLO 1 Arabic Language
- Demonstrate appropriate levels of proficiency in reading, writing, speaking, and comprehension in the Arabic language.
DLO 2 Historical Analysis
- Utilize the tools of historical analysis to interpret cultural, economic and political developments in Muslim-majority countries from the 7th century to the present day.
DLO 3 Critical Thinking
- Demonstrate skills in critical thinking through effective verbal and written communication, as well as close reading of texts on Islamic and Arabic Studies.
DLO 4 Political Economy
- Compare and contrast economic and political aspects of Muslim-majority societies with each other and with their non-Muslim counterparts.
DLO 5 Culture and Literature
- Demonstrate knowledge of the unity and diversity of the various cultures and literatures of Muslim-majority countries.
DLO 6 Islam
- Explain various approaches to understanding Islam as a religion and the unity and diversity of cultures in Muslim-majority societies.
DLO 1 Read Japanese texts at an advanced proficiency level
- Comprehend authentic written texts such as novels and newspapers.
DLO 2 Listen to Japanese texts at an advanced proficiency level
- Comprehend authentic oral texts such as TV dramas, news broadcasts and interviews.
DLO 3 Write in Japanese at an advanced proficiency level
- Produce complex arguments in writing.
DLO 4 Speak Japanese at an advanced proficiency level
- Engage in interpersonal communication, produce narratives and deliver academic presentations.
DLO 5 Demonstrate the understanding of Japanese value systems and aesthetics in Japanese literature and culture
- Demonstrate and appreciate Japanese cultural traditions and contemporary aesthetics. Discuss works of Japanese literature from different periods of time.
DLO 6 Distinguish social variations in Japanese language use
- Distinuguish formal, informal and honorific expressions, and successfully code-switch, according to appropriate social contexts.
DLO 7 Understand Japanese history, politics, geography and economics
- Discuss major historical events, political movements, geographic features and economic conditions of Japan.
DLO 8 Develop critical thinking and analysis skills
- Analyze and evaluate Japanese historical, political, geographical and economic issues from different perspectives in spoken and written discourse.
Language, Culture, and Society Webpage
Language, Culture, and Society Curriculum Map
DLO 1
- Evaluate analyses of language data and their relevance to issues of culture and society.
DLO 2
- Design hypotheses for exploring the functions of language use in varying social contexts.
DLO 3
- Conduct analyses of linguistic, cultural, and social features using frameworks appropriate for questions being explored.
DLO 4
- Describe the social functions of language in various cultural contexts.
DLO 5
- Identify problems in social justice and power especially in multilingual and multicultural societies but also present in mono-cultural communities.
DLO 6
- Articulate in spoken and written academic discourse the results and societal implications of studies exploring facets of the intersection of language, culture and society.
DLO 7
- Demonstrate an understanding of the contributions of the disciplines of anthropology and linguistics to explorations of issues in language, culture, and society.
DLO 8
- Address myths about the language of stigmatized groups and myths about people who use stigmatized forms of language.
DLO 9
- Employ concepts and perspectives in language studies to propose solutions to a problem involving language, culture and society.
Latin American Studies Webpage
Latin American Studies Curriculum Map
DLO 1 Demonstrate knowledge of the historical and contemporary diversity of Latin America
- Describe the main historical periods in the development of Latin America
- Evaluate the impact of racism and discrimination on the shift in populations that have occurred over time
- Analyze how political transformations shaped Latin America
- Compare and contrast the economic development of the region, including the role of contemporary trade agreements
DLO 2 Explain the role of migration in the development of the region
- Analyze the role of migration within and out of Latin America
- Describe the history of border regulations on migratory populations
- Discuss the impact of current US border regulations on the US/Mexico Border
DLO 3 Discuss the historical and contemporary economic forces and political transformations that have impacted the region
- Describe decisive political events that have shaped and challenged Latin American democracies
- Demonstrate understanding of major economic crises, events, and cultural forms that have shaped Latin American economies
- Recognize and articulate the myriad ways North American and Latin American economies and politics shape and affect each other, for better or worse.
DLO 4 Develop interdisciplinary research projects that demonstrate the complexity of the Latin American region
- Identify and define the theories and practices from at least two disciplines that inform the research project
- Incorporate ideas from academic and scholarly sources and evaluate the
main arguments and evidence for the ideas invoked - Develop a well-written thesis statement and provide supporting evidence
- Synthesize, summarize and analyze at least two different viewpoints derived from scholarly resources
DLO 1 Demonstrate knowledge of the historical and contemporary diversity of Latin America
- Describe the main historical periods in the development of Latin America; Evaluate the impact of racism and discrimination on the shift in populations that have occurred over time; Analyze how political transformations shaped Latin America; Compare and contrast the economic development of the region, including the role of contemporary trade agreements.
DLO 2 Explain the role of migration in the development of the region
- Analyze the role of migration within and out of Latin America; Describe the history of border regulations on migratory populations; Discuss the impact of current US border regulations on the US/Mexico Border.
DLO 3 Discuss the historical and contemporary economic forces and political transformations that have impacted the region
- Describe decisive political events that have shaped and challenged Latin American democracies; Demonstrate understanding of major economic crises, events, and cultural forms that have shaped Latin American economies; Recognize and articulate the myriad ways North American and Latin American economies and politics shape and affect each other, for better or worse.
DLO 4 Develop interdisciplinary research projects that demonstrate the complexity of the Latin American region
- Identify and define the theories and practices from at least two disciplines that inform the research project; Incorporate ideas from academic and scholarly sources and evaluate the main arguments and evidence for the ideas invoked; Develop a well-written thesis statement and provide supporting evidence; Synthesize, summarize and analyze at least two different viewpoints derived from scholarly resources.
Latin American Studies and Public Health M.A./M.P.H. Webpage
DLO 1
- Demonstrate interdisciplinary knowledge about Latin America as a region, with an advanced understanding of historical, cultural, linguistic, economic, and political contexts.
DLO 2
- Develop country-specific expertise depending on area and method of research.
DLO 3
- Establish an independent program of research, develop a research plan, and carry-out fieldwork or grant application for future field-work in Latin America.
DLO 4
- Acquire and/or Demonstrate proficiency in regional language including, but not limited to Spanish, Portuguese, Nahuatl, Mixtec, or Zapotec.
DLO 5
- Cultivate a transnational purview through which to understand idiosyncrasies and discrete distinctions between countries, people groups, languages, and geographies in Latin America, while also making connections of shared histories, relations of power, and geo-political dynamics that connect Latin America with the rest of the Americas, and the world.
DLO 1
- Make connections between abstract knowledge of LGBTQ+ issues and the practice of social activism.
DLO 2
- Use theoretical, historical, psychological, medical, political, and cultural constructions of sexuality and gender identity to analyze the rise and influence of LGBTQ+ studies in the U.S. and the world; characterize current social and political trends in LGBTQ+ affairs; propose programs and interventions designed to meet the needs of LGBTQ+ communities; develop strategies for inclusion of allies (allies are people who work with LGBTQ+ individuals to help secure their rights, safety and well-being).
DLO 3
- Collectively identify and analyze the intersectional forces of race, ethnicity, social class, gender, geographic region, and religion as they impact historical and contemporary social, legal, and medicalized trends in LGBTQ+ studies.
DLO 4
- Identify, analyze, propose and advocate for laws, regulations, policies and ethical issues regarding LGBTQ+ communities and organizations.
DLO 5
- Identify, describe, and analyze the many influences of LGBTQ+ communities on art, literature, music.
DLO 1
- Leave SDSU prepared for entry into a doctoral degree program in or across several fields, teaching at the community colleges, or entry into other professional programs (e.g., law school).
DLO 2
- Integrate primary and secondary material to produce theoretically-informed research projects. In addition, they will recognize and contribute in multiple disciplines’ histories, procedures, and methodologies.
DLO 3
- Develop fundamental expertise in and across the fields of Cultural Studies, Interdisciplinary Studies, and/or Ethnic Studies. Additionally, they will master a range of theoretical and applied procedures for engaging with literature, history, social justice, aesthetics, public policy and other related areas.
DLO 4
- Deduce, explicate, and explore published academic scholarship across two or more established fields in Arts and Letters, the Humanities, Social Sciences, and/or the Sciences proper.
DLO 5
- Frame, shape, and deploy multiple arguments and counterarguments across several fields either in defending a novel proposition (The MALAS MA Thesis or Project); or fuse three interrelated areas of interdisciplinary research in vital and compelling syntheses (The MALAS Comprehensive Exam).
DLO 1
- Perform linguistic analysis of language data from one or more dialects of English.
DLO 2
- Perform linguistic analysis of language data from languages other than English.
DLO 3
- Produce academic papers synthesizing notions from topics in linguistics.
DLO 4
- Articulate similarities and differences across different theoretical positions in linguistics.
DLO 5
- Perform analyses of linguistic data at various levels such as phonology, and syntax.
DLO 6
- Produce academic papers that reflect critical thinking and show qualities suitable for graduate work.
DLO 7
- Use knowledge of language structure and use to shed light on problems in the social sciences and humanities.
DLO 8
- Offer courses that help students meet the foundations and fulfill the goals and learning outcomes of GE courses in the Social and Behavioral Sciences.
DLO 1
- Analyze similarities and differences in language structure within and across languages and cultures at various levels such as phonology, syntax, and discourse.
DLO 2
- Recognize and analyze the relationships between language and the social and cognitive patterns that shape its use.
DLO 3
- Produce a high quality working paper or thesis that demonstrates the ability to conduct original and independent research in a particular area of linguistics chosen by the student.
DLO 4
- Apply knowledge of language structure, language development, and the social function of language to positively contribute to and to solve problems within industry, academia, language pedagogy, and society at large.
DLO 5A
- [General] Appraise the fit of theories and data in typologically distinct languages, and assess and formulate arguments for and against theoretical approaches to language.
DLO 5B
- [Applied] Design contextualized pedagogical materials appropriate for specific populations of language learners employing current theories and approaches to language pedagogy.
Modern Jewish Studies Curriculum Map
DLO 1
- Describe Jewish literature, history, and religious belief.
DLO 2
- Identify and interpret major events, figures, and topics in Jewish history and culture.
DLO 3
- Analyze Jewish cultural sources, including literary texts, films, and music within a broader, cross-cultural context.
DLO 4
- Formulate and articulate their thoughts and insights clearly and cogently in both oral and written communications.
DLO 5
- Comprehend and express themselves in the Hebrew language at a basic level of comprehension and proficiency.
DLO 6
- Analyze and contextualize and Jewish literature, history, and thought from the biblical through the modern period.
DLO 1 History
- Give an account of the history of philosophy and relate this history to philosophical study.
DLO 2 Logical Principles
- Correctly and appropriately apply logical principles (both analytically and constructively) in oral and written venues.
DLO 3 Multiple Viewpoints
- Present multiple viewpoints and their justifications within at least one major thematic area within the discipline (e.g., metaphysics, epistemology, ethics, logic, or aesthetics).
DLO 4 Defend Position
- Explicate, analyze, and defend a philosophic position.
DLO 5 Apply
- Apply philosophical theories to social, political, global, environmental, ecological, scientific, or other real-world contexts.
DLO 1 Professional Prep
- Students are prepared for entry into a PhD program, teaching at the community college level, or entry into other professional programs (e.g., law school).
DLO 2 Defend Position
- Students outline, stake, present counterarguments to and overcome them, and defend an original position (thesis) concerning some specialized area (e.g., history, metaphysics, science, aesthetics, epistemology, ethics, etc.).
DLO 3 Public Presentation
- Students present their research in a public forum.
DLO 4 Writing
- Students write at the professional level.
DLO 5 Logic
- Students correctly apply and use deductive logic symbolization and argumentation.
Political Science Curriculum Map
DLO 1
- Explain the nature and structures of political power globally and in diverse societies.
DLO 2
- Analyze the various and complex ways in which politics serves the pursuit of justice or injustice.
DLO 3
- Develop and refine your own political voice by engaging a diversity of political worldviews.
DLO 4
- Demonstrate effective oral and written argumentation skills about contested political phenomena.
DLO 5
- Ask important questions about politics and answer them by utilizing methods and evidence appropriate to the questions.
DLO 1
- Interpret, explain, and analyze academic work about politics critically in the context of scholarly debates.
DLO 2
- Design effective research questions about politics and use appropriate methods and evidence to answer them.
DLO 3
- Locate and evaluate different types of primary and secondary sources of information about political phenomena.
DLO 4
- Build effective oral and written arguments and develop original critical voice as an author.
DLO 5
- Develop substantive expertise in Global Politics, which might include international relations and organizations, globalization, international law, imperialism, international development, migration, resistance movements, or climate change.
DLO 6
- Develop substantive expertise in Regional and Comparative Politics, which might include domestic institutions, political processes, mobilizations, political economies, or public policies in the U.S. or other countries at national, state, or local scales.
DLO 7
- Develop substantive expertise in Theories of Politics, which might include a variety of theoretical worldviews about politics, political identities, nationalism, the state, citizenship, systems and structures of inequality, and theories and practice of justice.
DLO 1
- Identify and evaluate rhetorical theories and histories.
DLO 2
- Comprehend the complex nature of writing as a process and practice reflective learning to improve their writing.
DLO 3
- Understand literacy as an array of advanced language and critical thinking abilities, including the assessment of multiple contexts.
DLO 4
- Analyze and produce texts using conventions and methods common to the field.
DLO 1 Apply disciplinary terminology
- Apply disciplinary terminology in the areas of rhetoric, composition studies, and professional writing.
DLO 2 Demonstrate familiarity with discipline texts
- Demonstrate familiarity with historical and contemporary texts in the areas of rhetoric, composition studies, and professional writing.
DLO 3 Evaluate & practice with disciplinary research methods
- Evaluate a range of research methods common to rhetoric, composition studies, or professional writing and generate a research proposal.
DLO 4 Create scholarly writing
- Create scholarly writing in the areas of rhetoric, composition studies, and professional writing.
DLO 5 Apply writing theories & practices
- Apply writing theories and practices with attention to academic, professional, and/or educational contexts.
DLO 1
- Demonstrate advanced/B2-C1–level* reading comprehension of texts in Russian. (*From official guidelines by ACTFL for intermediate and advanced levels and by CEFR for B1, B2, and C1 levels).
DLO 2
- Demonstrate advanced/B2-C1–level listening comprehension of authentic oral Russian. (*From official guidelines by ACTFL for intermediate and advanced levels and by CEFR for B1, B2, and C1 levels).
DLO 3
- Demonstrate intermediate/advanced B1/B2–level Russian writing proficiency. (*From official guidelines by ACTFL for intermediate and advanced levels and by CEFR for B1, B2, and C1 levels).
DLO 4
- Demonstrate intermediate/ advanced B1/B2–level Russian speaking proficiency. (*From official guidelines by ACTFL for intermediate and advanced levels and by CEFR for B1, B2, and C1 levels).
DLO 5
- Analyze and interpret key cultural issues (e.g., of ethnic, social, and gender diversity) in Russia and Russian-speaking regions within their historical, socio- economic, political, and/or geographical contexts.
DLO 6
- Analyze and critique literary texts, film, and other artistic works in ways that reflect understanding of relevant contextual factors, including socio-historical and transcultural influences.
DLO 7
- Conduct research applying a variety of academic and technological tools.
DLO 1
- Utilize a variety of teaching, learning, and assessment strategies that are appropriate to history/social science, including the appropriate use of instructional technology.
DLO 2
- Analyze how political, intellectual, social, cultural, religious, gendered, economic, technological, and ecological forces have shaped world history.
DLO 3
- Describe the institutions of American and California government, the distribution of political power across them, and the role of citizens in a representative democracy.
DLO 4
- Analyze the major themes and issues in American history and the historical forces that have shaped them.
DLO 5
- Analyze the major themes and issues in California history and the historical forces that have shaped them.
DLO 6
- Identify and analyze the interrelationships between physical, cultural, economic and environmental influences that shape U.S. regions.
DLO 7
- Utilize economic theory to understand how economic forces affect people’s lives and wealth creation within societies.
DLO 1
- Utilize a variety of teaching, learning, and assessment strategies that are appropriate to history/social science, including the appropriate use of instructional technology.
DLO 2
- Analyze how political, intellectual, social, cultural, religious, gendered, economic, technological, and ecological forces have shaped world history.
DLO 3
- Describe the institutions of American and California government, the distribution of political power across them, and the role of citizens in a representative democracy.
DLO 4
- Analyze the major themes and issues in American history and the historical forces that have shaped them.
DLO 5
- Analyze the major themes and issues in California history and the historical forces that have shaped them.
DLO 6
- Identify and analyze the interrelationships between physical, cultural, economic and environmental influences that shape U.S. regions.
DLO 7
- Utilize economic theory to understand how economic forces affect people’s lives and wealth creation within societies.
Sociology Curriculum Map:
Core Courses
GE Courses
Other Courses
DLO 1 Comprehend the interrelatedness and distinctiveness of social institutions, structures, social inequalities, and social justice.
- Exhibit general knowledge about inequalities based on race, gender, sexuality and class in both US and global contexts; Identify institutions and structures of society, and their respective processes, through which inequality is created and perpetuated; Analyze transformative forces generated by movements and policies for social change; Connect micro and macro level social dimension of the above.
DLO 2 Learn the range of sociological concepts, theories and reasoning, including the capacity to compare and interpret theories, deconstruct specific texts and critically reflect upon the conceptual foundation of the discipline.
- Demonstrate ability to interpret and deconstruct key texts in the canon of Sociology using the method of hermeneutics; Present and synthesize divergent and/or opposing viewpoints in social theory; Identify underlying suppositions and assumptions in the divergent theoretical orientations within the field; Exhibit a general knowledge of the main figures in sociological theories.
DLO 3 Apply research methods in sociology
- Identify the stages involved in the scientific method as it is used in the social sciences; Identify weakness and strengths of different research techniques to gather data/information while conducting qualitative and/or quantitative research; Apply appropriate research methods to analyze data/information while conducting qualitative and/or quantitative research; Apply appropriate computer software skills to analyze data/information while conducting qualitative and/or quantitative research.
DLO 4 Demonstrate critical thinking by applying sociological imagination
- Distinguish social patterns from individual level biography; Understand and evaluate sociological arguments and supporting evidence; Gain capacity to develop logical arguments and use supporting evidence; Apply sociological theory to interpret contemporary and historical social issues.
DLO 1
- Interpret and compare Classical and Contemporary Sociological concepts, theories, and reasoning that help explain human behavior and institutions.
DLO 2
- Prepare questions and/or testable hypotheses for research and/or teaching.
DLO 3
- Integrate appropriate research methods to analyze data and/or information while conducting qualitative and/or quantitative research.
DLO 4
- Apply Sociological concepts and methods to comprehend the interrelatedness and distinctiveness of social institutions, inequalities, and justice.
DLO 5
- Demonstrate holistic knowledge of one field of Sociology.
DLO 1 General
- 1. Demonstrate the ability to interpret and produce oral and written texts using language structures and discourse conventions appropriate to a given communicative context or situation (e.g., academic, social, professional).
DLO 2 Linguistics
- Using linguistic concepts and theories, interpret language phenomena and language use in relation to groups and communities across the Spanish-speaking world.
- Apply the tools of linguistics to conduct basic analyses of structural and functional aspects of Spanish.
DLO 3 Literature
- Evaluate literary phenomena through the analysis of terms, figurative language and genres.
- Apply tools of literary analysis to interpret literary texts and cultural production from Latin America, Spain and Spanish-speaking regions in their socio-historical contexts.
DLO 4 Culture
- Identify the main movements, figures, and cultural artifacts representative of the cultural production of the Spanish-speaking world.
DLO 1 General
- Demonstrate the ability to interpret and produce oral and written texts relevant to academic and professional discourse; Demonstrate explicit knowledge of standard Spanish language structures and discourse conventions; Evaluate the historical, political, and sociocultural roles of Spanish and Spanish-speaking peoples in the United States.
DLO 2 Linguistics
- Describe language phenomena using terms, concepts, and theories from linguistics and its main subdisciplines; Recognize social functions of language and language variation in relation to distinct speaker groups and communities of practice across the Spanish-speaking world; Apply the tools of linguistics to conduct basic analyses of structural and functional aspects of Spanish.
DLO 3 Literature
- Situate texts within their historical, social and literary context; Analyze and interpret literary texts from Latin America, Spain and other regions in which there is literary production in Spanish; Demonstrate a broad knowledge of major literary movements, genres, writers and works of the Spanish-speaking world.
DLO 1
- Evaluate central concepts, issues, and debates in the field of Spanish linguistics.
DLO 2
- Develop knowledge and skills necessary to teach Spanish courses using up-to-date approaches, techniques, and technologies.
DLO 3
- Apply knowledge and skills in linguistics to critically analyze bilingual/bicultural situations and contexts.
DLO 4
- Evaluate Spanish and Spanish American literary texts in their historical and social contexts.
DLO 5
- Apply theoretical and methodological approaches to the analysis of Spanish and Spanish American literary texts.
DLO 1
- Clarify the difference between religious studies and theology.
DLO 2
- Contextualize religious phenomena.
DLO 3
- Use logic and theoretical methods to analyze religious issues and solve problems.
DLO 4
- Argue from multiple perspectives about issues in religious studies that have personal and global relevance.
DLO 5
- Demonstrate the ability to approach complex problems and ask complex questions drawing upon knowledge of religions.
DLO 6
- Communicate answers to real world problems.
DLO 7
- Explore and recognize basic terms, concepts, and domains of the study of religion.
DLO 1
- Examine an issue or topic using sustainability as a lens.
DLO 2
- Communicate the concept of sustainability both orally and in writing.
DLO 3
- Demonstrate the ability to understand, evaluate, and explain an environmental problem.
DLO 4
- Critically analyze a controversial environmental issue.
DLO 5
- Clearly differentiate between scientific statements and value judgments.
DLO 6
- Distinguish between sustainable and unsustainable human activities through comparison and taking into account how the earth’s systems and human systems interact.
DLO 7
- Assess a sustainable solution in its social, economic, and environmental dimensions.
DLO 8
- Describe the major physical and sociopolitical processes regulating the management of water (or open space, marine life, or wildlife).
DLO 9
- Formulate policy that could be applied to a regional or local environmental problem.
DLO 10
- Describe how cultural histories guide interactions between humans and nature by means of their representations of humans in nature.
DLO 1
- Explain historical and present-day processes of urbanization, both in US cities and globally.
DLO 2
- Understand the diversity of urban experiences by focusing on the interrelated social, economic, political, and environmental conditions of cities and their impacts on the wellbeing of individuals and communities.
DLO 3
- Contrast competing urban theories about the process of urbanization and the diversity of urban experiences and identify their strengths and limitations in explaining important urban phenomena such as poverty and homelessness, environmental degradation, poor governance, racism and social exclusion, and differentiated access to jobs, housing, food, water, sanitation, transportation, green space, and public services.
DLO 4
- Collect, analyze, and interpret qualitative and quantitative data about urban populations and environments and their distinctive social, cultural, economic, political, and spatial features, using appropriate, rigorous, ethical, and interdisciplinary research methodologies.
DLO 5
- Envision, develop, communicate, and actively engage in ways to create more humane, inclusive, equitable, and sustainable cities through public policy, social initiatives, urban design, and grassroots efforts.
Women’s Studies Curriculum Map
DLO 1 Critically examine the role of social structures and conventions of representation in the lives of women and other people from marginalized groups
- Explain how economic and legal structures affect the opportunities of women and other people from marginalized groups
- Identify commonalities and differences of women and women’s experiences, locally and internationally
- Analyze how social constructions of gender and sexuality impact diverse people’s lives in different historical contexts
- Explain the gendered impact of media images
DLO 2 Analyze the intersectionality of different social identities and categories, including gender, gender identity and expression, race, ethnicity, social class, sexual orientation, age, language, culture, nationality, education, religion, spirituality, size, and ability as concepts and as lived experience
- Analyze the interconnections of forms of oppression
- Identify ways that people negotiate and represent multiple aspects of their identities
DLO 3 Examine the contributions of individual and collective action to social justice
- Explain the different reasons for feminist organizing, and how women’s movements are shaped multiple axes of identity and difference
- Explore the relationship between social movements and specific state and cultural structures and actions
- Make connections between abstract knowledge and social justice activism
- Explain the impact of social movements and activism on the lives of women and other people from marginalized groups
DLO 4 Identify mechanisms of dominance, oppression, resistance, transformation, and healing
- Identify the structures, beliefs, and practices that oppress women and other marginalized people in particular contexts nationally and internationally
- Analyze feminist strategies for transformation and healing in the face of oppression
DLO 5 Enhance critical thinking through reading and writing as well as information competency
- Identify and define feminist theories and practices and apply them to contemporary socio-cultural issues or other relevant topics
- Evaluate main arguments, evidence, and the chain of reasoning present in a text
- Synthesize, summarize, and evaluate multiple perspectives within a field of study or about a topic from interdisciplinary perspectives
- Formulate a new research question and use appropriate supporting evidence to develop a written argument that is clearly articulated
DLO 1
- Conduct intersectional feminist analysis of institutional structures of power such as, but not limited to, patriarchy, sexism, racism, cisgenderism, ableism, heteronormativity, classism, white supremacy, colonialism, and ageism.
DLO 2
- Demonstrate understanding of intersectional and decolonial feminist methodologies, including, but not limited, critiquing the power dynamics inherent in the production of knowledge.
DLO 3
- Apply feminist theories to social, cultural, economic, and political issues.
DLO 4
- Employ advanced critical thinking and writing skills by making clear, organized arguments supported by evidence.
DLO 5
- Identify and assess key concepts in transnational feminisms.
College of Education
Child Development Curriculum Map
DLO 1
- Students know and understand typical and atypical development characteristics and needs across the lifespan.
DLO 2
- Students know and understand family dynamics and interaction across the lifespan.
DLO 3
- Students use their understanding of and relationships with children and families to design, implement, and evaluate experiences that promote positive learning and development for all children and families.
DLO 4
- Students demonstrate in-depth, critical knowledge of theory relevant to the child and family development profession.
DLO 5
- Students possess high-level communication skills.
DLO 6
- Students demonstrate a high level of cultural responsiveness.
DLO 7
- Students identify and conduct themselves as members of the child development profession.
DLO 1
- Students know and understand typical and atypical development characteristics and needs across the lifespan.
DLO 2
- Students know and understand family dynamics and interaction across the lifespan.
DLO 3
- Students use their understanding of and relationships with children and families to design, implement, and evaluate experiences that promote positive learning and development for all children and families.
DLO 4
- Students demonstrate in-depth, critical knowledge of theory relevant to the child and family development profession.
DLO 5
- Students possess high-level communication skills.
DLO 6
- Students demonstrate a high level of cultural responsiveness.
DLO 7
- Students identify and conduct themselves as members of the child development profession.
Child Development DLOs and Curriculum Map PDF
DLO 1
- Describe human development across the lifespan by drawing on developmental theory, historical influences, and societal and cultural influences.
DLO 2
- Evaluate and critique family and human development theories and research.
DLO 3
- Apply social justice and equity frameworks to the understanding of child and family development and application of theory and research to education, promotion, prevention, intervention, and research project development.
DLO 4
- Apply knowledge and experience regarding child and family development to refining and articulating their professional identity (including leadership, professional standards, ethical practices, and advocacy).
DLO 5
- Create or apply knowledge integrated across theory, research, and research-based practice to the development and application of research studies, intervention, and advocacy.
Community College Leadership Webpage (DLOs and Curriculum Matrix)
DLO 1 Organizational Strategy
- Organize strategies to improve the quality of education and promote the success of all students, while sustaining their institutional mission. The demonstration of this outcome is based on knowledge of the organizations, their cultures, environments, and future trends.
DLO 2 Resource Management
- Equitably and ethically sustain people, processes, information, and assets, to fulfill the mission, vision and goals of their institutions.
DLO 3 Social Justice
- Demonstrate a commitment to transformative organizational change through the values of diversity, access, equity, and inclusion.
DLO 4 Communication
- Use scrupulous listening, speaking, and writing skills to engage in honest, open dialogue.
DLO 5 Collaboration
- Demonstrate the ability to develop responsive, cooperative, mutually beneficial, and ethically sound internal and external relationships; ones that nurture diversity, foster student success, and promote the organization’s mission.
DLO 6 Organizational Advocacy
- Recognize, commit to, and advance the mission, vision, and goals of the organization.
DLO 7 Professionalism
- Set high standards for self and others, demonstrate personal accountability, and ensure the long-term growth of self and the organization.
DLO 8 Financial and Legal Forces
- Identify the financial and legal forces affecting leadership in postsecondary education.
DLO 9 Decision Sciences
- Engage in scientific methods to assess, practice, examine results, and promote sound decision-making.
Counseling (Online-Hybrid) Webpage
DLO 1
- Knowledge of theories, models, and methods within systemic and social constructionist paradigms.
DLO 2
- Application of theories, models, and methods to produce effective counseling practice with diverse populations.
DLO 3
- Understanding of mental health recovery-oriented care, trauma-informed care and restorative justice practices.
DLO 4
- Effective practice in educational and community settings.
DLO 5
- Use of research to inform practice.
DLO 6
- Conceptualization and practice in a helper role from a position of social responsibility and social change.
DLO 7
- Personal growth to effectively utilize counseling and relational skills.
DLO 1
- Graduates demonstrate ethics, knowledge, and practice of the MFT discipline fulfilling requirements for MFT California State licensure required by the Board of Behavioral Sciences (BBS).
DLO 2
- Students demonstrate knowledge and competency in delivering MFT professional services to diverse and underserved communities.
DLO 3
- Students demonstrate understanding, knowledge, and application of MFT research and scholarship into practice.
Counseling, Community Based Block Webpage
DLO 1 A Professional counseling orientation and ethical practice
- Students will be able to demonstrate knowledge of: (a) the historical and philosophical underpinnings of the counseling profession; (b) ethical and legal guidelines of the profession; and (c) professional counseling credentialing, certification, and licensure.
DLO 2 B Diversity, Awareness, and Sensitivity
- Students will be able to: demonstrate awareness of the major cultural influences on human behavior, how those intersect with the mental health of their clients, and how they influence their own perceptions and biases regarding clients.
DLO 3 C Clinical skills
- Students will be able to: demonstrate awareness of the social and cultural influences on human behavior; demonstrate effective counseling skills; evaluate clients' progress; recognize and mitigate countertransference; and conduct counseling with appropriate awareness of ethical and legal issues.
DLO 4 D Conceptualization and treatment planning
- Students will demonstrate knowledge of counseling theories and a biopsycho-sociocultural framework and apply them to case conceptualization. They will demonstrate the ability to appropriately use the DSM-5 (diagnostic manual of mental disorders). They will construct relevant treatment plans.
Marriage & Family Therapy Webpage
DLO 1
- Graduates demonstrate ethics, knowledge, and practice of the MFT discipline fulfilling requirements for MFT California State Licensure required by the Board of Behavioral Sciences (BBS). SLO #1: Graduates will pass the California Law and Ethics Exam. SLO #2: Graduates will be employed in the MFT profession.
DLO 2
- Students demonstrate knowledge and competency in delivering MFT professional services to diverse and underserved communities. SLO #3: Students will demonstrate knowledge in intercultural dimensions of counseling with diverse and underserved communities. SLO #4: Students will demonstrate competence in delivering MFT services to diverse and underserved communities.
DLO 3
- Students demonstrate understanding, knowledge, and application of MFT research and scholarship into practice. SLO #5: Students will demonstrate understanding and knowledge of research and scholarship related to the MFT practice. SLO #6: Students will demonstrate the application of research and scholarship related to the MFT practice.
School Counseling Curriculum Map Webpage
SCPE 1 Foundations of School Counseling Professional Standards
- 1.1 Understand and articulate the key elements of effective and data driven school counseling programs for students in the PreK-12 school systems. 1.2 Examine the history of school counseling to create a context to understand the current state of the profession and the need for comprehensive, data-driven school counseling programs. 1.3 Understand and evaluate core counseling theories that work within schools, such as but not limited to: Adlerian Theory, Choice Theory, Cognitive Behavioral Therapy (CBT), Family Systems, Mindfulness-Based Stress Reduction (MBSR), Motivational Interviewing, Person-Centered Counseling, Rational Emotive Behavior Therapy (REBT), and Solution-Focused Brief Counseling (SFBC). 1.4 Identify and understand the model framework for school counseling programs, specifically the American School Counselor Association (ASCA) National Model for School Counseling programs and the ASCA Mindsets and Behavior Standards.
SCPE 2 Professionalism, Ethics and Legal Mandates
- 2.1 Develop and apply an ethical decision-making process. 2.2 Articulate school counseling philosophy as it pertains to school counselor professional identity. 2.3 Locate and identify key state provisions such as California Education Codes (EC § 49600, 49602) and California Code of Regulation (CCR § 80049.1) and key local provisions in board policy, school counselor job description and certificated collective bargaining agreement. 2.4 Examine the key provisions of Family Education Rights and Privacy Act (FERPA) and Elementary and Secondary Education Act (ESEA) as related to the scope of the school counseling program. 2.5 Understand the responsibility of maintaining confidentiality of student records, ethical considerations regarding counseling relationships, limits pertaining to maintaining confidentiality, and the legal responsibilities within school counseling. 2.6 Articulate and provide an example of an individualized self-care plan to ensure long-term wellness and professionalism to successfully cope with high stress situations. 2.7 Understand and apply ethical and the legal obligations to students, parents, administrators, and teachers. 2.8 Knowledge of empirically validated practices and programs, and apply those practices and programs in an ethical manner. 2.9 Knowledge of federal and state laws, county ordinances, and district policies related to the rights of historically marginalized populations, including but not limited to: special needs population, English learner, undocumented youth, racial and ethnic minorities, foster youth, homeless, social and economically disadvantaged, and LGBTQ+. 2.10 Maintaining professional and ethical boundaries in school counseling relationships per professional association ethical guidelines created by American School Counselor PPS School Counseling 14 Association (ASCA), American Counseling Association (ACA), and American Psychological Association (APA). 2.11 Understand and articulate the state laws and obligations regarding mandated reporting for child, elder, and dependent adults. 2.12 Display professional disposition related to conduct, communication, demeanor, and presentation (written/oral) within the school counseling program and profession.
SCPE 3 Student Academic Development
- 3.1 Demonstrate the role of the school counselors in academic tiered systems of support, and develop strategies to intervene academically through appraisal, advisement, individual student planning, goal-setting, etc. 3.2 Demonstrate knowledge of high school graduation requirements in assisting pupils to develop appropriate academic plans, including alternative pathways to high school completion (for example, General Education Development (GED) test, A-G requirements, waivers for homeless, foster and probation youth, California High School Proficiency Exam (CHSPE). 3.3 Ability to link the relationship of pupil academic performance to the world of work, family life, and community service. 3.4 Identify the factors associated with prevention and intervention strategies to support academic achievement and ensure equitable access to resources promoting academic achievement, college and career development, and social/emotional development for every student, such as: motivation, student efficacy, time management, study skills, constructive problem solving, and teacher-student rapport. 3.5 Identify support systems and processes for students to successfully transition between school levels (such as proving summer bridge programs for elementary to middle school, middle to high school). 3.6 Knowledge and understanding of state and local academic standards, grading policies and state testing. 3.7 Identify and explain English Language Development (ELD) class placement and reclassification process, and methods to support success through the reclassification process. 3.8 Awareness and understanding of parent rights and processes associated with Individual Educational Plan (IEP), Section 504 Plan, and other academic accommodation and modification programs. 3.9 Understand and apply approaches that recognize the importance of building on students strengths and assets as a foundation for supporting all students, especially historically underserved students including students from low socioeconomic backgrounds, ethnicity subgroups, English learners, foster youth, homeless youth and students with special needs.
SCPE 4 Student College and Career Development
- 4.1 Articulate the role of the school counselors in PreK-12 college/career tiered systems of support. 4.2 Examine and explain college entrance criteria, including A-G courses, required by University of California (UC), California State University (CSU), private universities, out of state institutions and community colleges. 4.3 Knowledge of state and local graduation requirements, and provisions for marginalized populations. 4.4 Comprehensive understanding of college counseling process and college admission procedures, such as letters of recommendations, as well as local and state programs available such as California State University Educational Opportunity Program (CSU EOP) and University of California Early Academic Outreach Program (EAOP). 4.5 Identify college entrance and curriculum performance exams including Preliminary Scholastic Aptitude Test (PSAT), Scholastic Assessment Test (SAT), American College Test (ACT), Advanced Placement Test (AP), International Baccalaureate (IB), and the resources and accommodations available to support student performance on these assessments. 4.6 Knowledge of financial aid planning for higher education, for example: Free Application for Federal Student Aid (FAFSA) California Dream Act (CADAA), CSS/Financial Aid Profile, Cal Grant, national/local scholarships, financial resources for foster and homeless youth, and net college cost. 4.7 Ability to promote developmentally appropriate college affordability planning, and establishing a school wide career and college culture throughout PreK-12 schools. 4.8 Apply educational transitional strategies, including career development and exploration, throughout the lifespan including using multiple career assessments and planning tools. 4.9 Knowledge and understanding of local and national career and job market trends. 4.10 Understanding of various post-graduate options, including Career Technical Education (CTE) pathways and certifications, military entrance requirements, Armed Services Vocational Aptitude Battery (ASVAB), Job Corps, and California Conservation Corps. 4.11 Knowledge of secondary pupil transcript analysis and international student transfer requirements such as the Test of English as a Foreign Language (TOEFL). 4.12 Utilize athlete academic requirements and processes required by National Collegiate Athletic Association (NCAA) and National Association of Intercollegiate Athletics (NAIA) to best assist pupils. 4.13 Demonstrate ability to develop four and six-year academic and post-secondary planning. 4.14 Understand and implement post- secondary planning, success, retention and completion including dual and concurrent enrollment as well as the transfer process to a four-year college or university.
SCPE 5 Social/Emotional Development
- 5.1 Model and demonstrate essential counseling skills, techniques, and strategies in individual counseling, including but not limited to addressing social/emotional and mental health, needs, crises and traumas that are barriers to student achievement. 5.2 Model and demonstrate essential counseling skills in group counseling within psychoeducational and/or psycho-analytic frameworks to address root causes and underlying issues impeding student achievement, including building rapport, showing empathy, and providing non- judgmental support to students. 5.3 Articulate the role of school counselors in Multi-Tiered Systems of Support (MTSS) and apply the MTSS framework to promote social and emotional learning of pupils in a nonjudgmental and inclusive manner. 5.4 Develop cultural competency and demonstrate skill in helping pupils to respect and understand alternative points of view to accept, respect, and value differences, such as cultural diversity and family configuration patterns. 5.5 Articulate the intervention processes and considerations utilized in the delivery of responsive services including individual/small group/crisis response. 5.6 Demonstrate an ability to counsel and address mental health needs of students during times of transition, separation, heightened stress and critical change, and how to access community programs and services that assist all student needs. 5.7 Understand what defines a crisis, identifies the appropriate responses, and develops a variety of intervention strategies to meet the needs of the individual, group, or school community before, during, and after crisis response. 5.8 Articulate and demonstrate the role of the comprehensive school counseling program in the school crisis/post-crisis plan. 5.9 Demonstrates knowledge of trauma- informed care processes and the ability to create interventions aligned with trauma-informed care practices to support student achievement. 5.10 Develop, implement, and monitor prevention, education, and intervention programs, such as: cyber- bullying, restorative practices, self- harm, social media literacy, Alcohol, Tobacco and Other Drugs (ATOD), suicide, school truancy, sex trafficking, retention rates, pregnancy, LGBTQ+ awareness and empowerment. 5.11 Demonstrates knowledge of and skills in developing, organizing, presenting, and evaluating preventative and proactive in-service education programs for school staff. 5.12 Demonstrate the ability to promote school connectedness and understand the benefits of enrichment and extracurricular engagement, such as school clubs, sports, and other extracurricular activities. 5.13 Attend continuing education sessions for professional development on topics related to crisis, trauma, and mental health services provided to students in the PreK-12 school system. 5.14 Demonstrate the ability to provide an initial assessment of a student mental health needs and make the appropriate referrals within and external to the school site. 5.15 Articulate and demonstrate the school counselor’s responsibility to develop and lead comprehensive student support system in collaboration with teachers, administration, other PPS professionals, and community partners/agencies.
SCPE 6 Educational Foundations: Growth and Development, Learning Theory, Academic Achievement
- 6.1 Understanding of theories of individual and family development across the lifespan. 6.2 Compare and contrast learning theories in education and integrate applicable theories into a model lesson on school counseling core curriculum. 6.3 Knowledge of systemic and environmental factors affecting human development, function and behavior. 6.4 Develop, present, and evaluate a classroom lesson on school counseling core curriculum, including formative and summative assessments. 6.5 Demonstrate effective classroom management skills and strategies, including developing, implementing, and consulting on successful practices such as classroom systems and procedures, positive behavior interventions and supports (PBIS), restorative practices, tiered systems of support (academic and social/emotional), and individual student support plans. 6.6 Understand the needs of diverse learners, including adapting to the dynamics of difference in cross cultural relationships for effective classroom management. Understanding the impact of counselor identity (racial, ethnic, gender, sexual orientation, socioeconomic status) as a factor in effective classroom management. 6.7 Review and analyze appropriate state and national evidence-based curriculum for Pre-K12 social/emotional learning. 6.8 Identify and apply student engagement strategies and pedagogical best practices. 6.9 Recognize early signs and predictors of student learning barriers and apply measurable intervention strategies. 6.10 Examine and identify factors that impede or limit student development including stereotyping, socioeconomic status, language development, school climate, and discrimination. Understand, develop, and encourage collective and student efficacy to increase student achievement.
SCPE 7 Leadership and Advocacy in Social Justice, Equity, and Access
- 7.1 Understand and demonstrate the school counselor’s role as a leader, advocate, and systems change agent based on leadership and change theory leading to equitable outcomes. 7.2 Articulate the impact of school, district and state educational policies, procedures, and practices that support and impede student success. 7.3 Integrate multicultural and pluralistic trends when developing and choosing school counseling core curriculum. 7.4 Ability to understand and apply cultural competencies and social justice competencies with marginalized populations. 7.5 Identify and address prejudice, power, personal biases (implicit and explicit) and attitudes, oppression and privilege that affect self, pupils, and all stakeholders. 7.6 Demonstrate knowledge of federal and state laws, county ordinances, and district policies related to the rights and treatment of historically marginalized populations, including but not limited to special needs population, English learner, undocumented youth, racial and ethnic minorities, foster youth, homeless youth, social & economically disadvantaged, LGBTQ+, and gender identity. 7.7 Understands the leadership role of school counselor in engaging in collaborative work with school administrators, teachers, other pupil personnel services staff, and outside agencies. 7.8 Understand and apply theories and principles of equity with the education context of the purpose of creating more safe, secure and nurturing learning environments that promote and support student success. 7.9 Understand and apply processes to improve schooling for all students with an emphasis on vulnerable and historically underserved students by examining student academic performance, student engagement, student discipline, school culture, family involvement, and other programmatic supports in the school for the purposes of providing equitable access for all students. 7.10 Understand and demonstrate a critical examination of the principles of democratic education and the responsibilities of citizenship to actively and within the moral imperative to provide all students the best possible education. 7.11 Understand the role of the school in preparing PreK-12 students to actively and productively engage in civic responsibility and to identify and critically analyze the variety of ideas and forces in society that contribute to (or constrain) a democratic society.
SCPE 8 Program Development
- 8.1 Understands the organization and structure of schools as part of district, county, and state educational systems. 8.2 Plan, develop, implement, and evaluate a comprehensive school counseling program and the program’s role connected with the overall school plan. 8.3 Use data to articulate the impact of comprehensive school counseling programs, including academic, college/career and social emotional development for all students in traditional and alternative educational systems. 8.4 Demonstrate the ability to design, develop, and deliver prevention and intervention programs based on a comprehensive student needs assessment. 8.5 Understand the interrelationships among prevention and intervention strategies within school organization and the community. 8.6 Ability to identify needs of multiple school stakeholders and engage in school, family, and community partnerships/relationships. 8.7 Ability to use and interpret state, county, district, and school accountability systems data to help design, implement, and monitor comprehensive school counseling programs.
SCPE 9 Research, Program Evaluation and Technology
- 9.1 Collect, evaluate, and share process, perception, and outcome data for school counseling program activities (i.e., classroom lessons, interventions). 9.2 Knowledgeable about basic principles of research design, action research, and program evaluation, including traditional experimental design as well as qualitative and single-subject designs. 9.3 Ability to differentiate between and ability to interpret valid and reliable results. 9.4 Understand measurement and statistics in sufficient depth to evaluate published research and conduct evaluations of school counseling and other educational programs in terms of student outcomes. 9.5 Conduct a program evaluation of a comprehensive school counseling program using technological applications such as computer software or web-based applications. 9.6 Facilitate effective and appropriate outcomes in program management and individual student achievement, demonstrate skills in utilizing current technology for communication and collecting, organizing, distributing and analyzing data, and resources. 9.7 Understands and demonstrates abilities in using and interpreting state accountability systems data to develop prevention and intervention programming. 9.8 Possess knowledge, understanding, and experience with at least one student information system.
Critical Literacy and Social Justice Webpage (DLOs and Curriculum Map)
DLO 1
- Develop school-wide curriculum change focusing on critical literacy.
DLO 2
- Focus on the integration of language, culture, and codes of power as part of the development of school programs.
DLO 3
- Examine curriculum from a constructivist perspective that recognizes the voices of students, community and teachers as one learning community who inform curriculum and program design.
DLO 4
- Introduce participants to the concepts and the authors of critical pedagogy; a theory of education that gives professionals the opportunity to reflect on their own educational beliefs, practices, and processes in the context of standard curriculum, high stakes testing, and curriculum reform.
DLO 5
- Gives teachers the voice and tools to reflect upon their teaching methodology vis-a-vis their student's critical thinking
DLO 6
- Promote equality and social justice through action research within the school and community.
DLO 1 Ideological and pedagogical clarity
- Develop a roadmap toward their ideological clarity as it relates to and informs their classroom practice; They know who they are as teachers, their personal beliefs about teaching and learning, and how this affects the students that they teach; This involves self-knowledge and dispositions that ensure that educators have a strong belief in the worth of all students and their ability to achieve.
DLO 2 Literacy Development and Success for Emergent Bilinguals
- Possess the theoretical knowledge on important socio-political issues and tensions surrounding language policy. Be conversant in bilingual education models and their history; Recognize their role as advocates for English and dual language learners in their classrooms and school communities; Promote dual language learner student success through standards based instruction in Spanish and English; Create rich, authentic opportunities for students to read, write, speak, listen and think critically using the appropriate, grade-level academic language in order to develop biliteracy/bicognition in English and two or more additional languages.
DLO 3 Engage & Collaborate with peers, students, parents, administrators, and communities, including community advocacy efforts
- Recognize that complex social relationships dictate equitable access to knowledge and power inside and outside of the classroom; Build authentic relationships by engaging in community scans and asset mapping to gain first hand information of community and students’ funds of knowledge; Advocate with and alongside communities on community driven transformative change.
DLO 4 Inclusive Learning Environments
- Are committed to creating inclusive learning communities, where teacher, school leadership, student, and parent each play an integral role in supporting student success; Consider students’ cultural and linguistic background as assets; Use data on learning outcomes and performance, to inform differentiation and personalization of each student’s instruction and services, and create partnerships between home and school.
DLO 5 Global (linguistic and cultural) competence
- Model and acquire teaching principles of global competence through respect of linguistic and cultural diversity in the classroom, school, and community; Develop and enact 21st century pedagogies; Analyze how ideologies, politics, standards and assessment impact education for language and literacy development; Analyze the politics of literacy and language acquisition in education for diverse learners; and gain a global perspective on multilingualism and society.
DLO 6 Research for Transformational Change in Education
- Addresses research skills, knowledge and ability to design and implement research and change from a stakeholder and social justice perspective; Demonstration of knowledge; expertise and ability to implement research skills including, but not limited to qualitative and quantitative data collection, focus groups, interviews, historical data review and ethnographic processes.
DLO 1 Ideological and pedagogical clarity
- Develop a roadmap toward their ideological clarity as it relates to and informs their classroom practice; They know who they are as teachers, their personal beliefs about teaching and learning, and how this affects the students that they teach; This involves self-knowledge and dispositions that ensure that educators have a strong belief in the worth of all students and their ability to achieve.
DLO 2 Literacy Development and Success for Emergent Bilinguals
- Possess the theoretical knowledge on important socio-political issues and tensions surrounding language policy. Be conversant in bilingual education models and their history; Recognize their role as advocates for English and dual language learners in their classrooms and school communities; Promote dual language learner student success through standards based instruction in Spanish and English; Create rich, authentic opportunities for students to read, write, speak, listen and think critically using the appropriate, grade-level academic language in order to develop biliteracy/bicognition in English and two or more additional languages.
DLO 3 Engage & Collaborate with peers, students, parents, administrators, and communities, including community advocacy efforts
- Recognize that complex social relationships dictate equitable access to knowledge and power inside and outside of the classroom; Build authentic relationships by engaging in community scans and asset mapping to gain first hand information of community and students’ funds of knowledge; Advocate with and alongside communities on community driven transformative change.
DLO 4 Inclusive Learning Environments
- Are committed to creating inclusive learning communities, where teacher, school leadership, student, and parent each play an integral role in supporting student success; Consider students’ cultural and linguistic background as assets; Use data on learning outcomes and performance, to inform differentiation and personalization of each student’s instruction and services, and create partnerships between home and school.
DLO 5 Global (linguistic and cultural) competence
- Model and acquire teaching principles of global competence through respect of linguistic and cultural diversity in the classroom, school, and community; Develop and enact 21st century pedagogies; Analyze how ideologies, politics, standards and assessment impact education for language and literacy development; Analyze the politics of literacy and language acquisition in education for diverse learners; and gain a global perspective on multilingualism and society.
DLO 6 Research for Transformational Change in Education
- Addresses research skills, knowledge and ability to design and implement research and change from a stakeholder and social justice perspective; Demonstration of knowledge; expertise and ability to implement research skills including, but not limited to qualitative and quantitative data collection, focus groups, interviews, historical data review and ethnographic processes.
Joint Ph.D. Program in Education Webpage
DLO 1
- Understanding diversity and its implications for education.
DLO 2
- Critically analyzing and developing educational policy.
DLO 3
- Engaging in systemic organizational change that improves performance and quality of life for all.
DLO 4
- Applying theory and research-based knowledge in transforming communities.
DLO 5
- Using effective educational practices, including tools available through technology, to transform organizations.
DLO 6
- Contributing to the knowledge base in education.
DLO 1 Development & implementation of a shared vision
- Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. 1A: Developing a Student-Centered Vision of Teaching and Learning: New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students. 1B: Developing a Shared Vision and Community Commitment: New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individual and entities within the California education system that shape staff and community involvement. 1C: Implementing the Vision: New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning.
DLO 2 Instructional leadership
- Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. 2A: Personal and Professional Learning: New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being. 2B: Promoting Effective Curriculum, Instruction, and Assessment: New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning. 2C: Supporting Teachers to Improve Practice: New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. 2D: Feedback on Instruction: New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers.
DLO 3 Management and learning environment
- Education leaders manage the organization to cultivate a safe and productive learning and working environment. 3A: Operations and Resource Management: New administrators know that day-to-day and long-term management strategies are a foundation for staff and student health, safety, academic learning, and well-being. 3B: Managing Organizational Systems and Human Resources: New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. 3C: School Climate: New administrators understand the leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. 3D: Managing the School Budget and Personnel: New administrators know how effective management of staff and the school’s budget supports student and site needs.
DLO 4 Family and community engagement
- Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. 4A: Parent and Family Engagement: New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. 4B: Community Involvement: New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being.
DLO 5 Ethics and integrity
- Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. 5A: Reflective Practice: New administrators regularly review and reflect on their performance and consider how their actions affect others and influence progress toward school goals. 5B: Ethical Decision-Making: New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. 5C: Ethical Action: New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community.
DLO 6 External context and policy
- Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. 6A: Understanding and Communicating Policy: New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. 6B: Representing and Promoting the School: New administrators understand that they are a spokesperson for the school’s accomplishments and needs.
DLO 1 Development and implementation of a shared vision
Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. 1A: Developing a Student-Centered Vision of Teaching and Learning: New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students. 1B: Developing a Shared Vision and Community Commitment: New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individual and entities within the California education system that shape staff and community involvement. 1C: Implementing the Vision: New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning.
DLO 2 Instructional leadership
- Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. 2A: Personal and Professional Learning: New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being. 2B: Promoting Effective Curriculum, Instruction, and Assessment: New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning. 2C: Supporting Teachers to Improve Practice: New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. 2D: Feedback on Instruction: New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers.
DLO 3 Management and learning environment
Education leaders manage the organization to cultivate a safe and productive learning and working environment. 3A: Operations and Resource Management: New administrators know that day-to-day and long-term management strategies are a foundation for staff and student health, safety, academic learning, and well-being. 3B: Managing Organizational Systems and Human Resources: New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. 3C: School Climate: New administrators understand the leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. 3D: Managing the School Budget and Personnel: New administrators know how effective management of staff and the school’s budget supports student and site needs.
DLO 4 Family and community engagement
- Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. 4A: Parent and Family Engagement: New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. 4B: Community Involvement: New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being.
DLO 5 Ethics and integrity
- Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. 5A: Reflective Practice: New administrators regularly review and reflect on their performance and consider how their actions affect others and influence progress toward school goals. 5B: Ethical Decision-Making: New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. 5C: Ethical Action: New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community.
DLO 6 External context and policy
- Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. 6A: Understanding and Communicating Policy: New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. 6B: Representing and Promoting the School: New administrators understand that they are a spokesperson for the school’s accomplishments and needs.
Educational Leadership - PK-12 Ed.D. Webpage (DLOs and Curriculum Map)
DLO 1 Organizational Strategy
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Organize strategies to improve the quality of education and promote the success of all students, while sustaining their institutional mission. The demonstration of this outcome is based on knowledge of the organizations, their cultures, environments, and future trends (Program Goals: A, C, E).
DLO 2 Resource Management
- Equitably and ethically sustain people, processes, information, and assets, to fulfill the mission, vision and goals of their institutions (Program Goals: A, D, E).
DLO 3 Social Justice
- Demonstrate a commitment to transformative organizational change through the values of diversity, access, equity, and inclusion (Program Goals: C, E).
DLO 4 Communication
- Use scrupulous listening, speaking, and writing skills to engage in honest, open dialogue (Program Goals: A, B, C, D, E).
DLO 5 Collaboration
- Demonstrate the ability to develop responsive, cooperative, mutually beneficial, and ethically sound internal and external relationships; ones that nurture diversity, foster student success, and promote the organization’s mission (Program Goals: A, B, C, D, E).
DLO 6 Organizational Advocacy
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Recognize, commit to, and advance the mission, vision, and goals of the organization (Program Goals: A, B, C).
DLO 7 Professionalism
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Set high standards for self and others, demonstrate personal accountability, and ensure the long-term growth of self and the organization (Program Goals: A, B, C, D, E).
DLO 8 Financial and Legal Forces
- Financial and Legal Forces: Identify the financial and legal forces affecting leadership in Pre-K-20 Education (Program Goals: A, D, E).
DLO 9 Decision Sciences
- Engage in scientific methods to assess, practice, examine results, and promote sound decision-making (Program Goals: A, B, C, D, E).
DLO 1
- Discuss educational access and achievement from different perspectives than one’s own.
DLO 2
- Communicate with people from different backgrounds (e.g., ethnicities, socioeconomic status, immigration, linguistics).
DLO 3
- Design and evaluate equitable, anti-racist, and anti-bias educational practices.
DLO 4
- Describe the attributes and characteristics of various careers in elementary education.
DLO 5
- Use learning and child development theories to design effective learning environments that promote achievement for students with a range of abilities.
DLO 6
- Demonstrate proficiency in content associated with elementary education (i.e., mathematics, science, literacy, writing, social studies, PE, as well as Visual and Performing Arts).
DLO 7
- Use technology to design and enhance learning environments.
DLO 8
- Reflect on the application of skills they developed with a liberal studies degree.
DLO 1
- Discuss educational access and achievement from different perspectives than one’s own.
DLO 2
- Communicate with people from different backgrounds (e.g., ethnicities, socioeconomic status, immigration, linguistics).
DLO 3
- Design and evaluate equitable, anti-racist, and anti-bias educational practices.
DLO 4
- Describe the attributes and characteristics of various careers in elementary education.
DLO 5
- Use learning and child development theories to design effective learning environments that promote achievement for students with a range of abilities.
DLO 6
- Demonstrate proficiency in content associated with elementary education (i.e., mathematics, science, literacy, writing, social studies, PE, as well as Visual and Performing Arts).
DLO 7
- Use technology to design and enhance learning environments.
DLO 8
- Reflect on the application of skills they developed with a liberal studies degree.
DLO 1 Development & Implementation of a shared vision
- Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. 1A: Developing a Student-Centered Vision of Teaching and Learning: New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students. 1B: Developing a Shared Vision and Community Commitment: New administrators apply their understanding of school governance and the roles, responsibilities, and relationships of the individual and entities within the California education system that shape staff and community involvement. 1C: Implementing the Vision: New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning.
DLO 2 Instructional leadership
- Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth. 2A: Personal and Professional Learning: New administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being. 2B: Promoting Effective Curriculum, Instruction, and Assessment: New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning. 2C: Supporting Teachers to Improve Practice: New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice. 2D: Feedback on Instruction: New administrators know and understand TK–12 student content standards and frameworks, TK–12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers.
DLO 3 Management and learning environment
- Education leaders manage the organization to cultivate a safe and productive learning and working environment. 3A: Operations and Resource Management: New administrators know that day-to-day and long-term management strategies are a foundation for staff and student health, safety, academic learning, and well-being. 3B: Managing Organizational Systems and Human Resources: New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career. 3C: School Climate: New administrators understand the leader’s role in establishing a positive, productive school climate, supportive of staff, students and families. 3D: Managing the School Budget and Personnel: New administrators know how effective management of staff and the school’s budget supports student and site needs.
DLO 4 Family and community engagement
- Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. 4A: Parent and Family Engagement: New administrators engage families in education and school activities and understand the benefits of and regulations pertaining to their involvement. 4B: Community Involvement: New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being.
DLO 5 Ethics and integrity
- Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard. 5A: Reflective Practice: New administrators regularly review and reflect on their performance and consider how their actions affect others and influence progress toward school goals. 5B: Ethical Decision-Making: New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students. 5C: Ethical Action: New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community.
DLO 6 External context and policy
- Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices. 6A: Understanding and Communicating Policy: New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community. 6B: Representing and Promoting the School: New administrators understand that they are a spokesperson for the school’s accomplishments and needs.
Master of Science in Rehabilitation Counseling Webpage
DLO 1 Professional Counseling Orientation & Ethical Practice
- 1a: history and philosophy of the counseling professions and its specialty areas; 1b: the multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation; 1c: counselors’ roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams; 1d: the role and process of the professional counselor advocating on behalf of the profession; 1e: advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; 1f: professional counseling organizations, including membership benefits, activities, services to members, and current issues; 1g: professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; 1h: current labor market information relevant to opportunities for practice within the counseling profession; 1i: ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling; 1j: technology’s impact on the counseling profession; 1k: strategies for personal and professional self-evaluation and implications for practice; 1l: self-care strategies appropriate to the counselor role; 1m: the role of counseling supervision in the profession.
DLO 2 Social & Cultural Diversity
- 2a: multicultural and pluralistic characteristics within and among diverse groups nationally and internationally; 2b: theories and models of multicultural counseling, cultural identity development, and social justice and advocacy; 2c: multicultural counseling competencies; 2d: the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others; 2e: the effects of power and privilege for counselors and clients; 2f: help-seeking behaviors of diverse clients; 2g: the impact of spiritual beliefs on clients’ and counselors’ worldviews; 2h: strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.
DLO 3 Human Growth & Development
- 3a: theories of individual and family development across the lifespan; 3b: theories of learning; 3c: theories of normal and abnormal personality development; 3d: theories and etiology of addictions and addictive behavior; 3e: biological, neurological, and physiological factors that affect human development, functioning, and behavior; 3f: Systemic and environmental factors that affect human development, functioning, and behavior; 3g: effects of crisis, disasters, and trauma on diverse individuals across the lifespan; 3h: a general framework for understanding differing abilities and strategies for differentiated interventions; 3i: ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.
DLO 4 Career Development
- 4a. theories and models of career development, counseling, and decision making; 4b: approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors; 4c: processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems; 4d: approaches for assessing the conditions of the work environment on clients’ life experiences; 4e: strategies for assessing abilities, interests, values, personality and other factors that contribute to career development; 4f: strategies for career development program planning, organization, implementation, administration, and evaluation; 4g: strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy; 4h: strategies for facilitating client skill development for career, educational, and life- work planning and management; 4i: methods of identifying and using assessment tools and techniques relevant to career planning and decision making; 4j: ethical and culturally relevant strategies for addressing career development.
DLO 5 Counseling & Helping Relationships
- 5a: theories and models of counseling; 5b: a systems approach to conceptualizing clients; 5c: theories, models, and strategies for understanding and practicing consultation; 5d: ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships; 5e: the impact of technology on the counseling process; 5f: counselor characteristics and behaviors that influence the counseling process; 5g: essential interviewing, counseling, and case conceptualization skills; 5h: developmentally relevant counseling treatment or intervention plans; 5i: development of measurable outcomes for clients; 5j: evidence-based counseling strategies and techniques for prevention and intervention; 5k: strategies to promote client understanding of and access to a variety of community- based resources; 5l: suicide prevention models and strategies; 5m: crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid; 5n: processes for aiding students in developing a personal model of counseling.
DLO 6 Group Counseling & Group Work
- 6a: theoretical foundations of group counseling and group work; 6b: dynamics associated with group process and development; 6c: therapeutic factors and how they contribute to group effectiveness; 6d: characteristics and functions of effective group leaders; 6e: approaches to group formation, including recruiting, screening, and selecting members; 6f: types of groups and other considerations that affect conducting groups in varied settings; 6g: ethical and culturally relevant strategies for designing and facilitating groups; 6h: direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term.
DLO 7 Assessment & Testing
- 7a: historical perspectives concerning the nature and meaning of assessment and testing in counseling; 7b: methods of effectively preparing for and conducting initial assessment meetings; 7c: procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide; 7d: procedures for identifying trauma and abuse and for reporting abuse; 7e: use of assessments for diagnostic and intervention planning purposes; 7f: basic concepts of standardized and non-standardized testing, norm-referenced and criterion-referenced assessments, and group and individual assessments; 7g: statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations; 7h: reliability and validity in the use of assessments; 7i: use of assessments relevant to academic/educational, career, personal, and social development; 7j. use of environmental assessments and systematic behavioral observations; 7k. use of symptom checklists, and personality and psychological testing; 7l. use of assessment results to diagnose developmental, behavioral, and mental disorders; 7m. ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results.
DLO 8 Research & Program Evaluation
- 8a: the importance of research in advancing the counseling profession, including how to critique research to inform counseling practice; 8b: identification of evidence-based counseling practices; 8c: needs assessments; 8d: development of outcome measures for counseling programs; 8e: evaluation of counseling interventions and programs; 8f: qualitative, quantitative, and mixed research methods; 8g: designs used in research and program evaluation; 8h: statistical methods used in conducting research and program evaluation; 8i: analysis and use of data in counseling; 8j: ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research and/or program evaluation.
DLO 1 Foundations (Clinical Rehabilitation Counseling)
- 1a: history and development of rehabilitation counseling; 1b: theories and models related to rehabilitation counseling; 1c: social science theory that addresses psychosocial aspects of disability; 1d: principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning; 1e: neurobiological and medical foundation and etiology of addiction and co-occurring disorders; 1f: etiology and effects of disabilities and terminology relevant to clinical rehabilitation counseling; 1g: screening and assessment instruments that are reliable and valid for individuals with disabilities.
DLO 2 Contextual Dimensions (Clinical Rehabilitation Counseling)
- 2a: roles and settings of rehabilitation counselors; 2b: relationships between clinical rehabilitation counselors and medical and allied health professionals, including interdisciplinary treatment teams; 2c: rehabilitation service delivery systems, including housing, independent living, case management, public benefits programs, educational programs, and public/proprietary vocational rehabilitation programs; 2d: rehabilitation counseling services within the continuum of care, such as inpatient, outpatient, partial hospitalization and aftercare, and the rehabilitation counseling services networks; 2e: operation of an emergency management system within rehabilitation agencies and in the community in relation to accommodating individuals with disabilities; 2f: 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); 2g: potential for substance use disorders to mimic and/or co-occur with a variety of neurological, medical, and psychological disorders; 2h: impact of crisis and trauma on individuals with disabilities; 2i: impact of biological and neurological mechanisms on disability; 2j: effects of co-occurring disabilities on the client and family; 2k: effects of discrimination, such as handicapism, ableism, and power, privilege, and oppression on clients’ life and career development; 2l: classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referral and consultation; 2m: effects of the onset, progression, and expected duration of disability on clients’ holistic functioning (i.e., physical, spiritual, sexual, vocational, social, relational, and recreational); 2n: transferable skills, functional assessments, and work-related supports for achieving and maintaining meaningful employment for people with disabilities; 2o: role of family, social networks, and community in the provision of services for and treatment of people with disabilities; 2p: environmental, attitudinal, and individual barriers for people with disabilities; 2q: assistive technology to reduce or eliminate barriers and functional limitations; 2r: legislation and government policy relevant to rehabilitation counseling; 2s: cultural factors relevant to rehabilitation counseling; 2t: professional issues that affect rehabilitation counselors, including independent provider status, expert witness status, forensic rehabilitation, and access to and practice privileges within managed care systems; 2u: record keeping, third party reimbursement, and other practice and management issues in rehabilitation counseling; 2v: professional organizations, preparation standards, and credentials relevant to the practice of clinical rehabilitation counseling; 2w: legal and ethical considerations specific to clinical rehabilitation counseling.
DLO 3 Practice (Clinical Rehabilitation Counseling)
- 3a: diagnostic interviews, mental status examinations, symptom inventories, psychoeducational and personality assessments, biopsychosocial histories, assessments for treatment planning, and assessments for assistive technology needs; 3b: career- and work-related assessments, including job analysis, work site modification, transferrable skills analysis, job readiness, and work hardening; 3c: strategies to advocate for persons with disabilities; 3d: strategies for interfacing with medical and allied health professionals, including interdisciplinary treatment teams; 3e: strategies to consult with and educate employers, educators, and families regarding accessibility, Americans with Disabilities Act compliance, and accommodations.
DLO 1 Foundations (Rehabilitation Counseling)
- 1a: history, legislation, systems, philosophy, and current trends of rehabilitation counseling; 1b: theories, models, and interventions related to rehabilitation counseling; 1c: principles and processes of vocational rehabilitation, career development, and job development and placement; 1d: principles of independent living, self-determination, and informed choice; 1e: principles of societal inclusion, participation, access, and universal design, with respect for individual differences; 1f: classification, terminology, etiology, functional capacity, prognosis, and effects of disabilities; 1g: methods of assessment for individuals with disabilities, including testing instruments, individual accommodations, environmental modification, and interpretation of results.
DLO 2 Contextual Dimensions (Rehabilitation Counseling)
- 2a: professional rehabilitation counseling scope of practice, roles, and settings; 2b: medical and psychosocial aspects of disability, including attention to coexisting conditions; 2c: individual response to disability, including the role of families, communities, and other social networks; 2d: information about the existence, onset, degree, progression, and impact of an individual’s disability, and an understanding of diagnostic systems including the International Classification of Functioning, Disability and Health (ICF), International Classification of Diseases (ICD), and Diagnostic and Statistical Manual of Mental Disorders (DSM); 2e: impact of psychosocial influences, cultural beliefs and values, diversity and social justice issues, poverty, and health disparities, with implications for employment and quality of life for individuals with disabilities; 2f: impact of socioeconomic trends, public policies, stigma, access, and attitudinal barriers as they relate to disability; 2g: awareness and understanding of the impact of crisis, trauma, and disaster on individuals with disabilities, as well as the disability-related implications for emergency management preparation; 2h: impact of disability on human sexuality; 2i: awareness of rehabilitation counseling specialty area services and practices, as well as specialized services for specific disability populations; 2j: knowledge of organizational settings related to rehabilitation counseling services at the federal, tribal, state, and local levels; 2k: education and employment trends, labor market information, and resources about careers and the world of work, as they apply to individuals with disabilities; 2l: Social Security benefits, workers’ compensation insurance, long-term disability insurance, veterans’ benefits, and other benefit systems that are used by individuals with disabilities; 2m: individual needs for assistive technology and rehabilitation services; 2n: advocacy on behalf of individuals with disabilities and the profession as related to disability and disability legislation; 2o: federal, tribal, state, and local legislation, regulations, and policies relevant to individuals with disabilities; 2p: professional organizations, preparation standards, and credentials relevant to the practice of rehabilitation counseling; 2q: legal and ethical aspects of rehabilitation counseling, including ethical decision-making models; 2r: administration and management of rehabilitation counseling practice, including coordination of services, payment for services, and record keeping.
DLO 3 Practice (Rehabilitation Counseling)
- 3a: evaluation of feasibility for services and case management strategies that facilitate rehabilitation and independent living planning; 3b: informal and formal assessment of the needs and adaptive, functional, and transferable skills of individuals with disabilities; 3c: evaluation and application of assistive technology with an emphasis on individualized assessment and planning; 3d: understanding and use of resources for research and evidence-based practices applicable to rehabilitation counseling; 3e: strategies to enhance coping and adjustment to disability; 3f: techniques to promote self-advocacy skills of individuals with disabilities to maximize empowerment and decision-making throughout the rehabilitation process; 3g: strategies to facilitate successful rehabilitation goals across the lifespan; 3h: career development and employment models and strategies to facilitate recruitment, inclusion, and retention of individuals with disabilities in the workplace; 3i: strategies to analyze work activity and labor market data and trends, to facilitate the match between an individual with a disability and targeted jobs; 3j: advocacy for the full integration and inclusion of individuals with disabilities, including strategies to reduce attitudinal and environmental barriers; 3k: assisting individuals with disabilities to obtain knowledge of and access to community and technology services and resources; 3l: consultation with medical/health professionals or interdisciplinary teams regarding the physical/mental/cognitive diagnoses, prognoses, interventions, or permanent functional limitations or restrictions of individuals with disabilities; 3m: consultation and collaboration with employers regarding the legal rights and benefits of hiring individuals with disabilities, including accommodations, universal design, and workplace disability prevention.
DLO 1 Professional Counseling Orientation & Ethical Practice
- 1a: history and philosophy of the counseling professions and its specialty areas; 1b: the multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation; 1c: counselors’ roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams; 1d: the role and process of the professional counselor advocating on behalf of the profession; 1e: advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; 1f: professional counseling organizations, including membership benefits, activities, services to members, and current issues; 1g: professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; 1h: current labor market information relevant to opportunities for practice within the counseling profession; 1i: ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling; 1j: technology’s impact on the counseling profession; 1k: strategies for personal and professional self-evaluation and implications for practice; 1l: self-care strategies appropriate to the counselor role; 1m: the role of counseling supervision in the profession.
DLO 2 Social & Cultural Diversity
- 2a: multicultural and pluralistic characteristics within and among diverse groups nationally and internationally; 2b: theories and models of multicultural counseling, cultural identity development, and social justice and advocacy; 2c: multicultural counseling competencies; 2d: the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others; 2e: the effects of power and privilege for counselors and clients; 2f: help-seeking behaviors of diverse clients; 2g: the impact of spiritual beliefs on clients’ and counselors’ worldviews; 2h: strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.
DLO 3 Human Growth & Development
- 3a: theories of individual and family development across the lifespan; 3b: theories of learning; 3c: theories of normal and abnormal personality development; 3d: theories and etiology of addictions and addictive behavior; 3e: biological, neurological, and physiological factors that affect human development, functioning, and behavior; 3f: Systemic and environmental factors that affect human development, functioning, and behavior; 3g: effects of crisis, disasters, and trauma on diverse individuals across the lifespan; 3h: a general framework for understanding differing abilities and strategies for differentiated interventions; 3i: ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.
DLO 4 Career Development
- 4a. theories and models of career development, counseling, and decision making; 4b: approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors; 4c: processes for identifying and using career, avocational, educational, occupational and labor market information resources, technology, and information systems; 4d: approaches for assessing the conditions of the work environment on clients’ life experiences; 4e: strategies for assessing abilities, interests, values, personality and other factors that contribute to career development; 4f: strategies for career development program planning, organization, implementation, administration, and evaluation; 4g: strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy; 4h: strategies for facilitating client skill development for career, educational, and life- work planning and management; 4i: methods of identifying and using assessment tools and techniques relevant to career planning and decision making; 4j: ethical and culturally relevant strategies for addressing career development.
DLO 5 Counseling & Helping Relationships
- 5a: theories and models of counseling; 5b: a systems approach to conceptualizing clients; 5c: theories, models, and strategies for understanding and practicing consultation; 5d: ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships; 5e: the impact of technology on the counseling process; 5f: counselor characteristics and behaviors that influence the counseling process; 5g: essential interviewing, counseling, and case conceptualization skills; 5h: developmentally relevant counseling treatment or intervention plans; 5i: development of measurable outcomes for clients; 5j: evidence-based counseling strategies and techniques for prevention and intervention; 5k: strategies to promote client understanding of and access to a variety of community- based resources; 5l: suicide prevention models and strategies; 5m: crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid; 5n: processes for aiding students in developing a personal model of counseling.
DLO 6 Group Counseling & Group Work
- 6a: theoretical foundations of group counseling and group work; 6b: dynamics associated with group process and development; 6c: therapeutic factors and how they contribute to group effectiveness; 6d: characteristics and functions of effective group leaders; 6e: approaches to group formation, including recruiting, screening, and selecting members; 6f: types of groups and other considerations that affect conducting groups in varied settings; 6g: ethical and culturally relevant strategies for designing and facilitating groups; 6h: direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term.
DLO 7 Assessment & Testing
- 7a: historical perspectives concerning the nature and meaning of assessment and testing in counseling; 7b: methods of effectively preparing for and conducting initial assessment meetings; 7c: procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide; 7d: procedures for identifying trauma and abuse and for reporting abuse; 7e: use of assessments for diagnostic and intervention planning purposes; 7f: basic concepts of standardized and non-standardized testing, norm-referenced and criterion-referenced assessments, and group and individual assessments; 7g: statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations; 7h: reliability and validity in the use of assessments; 7i: use of assessments relevant to academic/educational, career, personal, and social development; 7j. use of environmental assessments and systematic behavioral observations; 7k. use of symptom checklists, and personality and psychological testing; 7l. use of assessment results to diagnose developmental, behavioral, and mental disorders; 7m. ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results.
DLO 8 Research & Program Evaluation.
- 8a: the importance of research in advancing the counseling profession, including how to critique research to inform counseling practice; 8b: identification of evidence-based counseling practices; 8c: needs assessments; 8d: development of outcome measures for counseling programs; 8e: evaluation of counseling interventions and programs; 8f: qualitative, quantitative, and mixed research methods; 8g: designs used in research and program evaluation; 8h: statistical methods used in conducting research and program evaluation; 8i: analysis and use of data in counseling; 8j: ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research and/or program evaluation.
DLO 1 Foundations (Clinical Rehabilitation Counseling)
- 1a: history and development of rehabilitation counseling; 1b: theories and models related to rehabilitation counseling; 1c: social science theory that addresses psychosocial aspects of disability; 1d: principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning; 1e: neurobiological and medical foundation and etiology of addiction and co-occurring disorders; 1f: etiology and effects of disabilities and terminology relevant to clinical rehabilitation counseling; 1g: screening and assessment instruments that are reliable and valid for individuals with disabilities.
DLO 2 Contextual Dimensions (Clinical Rehabilitation Counseling)
- 2a: roles and settings of rehabilitation counselors; 2b: relationships between clinical rehabilitation counselors and medical and allied health professionals, including interdisciplinary treatment teams; 2c: rehabilitation service delivery systems, including housing, independent living, case management, public benefits programs, educational programs, and public/proprietary vocational rehabilitation programs; 2d: rehabilitation counseling services within the continuum of care, such as inpatient, outpatient, partial hospitalization and aftercare, and the rehabilitation counseling services networks; 2e: operation of an emergency management system within rehabilitation agencies and in the community in relation to accommodating individuals with disabilities; 2f: 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); 2g: potential for substance use disorders to mimic and/or co-occur with a variety of neurological, medical, and psychological disorders; 2h: impact of crisis and trauma on individuals with disabilities; 2i: impact of biological and neurological mechanisms on disability; 2j: effects of co-occurring disabilities on the client and family; 2k: effects of discrimination, such as handicapism, ableism, and power, privilege, and oppression on clients’ life and career development; 2l: classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referral and consultation; 2m: effects of the onset, progression, and expected duration of disability on clients’ holistic functioning (i.e., physical, spiritual, sexual, vocational, social, relational, and recreational); 2n: transferable skills, functional assessments, and work-related supports for achieving and maintaining meaningful employment for people with disabilities; 2o: role of family, social networks, and community in the provision of services for and treatment of people with disabilities; 2p: environmental, attitudinal, and individual barriers for people with disabilities; 2q: assistive technology to reduce or eliminate barriers and functional limitations; 2r: legislation and government policy relevant to rehabilitation counseling; 2s: cultural factors relevant to rehabilitation counseling; 2t: professional issues that affect rehabilitation counselors, including independent provider status, expert witness status, forensic rehabilitation, and access to and practice privileges within managed care systems; 2u: record keeping, third party reimbursement, and other practice and management issues in rehabilitation counseling; 2v: professional organizations, preparation standards, and credentials relevant to the practice of clinical rehabilitation counseling; 2w: legal and ethical considerations specific to clinical rehabilitation counseling.
DLO 3 Practice (Clinical Rehabilitation Counseling)
- 3a: diagnostic interviews, mental status examinations, symptom inventories, psychoeducational and personality assessments, biopsychosocial histories, assessments for treatment planning, and assessments for assistive technology needs; 3b: career- and work-related assessments, including job analysis, work site modification, transferrable skills analysis, job readiness, and work hardening; 3c: strategies to advocate for persons with disabilities; 3d: strategies for interfacing with medical and allied health professionals, including interdisciplinary treatment teams; 3e: strategies to consult with and educate employers, educators, and families regarding accessibility, Americans with Disabilities Act compliance, and accommodations.
DLO 1 Foundations (Rehabilitation Counseling)
- 1a: history, legislation, systems, philosophy, and current trends of rehabilitation counseling; 1b: theories, models, and interventions related to rehabilitation counseling; 1c: principles and processes of vocational rehabilitation, career development, and job development and placement; 1d: principles of independent living, self-determination, and informed choice; 1e: principles of societal inclusion, participation, access, and universal design, with respect for individual differences; 1f: classification, terminology, etiology, functional capacity, prognosis, and effects of disabilities; 1g: methods of assessment for individuals with disabilities, including testing instruments, individual accommodations, environmental modification, and interpretation of results.
DLO 2 Contextual Dimensions (Rehabilitation Counseling)
- 2a: professional rehabilitation counseling scope of practice, roles, and settings; 2b: medical and psychosocial aspects of disability, including attention to coexisting conditions; 2c: individual response to disability, including the role of families, communities, and other social networks; 2d: information about the existence, onset, degree, progression, and impact of an individual’s disability, and an understanding of diagnostic systems including the International Classification of Functioning, Disability and Health (ICF), International Classification of Diseases (ICD), and Diagnostic and Statistical Manual of Mental Disorders (DSM); 2e: impact of psychosocial influences, cultural beliefs and values, diversity and social justice issues, poverty, and health disparities, with implications for employment and quality of life for individuals with disabilities; 2f: impact of socioeconomic trends, public policies, stigma, access, and attitudinal barriers as they relate to disability; 2g: awareness and understanding of the impact of crisis, trauma, and disaster on individuals with disabilities, as well as the disability-related implications for emergency management preparation; 2h: impact of disability on human sexuality; 2i: awareness of rehabilitation counseling specialty area services and practices, as well as specialized services for specific disability populations; 2j: knowledge of organizational settings related to rehabilitation counseling services at the federal, tribal, state, and local levels; 2k: education and employment trends, labor market information, and resources about careers and the world of work, as they apply to individuals with disabilities; 2l: Social Security benefits, workers’ compensation insurance, long-term disability insurance, veterans’ benefits, and other benefit systems that are used by individuals with disabilities; 2m: individual needs for assistive technology and rehabilitation services; 2n: advocacy on behalf of individuals with disabilities and the profession as related to disability and disability legislation; 2o: federal, tribal, state, and local legislation, regulations, and policies relevant to individuals with disabilities; 2p: professional organizations, preparation standards, and credentials relevant to the practice of rehabilitation counseling; 2q: legal and ethical aspects of rehabilitation counseling, including ethical decision-making models; 2r: administration and management of rehabilitation counseling practice, including coordination of services, payment for services, and record keeping.
DLO 3 Practice (Rehabilitation Counseling)
- 3a: evaluation of feasibility for services and case management strategies that facilitate rehabilitation and independent living planning; 3b: informal and formal assessment of the needs and adaptive, functional, and transferable skills of individuals with disabilities; 3c: evaluation and application of assistive technology with an emphasis on individualized assessment and planning; 3d: understanding and use of resources for research and evidence-based practices applicable to rehabilitation counseling; 3e: strategies to enhance coping and adjustment to disability; 3f: techniques to promote self-advocacy skills of individuals with disabilities to maximize empowerment and decision-making throughout the rehabilitation process; 3g: strategies to facilitate successful rehabilitation goals across the lifespan; 3h: career development and employment models and strategies to facilitate recruitment, inclusion, and retention of individuals with disabilities in the workplace; 3i: strategies to analyze work activity and labor market data and trends, to facilitate the match between an individual with a disability and targeted jobs; 3j: advocacy for the full integration and inclusion of individuals with disabilities, including strategies to reduce attitudinal and environmental barriers; 3k: assisting individuals with disabilities to obtain knowledge of and access to community and technology services and resources; 3l: consultation with medical/health professionals or interdisciplinary teams regarding the physical/mental/cognitive diagnoses, prognoses, interventions, or permanent functional limitations or restrictions of individuals with disabilities; 3m: consultation and collaboration with employers regarding the legal rights and benefits of hiring individuals with disabilities, including accommodations, universal design, and workplace disability prevention.
DLO 1
- Apply ecosystemic approaches to understand and address problem situations involving students, schools, families, and systems.
DLO 2
- Implement culturally affirming and responsive evidence-based Interventions focused on academic, behavioral and/or mental health supports.
DLO 3
- Consult and collaborate with others to promote educational equity and opportunity for students in culturally and linguistically diverse schools.
DLO 4
- Implement the NASP Practice Model (2010) to design, deliver, and evaluate services within a multi-tiered framework (RTI/MTSS).
DLO 5
- Act as leaders and advocates in schools, making a difference through their knowledge of innovative psychological and educational services and dissemination.
SPPE 1 Data-based Decision Making and Accountability
- 1.0 Candidates have knowledge of varied methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision-making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills in the use of psychological and educational assessment, data collection strategies, including state and local accountability systems, and technology resources. Further, they demonstrate the ability to apply their findings to design, implement, and evaluate response to services, programs, and interventions. 1.1 Administer and score tests and assessments according to standard procedures, including developmental history, intelligence, cognitive processing, achievement, adaptive behavior, social-emotional, behavioral and other relevant measures. 1.2 Accurately interpret results of assessments, including appropriate psychometric limits on interpretation, in the context of students’ cultural, language, and socioeconomic backgrounds. 1.3 Select appropriate assessments to address areas of suspected disability, giving consideration to the cultural, language and socioeconomic context. 1.4 Use assessment data to identify and develop effective interventions, services and programs for all students, including dual language learners. 1.5 Monitor and evaluate the effectiveness of interventions at all tiers of support, and modify interventions based on data. 1.6 Utilize state and local accountability systems to implement and evaluate service effectiveness.
SPPE 2 Consultation and Collaboration
- 2.0 Candidates have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, school staff, and community agencies across academic, behavioral and social/emotional domains. Candidates promote effective coordination and implementation of services. As part of a systematic and comprehensive process of effective decision- making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, monitoring and evaluation of services and programs. Candidates engage in multi-disciplinary teams (including children, teachers, parents, other school professionals, and outside service providers) to develop and implement academic interventions, promoting student engagement and positive school climate. 2.1 Consult and collaborate effectively with teachers, administrators, parents and all stakeholders at all tiers of service delivery regarding academic, behavioral and social/emotional needs. 2.2 Consult, collaborate and communicate effectively with community agencies. 2.3 Consult and collaborate with multidisciplinary teams to design, implement, and evaluate interventions and services at all tiers of service delivery.
SPPE 3 Interventions and Instructional Support to Develop Academic Skills
- 3.0 Candidates have knowledge of direct interventions that focus on academic interventions for children and families. Candidates have knowledge of psychobiological, cultural, dual language learners and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. Candidates, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. 3.1 Work with multidisciplinary teams to design and implement direct interventions that focus on appropriate academic progress for all children. 3.2 Interpret academic and cognitive data within the contexts of biological, cultural and social influences, including complex trauma and stress, and language acquisition and language retention. 3.3 Understand implications of learning and developmental theories for assessment. 3.4 Implement and evaluate services that support cognitive and academic skills development for all children.
SPPE 4 Behavior Interventions & Mental Health Services to Develop Social & Life Skills
- 4.0 Candidates have knowledge of direct interventions that focus on behavioral, and social/emotional interventions for children and families. Candidates engage multi-disciplinary teams (including students, teachers, parents, other school professionals, and outside service providers) to develop and implement mental health interventions. Candidates have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. Candidates, in collaboration with others, demonstrate skills to use assessment and data-collection methods (e.g., California School Dashboard) and to implement and evaluate services that support socialization, social-emotional learning, and mental health. 4.1 Work with multidisciplinary teams to design and implement direct evidence based interventions that focus on behavioral and social/emotional wellness appropriate for all children. 4.2 Interpret behavioral and social/emotional data within the contexts of biological, cultural and social influences, including complex trauma and stress, impacting behavior, socialization, social-emotional learning, and mental health. 4.3 Understand implications of psychological theory, including theories regarding psychosocial strengths and resilience as well as those regarding social-emotional, behavioral, and developmental psychopathology, for assessment and intervention. 4.4 Provide and evaluate counseling, behavioral and mental health services, including individual, group, classroom, and school wide interventions.
SPPE 5 Direct & Indirect Services - School Wide Practices to Promote Learning
- 5.0 Candidates have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventative and responsive services. Candidates have knowledge of dual language learner needs in promoting learning and social skills development. Candidates implement school-wide multi-tiered systems of support to promote learning. Candidates have knowledge of schools as organizations, and the role of the school psychologist as change agents within these environments. Candidates have knowledge of general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. Candidates in collaboration with others, demonstrate skills to develop and implement practices and strategies, in collaboration with others, to create and maintain effective and supportive learning environments for children and others. 5.1 Demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for all children. 5.2 Function as a change agent to inform school-wide interventions and promote positive academic outcomes, effective learning, social development, and mental health.
SPPE 6 School-wide Practices to Promote Behavioral and Mental Health
- 6.0 Candidates have knowledge of principles and research related to resilience and risk factors, mental health services in schools and communities, school response and recovery, and discipline policies to support multi-tiered prevention. Candidates have knowledge of evidence-based strategies for effective crisis response including threat and risk assessments. Candidates, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, school safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 6.1 Implement evidence-based multi-tiered prevention strategies. 6.2 Identify protective and adaptive factors that promote a healthy school climate and improve school safety. 6.3 Describe resilience and risk-factors affecting student behavior. 6.4 Inform development of school discipline policies, particularly as they affect vulnerable and at-risk populations. 6.5 Implement effective crisis preparation, response, and recovery strategies. 6.6 Design, disseminate, and implement district-wide risk assessment (e.g., suicide and self-harm) and threat assessment protocols (e.g., violence towards others).
SPPE 7 Family-School Collaboration
- 7.0 Candidates have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health. Candidates utilize effective methods to develop collaboration between families and schools. Candidates, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children. 7.1 Facilitate family-school partnerships and collaboration with community agencies to improve pupil outcomes. 7.2 Apply theory and research on family systems and its implications for children’s learning, socialization, and mental health. 7.3 Communicate children’s learning, development, socialization and mental health in cultural context.
SPPE 8 Human Diversity
- 8.0 Candidates have knowledge of individual differences and research related to diversity factors for children, and identify evidence-based strategies to enhance services and address potential influences related to diversity. Candidates demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts. Candidates respect diversity in child development and advocate for social justice and equity in all aspects of service delivery. 8.1 Conduct assessments with attention to culture, language, and all aspects of human diversity. 8.2 Evaluate the effects of language acquisition and development on all aspects student learning. 8.3 Implement evidence-based strategies to enhance the quality of learning for all pupils. 8.4 Advocate for fairness and equity in all aspects of professional practice.
SPPE 9 Research and Program Evaluation
- 9.0 Candidates have core foundational knowledge and experiences to implement practices and strategies in research and program evaluation. Candidates have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. Candidates demonstrate skills to evaluate and apply research as a foundation for PPS School Psychology 16 service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. 9.1 Provide support for multidisciplinary teams in accessing and interpreting evidence-based practices. 9.2 Select, interpret and apply assessment results as they relate to instructional practices. 9.3 Demonstrate application of appropriate statistical principles and research designs to interpret assessment data, develop interventions, and evaluate programs to improve student achievement and classroom performance. 9.4 Use various techniques and technology resources for data collection and interpretation to identify appropriate academic and behavioral interventions for all pupils.
SPPE 10 Legal, Ethical, and Professional Practice & Disposition
- 10.0 Candidates have core foundational knowledge and experiences to implement best practices and strategies in legal, ethical and professional practice. Candidates have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists, demonstrating professional disposition, responsibility, adaptability, initiative, and self-care. 10.1 Provide services that reflect best practices in legal, ethical and professional practice. 10.2 Understand implications of history, service models, and professional standards for professional identity and effective practice. 10.3 Demonstrate professional disposition (behavior and attitude), responsibility, adaptability, initiative, and self-care.
DLO 1
- Explain how the theoretical foundations of student learning, development, and success can be implemented and evaluated in daily practice.
DLO 2
- Apply self-awareness and self-regulation practices towards one's own leadership strengths and identify areas of continued development.
DLO 3
- Identify varying leadership approaches and explain strategies that facilitate meaningful and productive dialogue.
DLO 4
- Identify student success and equity issues (e.g., the role of risk management, budgeting, and planning in facilitating student success) within postsecondary education and propose leadership strategies within the context of entry-level positions to address these issues.
DLO 5
- Engage in meaningful outcomes-based assessment of collaboratively designed student learning and development programs and initiatives within the context of entry-level positions.
DLO 6
- Utilize scholarly literature on student success to inform practices that advance access and equity in postsecondary institutions.
DLO 7
- Communicate ideas and concepts effectively in speaking and writing.
DLO 8
- Employ equity-mindedness to work collaboratively with diverse group members in diverse settings.
DLO 1
- Explain how the theoretical foundations of student learning, development, and success can be implemented and evaluated in daily practice.
DLO 2
- Apply self-awareness and self-regulation practices towards one's own leadership strengths and identify areas of continued development.
DLO 3
- Identify varying leadership approaches and explain strategies that facilitate meaningful and productive dialogue.
DLO 4
- Identify student success and equity issues (e.g., the role of risk management, budgeting, and planning in facilitating student success) within postsecondary education and propose leadership strategies within the context of entry-level positions to address these issues.
DLO 5
- Engage in meaningful outcomes-based assessment of collaboratively designed student learning and development programs and initiatives within the context of entry-level positions.
DLO 6
- Utilize scholarly literature on student success to inform practices that advance access and equity in postsecondary institutions.
DLO 7
- Communicate ideas and concepts effectively in speaking and writing.
DLO 8
- Employ equity-mindedness to work collaboratively with diverse group members in diverse settings.
College of Engineering
Aerospace Engineering Curriculum Map
DLO 1 Apply math, science and engineering
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2 Design
- An ability to apply the engineering design process to an aerospace system, component, or procedure to produce solutions that meet specified needs of performance, safety, environmental, economic, and other factors as appropriate to the discipline
DLO 3 Experimentation
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
DLO 4 Communication
- An ability to communicate effectively using a variety of means and with a range of audiences.
DLO 5 Ethics and Professionalism
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments which consider the impact of engineering solutions in global, economic, environmental, and societal contexts
DLO 6 Continued learning
- An ability to recognize the ongoing need to acquire new knowledge, to choose appropriate learning strategies, and to apply this knowledge appropriately.
DLO 7 Team work
- An ability to function effectively as a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates a collaborative and inclusive environment.
DLO 8 Sub-disciplinary competence
- A knowledge of sufficient depth for engineering practice in aerodynamics, aerospace materials, structures, propulsion, flight mechanics, and stability and control.
Aerospace Engineering Masters Webpage
DLO 1
- Have the advanced engineering skills and knowledge to fill positions compatible to their training in aerospace engineering, or to continue graduate studies.
DLO 2
- Be able to apply their knowledge to performing research, solving problems and providing creative solutions to aerospace challenges.
DLO 3
- Have the skills to clearly communicate technical work in oral and written formats and be able to work collaboratively.
DLO 4
- Be engaged in lifelong learning to keep their technical knowledge current and relevant.
DLO 5
- Have an understanding of the ethical norms and societal responsibilities in the engineering profession.
Mechanical Engineering MSBIOE Webpage
DLO 1 Excellence
- Mastery of the knowledge in their area of specialization, and the ability to apply assisted technologies to novel and emerging problems.
DLO 2 Breadth
- Broaden professional foundations through activities such as internships, fellowships, the Student Research Symposium, and serving on student committees, as appropriate.
DLO 3 Problem definition
- State a research problem in such a way that it clearly fits within the context of the literature in an area of study, and demonstrate the value of the solution to the research problem in advancing knowledge within that area.
DLO 4 Problem Solving
- Apply sound research methods/tools to problems in an area of study, and describe the methods/tools effectively. Analyze/interpret research data.
DLO 5 Professionalism
- Participate in professional organizations, becoming members and attending meetings. Present research to local, regional, national and international audiences through publications in professional journals and conference papers.
DLO 6 Communication
- Communicate research clearly and professionally in both written and oral forms appropriate to the field.
DLO 7 Social Context
- Understand the impact of engineering solutions in a global, economic, and societal context.
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
DLO 8
- An ability to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science.
DLO 9
- An ability to apply probability and statistics to address uncertainty.
DLO 10
- An ability to analyze and solve problems in at least four technical areas appropriate to civil engineering.
DLO 11
- An ability to conduct experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data.
DLO 12
- An ability to design a system, component, or process in at least two civil engineering contexts.
DLO 13
- An ability to include principles of sustainability in design.
DLO 14
- An ability to explain basic concepts in project management, business, public policy, and leadership.
DLO 15
- An ability to analyze issues in professional ethics.
DLO 16
- An ability to explain the importance of professional licensure.
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
DLO 8
- An ability to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science.
DLO 9
- An ability to apply probability and statistics to address uncertainty.
DLO 10
- An ability to analyze and solve problems in at least four technical areas appropriate to civil engineering.
DLO 11
- An ability to conduct experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data.
DLO 12
- An ability to design a system, component, or process in at least two civil engineering contexts.
DLO 13
- An ability to include principles of sustainability in design.
DLO 14
- An ability to explain basic concepts in project management, business, public policy, and leadership.
DLO 15
- An ability to analyze issues in professional ethics.
DLO 16
- An ability to explain the importance of professional licensure.
Civil Engineering Graduate Program Webpage
DLO 1
- Be prepared for successful careers in their respective areas of Civil, Construction, and Environmental Engineering in both private and public sectors.
DLO 2
- Have an appreciation and commitment for life-long learning.
DLO 3
- Be prepared to successfully continue their graduate education at the doctoral level if they so choose.
DLO 4
- Have skills necessary to function well on interdisciplinary teams.
DLO 5
- Be faithful guardians of high ethical and professional standards indispensable in Civil Engineering as the “people serving profession”.
DLO 6
- Be advocates of diversity and inclusion in their professional and social settings.
Computer Engineering Curriculum Map
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
DLO 1
- Ability to analyze an engineering problem, identify its critical aspects and propose plausible methods to solve the problem.
DLO 2
- Ability to read and understand research literature, identify gaps in proposed solutions, propose technical means of filling those gaps and moving the boundaries of knowledge forward.
DLO 3
- Ability to communicate clearly, technically and unambiguously through spoken and written words.
DLO 4
- Understand professional and ethical responsibility in the academic and professional workspace. Respect for diverse perspectives from individuals of different gender identities and ethnicities.
DLO 5
- An ability to gain employment in the corporate, academic, government or non-profit sector. Students should also be able to secure advanced placement at a university to pursue higher education.
DLO 1
- Ability to analyze an engineering problem, identify its critical aspects and propose plausible methods to solve the problem.
DLO 2
- Ability to read and understand research literature, identify gaps in proposed solutions, propose technical means of filling those gaps and moving the boundaries of knowledge forward.
DLO 3
- Ability to communicate clearly, technically and unambiguously through spoken and written words
DLO 4
- Understand professional and ethical responsibility in the academic and professional workspace. Respect for diverse perspectives from individuals of different gender identities and ethnicities.
DLO 5
- An ability to gain employment in the corporate, academic, government or non-profit sector. Students should also be able to secure advanced placement at a university to pursue higher education.
Construction Engineering Webpage
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
DLO 8
- An ability to apply knowledge of mathematics through differential and integral calculus, probability and statistics, general chemistry, and calculus-based physics.
DLO 9
- An ability to analyze and design construction processes and systems in a construction engineering specialty field, applying knowledge of methods, materials, equipment, planning, scheduling, safety, and cost analysis.
DLO 10
- An ability to explain basic legal and ethical concepts and the importance of professional engineering licensure in the construction industry.
DLO 11
- An ability to explain basic concepts of management topics such as economics, business, accounting, communications, leadership, decision and optimization methods, engineering economics, engineering management, and cost control.
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
DLO 8
- An ability to apply knowledge of mathematics through differential and integral calculus, probability and statistics, general chemistry, and calculus-based physics.
DLO 9
- An ability to analyze and design construction processes and systems in a construction engineering specialty field, applying knowledge of methods, materials, equipment, planning, scheduling, safety, and cost analysis.
DLO 10
- An ability to explain basic legal and ethical concepts and the importance of professional engineering licensure in the construction industry.
DLO 11
- An ability to explain basic concepts of management topics such as economics, business, accounting, communications, leadership, decision and optimization methods, engineering economics, engineering management, and cost control.
Electrical Engineering Webpage
Electrical Engineering Curriculum Map
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
Master of Science degree in Electrical Engineering (MSEE) Webpage
DLO 1
- Ability to analyze an engineering problem, identify its critical aspects and propose plausible methods to solve the problem.
DLO 2
- Ability to read and understand research literature, identify gaps in proposed solutions, propose technical means of filling those gaps and moving the boundaries of knowledge forward.
DLO 3
- Ability to communicate clearly, technically and unambiguously through spoken and written words.
DLO 4
- Understand professional and ethical responsibility in the academic and professional workspace. Respect for diverse perspectives from individuals of different gender identities and ethnicities.
DLO 5
- An ability to gain employment in the corporate, academic, government or non-profit sector. Students should also be able to secure advanced placement at a university to pursue higher education.
DLO 1
- Ability to analyze an engineering problem, identify its critical aspects and propose plausible methods to solve the problem.
DLO 2
- Ability to read and understand research literature, identify gaps in proposed solutions, propose technical means of filling those gaps and moving the boundaries of knowledge forward.
DLO 3
- Ability to communicate clearly, technically and unambiguously through spoken and written words.
DLO 4
- Understand professional and ethical responsibility in the academic and professional workspace. Respect for diverse perspectives from individuals of different gender identities and ethnicities.
DLO 5
- An ability to gain employment in the corporate, academic, government or non-profit sector. Students should also be able to secure advanced placement at a university to pursue higher education.
Master of Engineering (M.Eng.) Webpage
DLO 1
- Have the capacity to use advanced analytical and experimental methods needed to solve engineering problems.
DLO 2
- Have a breadth of knowledge that fosters an awareness of and skill in interdisciplinary approaches to problem solving.
DLO 3
- Exhibit leadership skills and the ability to work effectively in teams.
Engineering Science (Bioengineering) Webpage
DLO 1
- Demonstrate an in-depth understanding of the basic and advanced topics in bioengineering.
DLO 2
- The ability to use common tools and techniques in bioengineering.
DLO 3
- Demonstrate the ability to create and perform independent research on an original and novel topic in bioengineering.
DLO 4
- Demonstrate effective professional skills including oral and written communication, leadership, independence, teamwork, and ethics.
DLO 5
- Demonstrate the ability to function as part of a multi-disciplinary team in industry or in academia.
DLO 6
- Demonstrate the qualifications to be hired in industry or in academia.
Engineering Science (Electrical and Computer) Webpage
DLO 1
- Demonstrate an in-depth understanding of the basic and advanced topics in electrical and computer engineering.
DLO 2
- Demonstrate the ability to use common tools and techniques in electrical and computer engineering.
DLO 3
- Demonstrate the ability to create and perform independent research on an original and novel topic in electrical and computer engineering.
DLO 4
- Demonstrate effective professional skills including oral and written communication, leadership, independence, teamwork, and ethics.
DLO 5
- Demonstrate the ability to function as part of a multi-disciplinary team in industry or in academia.
DLO 6
- Demonstrate the qualifications to be hired in industry or in academia.
Engineering Science (Mechanical and Aerospace) Webpage
DLO 1
- Demonstrate an in-depth understanding of the basic and advanced topics in mechanical and aerospace engineering.
DLO 2
- Demonstrate the ability to use common tools and techniques in mechanical and aerospace engineering.
DLO 3
- Demonstrate the ability to create and perform independent research on an original and novel topic in mechanical and aerospace engineering.
DLO 4
- Demonstrate effective professional skills including oral and written communication, leadership, independence, teamwork, and ethics.
DLO 5
- Demonstrate the ability to function as part of a multi-disciplinary research team.
DLO 6
- Demonstrate the qualifications to be hired in industry or in academia.
Engineering Science (Structural) Webpage
DLO 1
- Demonstrate an in-depth understanding of the basic and advanced topics in structural engineering.
DLO 2
- Demonstrate the ability to use common tools and techniques in structural engineering.
DLO 3
- Demonstrate the ability to create and perform independent research on an original and novel topic in structural engineering.
DLO 4
- Demonstrate effective professional skills including oral and written communication, leadership, independence, teamwork, and ethics.
DLO 5
- Demonstrate the ability to function as part of a multi-disciplinary team in industry or in academia.
DLO 6
- Demonstrate the qualifications to be hired in industry or in academia.
Environmental Engineering Webpage
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
DLO 8
- An ability to apply knowledge of mathematics through differential equations, probability and statistics, calculus-based physics, chemistry (including stoichiometry, equilibrium, and kinetics), an earth science, biological science, and fluid mechanics.
DLO 9
- An ability to formulate material and energy balances, and analyze the fate and transport of substances in and between air, water, and soil phases.
DLO 10
- An ability to conduct laboratory experiments and analyze and interpret the resulting data in more than one major environmental engineering focus area (e.g., air, water, land, environmental health).
DLO 11
- An ability to design environmental engineering systems that include considerations of risk, uncertainty, sustainability, life-cycle principles, and environmental impacts.
DLO 12
- An ability to apply advanced principles and practice relevant to the program objectives.
DLO 13
- An ability to understand concepts of professional practice, project management, and the roles and responsibilities of public institutions and private organizations pertaining to environmental policy and regulations.
DLO 1 Excellence
- Mastery of the knowledge in their area of specialization, and the ability to apply associated technologies to novel and emerging problems.
DLO 2 Breadth
- Broaden professional foundations through activities such as internships, fellowships, the Student Research Symposium, and serving on student committees, as appropriate.
DLO 3 Problem Definition
- State a research problem in such a way that it clearly fits within the context of the literature in an area of study, and demonstrate the value of the solution to the research problem in advancing knowledge within that area.
DLO 4 Problem Solving
- Apply sound research methods/tools to problems in an area of study, and describe the methods/tools effectively. Analyze/interpret research data.
DLO 5 Professionalism
- Participate in professional organizations, becoming members and attending meetings. Present research to local, regional, national, and international audiences through publications in professional journals and conference papers.
DLO 6 Communication
- Communicate research clearly and professionally in both written and oral forms appropriate to the field.
DLO 7 Societal Context
- Understand the impact of engineering solutions in a global, economic, and societal context.
Mechanical Engineering Webpage
DLO 1
- An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
DLO 2
- An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
DLO 3
- An ability to communicate effectively with a range of audiences.
DLO 4
- An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
DLO 5
- An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
DLO 6
- An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
DLO 7
- An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
Mechanical Engineering MSME Webpage
DLO 1 Excellence
- Mastery of the knowledge in their area of specialization, and the ability to apply associated technologies to novel and emerging problems.
DLO 1 Breadth
- Broaden professional foundations through activities such as internships, fellowships, the Student Research Symposium, and serving on student committees, as appropriate.
DLO 3 Problem definition
- State a research problem in such a way that it clearly fits within the context of the literature in an area of study, and demonstrate the value of the solution to the research problem in advancing knowledge within that area.
DLO 4 Problem solving
- Apply sound research methods/tools to problems in an area of study, and describe the methods/tools effectively. Analyze/interpret research data.
DLO 5 Professionalism
- Participate in professional organizations, becoming members and attending meetings. Present research to local, regional, national, and international audiences through publications in professional journals and conference papers.
DLO 6 Communication
- Communicate research clearly and professionally in both written and oral forms appropriate to the field.
DLO 7 Societal Context
- Understand the impact of engineering solutions in a global, economic, and societal context.
Fowler College of Business
DLO 1.1 Communication Skills
- Students will compare, contrast, interpret, or criticize accounting and business decisions and information using professional business communication.
DLO 2.1 Group/Interpersonal Skills
- Students will actively participate in team decision making displaying interpersonal skills, motivation, appropriate attitude, and meaningful contributions.
DLO 3.1 Ethics
- Students will apply ethical judgment and professional standards in analyzing situations and formulating accounting and business decisions.
DLO 4.1 Research
- Students will use relevant research tools and academic/professional literature to analyze or take a position in accounting and business situations.
DLO 5.1 Problem Solving/Critical Thinking/Technical Competence
- Students will address unstructured problems in the areas of accounting information systems, financial reporting, or taxation.
DLO 6.1 Global/International
- Students will identify and discuss the significance of diversity and cultural differences in the global business environment.
DLO 7.1 Information Technology
- Students will aggregate relevant data from different sources into a secure dataset and use appropriate analytics solutions to visualize data, perform multivariate analysis, and communicate insights.
DLO 8.1 Social Responsibility
- Students will identify existing and potential barriers to diversity, equity, and inclusiveness in the accounting profession and describe strategies to mitigate those barriers in the profession and business community.
1.1 Written & Oral Communication
- Write well-organized and grammatically correct papers including letters, memos, case analyses, and research reports.
1.2 Written & Oral Communication
- Make effective oral presentations that are informative as well as persuasive, as appropriate.
2.1 Analytical and Critical Thinking
- Apply relevant information and arrive at a well-reasoned conclusion.
3.1 Ethical Reasoning
- Explain the various ethical dimensions of business decision making.
3.2 Ethical Reasoning
- Explain the role of various affected parties in business decision making.
4.1 Global Perspective
- Identify and describe the impact of the global economy on business decisions.
4.2 Global Perspective
- Explain and apply a global perspective in making business decisions.
5.1 Essential Business Knowledge
- Describe and apply basic concepts, techniques, and/or theories in the major functional areas of business.
10.1 Analytical and Critical Thinking (Specialization: Accounting)
- Find appropriate models and frameworks to analyze information and follow logical steps to reach an effective decision.
11.1 Ethical Reasoning (Specialization: Accounting)
- Apply ethical rules, theories and regulatory guidelines to the practice of public, private and tax accounting; understand the need for professional integrity and objectivity.
12.1 Global Perspective (Specialization: Accounting)
- Recognize differences in identifying, measuring, classifying, presenting and disclosing financial information between U.S. and international standards.
13.1 Essential Business Knowledge (Specialization: Accounting)
- Identify, measure, classify, present and disclose financial information in accordance with professional standards.
13.2 Essential Business Knowledge (Specialization: Accounting)
- Gather and consolidate accounting data to analyze and provide accounting information for reports and analysis to assist in management decision making.
13.3 Essential Business Knowledge (Specialization: Accounting)
- Evaluate the strengths and weaknesses of a company’s business processes and make recommendations on the effectiveness of the company’s control environment.
13.4 Essential Business Knowledge (Specialization: Accounting)
- Determine the income tax of taxable entities in order to assess the effects of personal, investment and business transactions on after-tax cash flows.
13.5 Essential Business Knowledge (Specialization: Accounting)
- Evaluate the reliability of organization information by applying professional standards.
14.1 Group/Interpersonal Skills (Specialization: Accounting)
- Interact effectively and efficiently with others in the conduct of business and professional activities.
15.1 Data Analytics & Visualization (Specialization: Accounting)
- Apply appropriate data analytics to examine, visualize, evaluate, and communicate insights for decision making.
16.1 Social Responsibility (Specialization: Accounting)
- Identify existing and potential barriers to diversity, equity, and inclusiveness in the accounting profession and describe strategies to mitigate those barriers in the profession and business community.
DLO 1.1 Written & Oral Communication
- Write well-organized and grammatically correct papers including letters, memos, case analyses, and research reports.
DLO 2 1.2 Written & Oral Communication
- Make effective oral presentations that are informative as well as persuasive, as appropriate.
DLO 2 Critical Thinking
- Apply relevant information and arrive at a well-reasoned conclusion.
DLO 3.1 Ethical Reasoning
- Explain the various ethical dimensions of business decision making.
DLO 3.2 Ethical Reasoning
- Explain the role of various affected parties in business decision making.
DLO 4.1 Global Perspective
- Identify and describe the impact of the global economy on business decisions.
DLO 4.2 Global Perspective
- Explain and apply a global perspective in making business decisions.
DLO 5.1 Essential Business Knowledge
- Describe and apply basic concepts, techniques, and/or theories in the major functional areas of business.
DLO 5.2 Essential Business Knowledge
- Apply techniques and theories from various functional areas to business situations.
DLO 1.1
- Write well-organized and grammatically correct papers including letters, memos, case analyses, and research reports.
DLO 1.2
- Make effective oral presentations that are informative as well as persuasive, as appropriate.
DLO 2.1
- Collect and organize critical data and information to solve a problem.
DLO 2.2
- Find appropriate models and frameworks to analyze information and follow logical steps to reach an effective decision.
DLO 3.1
- Explain the various ethical dimensions of business decision making.
DLO 3.2
- Explain the role of various affected parties in business decision making.
DLO 3.3
- Assess the ethics of decision alternatives using different ethical decision rules.
DLO 3.4
- Apply ethical decision-making rules to cases drawn from various business sub-disciplines.
DLO 3.5
- Apply ethical rules, theories and regulatory guidelines to the practice of public, private and tax accounting; understand the need for professional integrity and objectivity.
DLO 4.1
- Identify and describe the impact of the global economy on business decisions.
DLO 4.2
- Explain and apply a global perspective in making business decisions.
DLO 4.3
- Recognize differences in identifying, measuring, classifying, presenting and disclosing financial information between U.S. and international standards.
DLO 5.1
- Describe basic concepts in each major functional area of business.
DLO 5.2
- Apply techniques and theories from various areas of business to business situations.
DLO 5.3
- Identify, measure, classify, present and disclose financial information in accordance with professional standards.
DLO 5.4
- Gather and consolidate accounting data to analyze and provide accounting information for reports and analysis to assist in management decision making.
DLO 5.5
- Evaluate the strengths and weaknesses of a company’s business processes and make recommendations on the effectiveness of the company’s control environment.
DLO 5.6
- Determine the income tax of taxable entities in order to assess the effects of personal, investment and business transactions on after-tax cash flows.
DLO 5.7
- Evaluate the reliability of organization information by applying professional standards.
DLO 6.1
- Interact effectively and efficiently with others in the conduct of business and professional activities.
DLO 7.1
- Apply appropriate data analytics to examine, visualize, evaluate, and communicate insights for decision making.
DLO 8.1
- Identify existing and potential barriers to diversity, equity, and inclusiveness in the accounting profession and describe strategies to mitigate those barriers in the profession and business community.
DLO 1.1
- Create and interpret financial statements
DLO 1.2
- Create and interpret cash flows statements
DLO 2.1
- Determine discount/hurdle rates
DLO 2.2
- Evaluate investments in working capital and long-term assets
DLO 2.3
- Apply valuation techniques, both DCF (discounted cash flow) and non-DCF
DLO 2.4
- Apply the contingent claims approach to valuation
DLO 3.1
- Design and analyze pro forma statement
DLO 3.2
- Determine composition of short and long term funds
DLO 3.3
- Identify and evaluate financing choices
DLO 4.1
- Apply models for pricing stocks, bonds, and derivative instruments
DLO 4.2
- Construct optimal portfolios
DLO 4.3
- Design hedging strategies to manage market risks (e.g., currency, commodity, economic, and political)
DLO 5.1
- Perform competitive and comparative analyses of industries
DLO 5.2
- Describe global capital markets
DLO 1.1
- Design and construct capabilities to optimize the use and management of information.
DLO 1.2
- Create software programs to solve common business problems.
DLO 1.3
- Interconnect, manage, and safeguard information system assets.
DLO 2.1
- Use models and other IS design artifacts to deepen understanding of problems and solutions.
DLO 2.2
- Prepare and defend both written and oral professional-quality proposals and reports for IS-related topics.
DLO 2.3
- Apply collaboration and leadership techniques in an IS setting.
DLO 3.1
- Integrate data from a variety of systems and data structures.
DLO 3.2
- Analyze data to discover meaningful relationships and trends.
DLO 1.1
- Understand how to manage the influence of differences in formal and informal institutions on international business.
DLO 1.2
- Explain how business practices vary in different countries
DLO 2.1
- Understand and apply relevant strategic management concepts, frameworks, and techniques to identify and assess an organization's internal and external environment.
DLO 2.2
- Identify and apply relevant concepts, frameworks, and techniques to identify and address strategic business issues from a general management perspective, cutting across functional areas.
DLO 3.1
- Apply four to six ethical theories to current business situations
DLO 3.2
- Explain the philosophical arguments for and criticisms of four to six ethical theories
DLO 4.1
- Analyze the applicability of leadership skills/practices in different situations
DLO 4.2
- Describe and apply leadership theories
DLO 5.1
- Identify issues involved with acquiring human resources including job analysis, human resource planning, equal opportunity law, recruitment, and selection
DLO 5.2
- Identify issues related to developing, evaluating, and rewarding human resources via training, performance management, and compensation systems
DLO 6.1
- Recommend preferred method of selection based on organization need and environmental conditions
DLO 6.2
- Define the ways to measure the effectiveness of methods used for selection and placement of human resources
DLO 7.1
- Distinguish the ways in which employees evaluate the fairness of a compensation structure
DLO 7.2
- Identify internal and external factors involved in establishing compensation systems
DLO 8.1
- Identify possible sources of new business opportunities.
DLO 8.2
- Articulate new business opportunities based on perceived market trends.
DLO 9.2
- Design a business model suitable for pursuing a potentially viable business opportunity
DLO 9.3
- Articulate underlying assumptions of a business model.
DLO 9.4
- Design meaningful experiments to test the underlying assumptions of a business model.
DLO 9.1
- Identify the key characteristics of a potentially viable business opportunity
DLO 9.5
- Iterate business model based on validated learning
DLO 10.1
- Project the resource requirements associated with launching and growing a new venture
DLO 10.2
- Differentiate between the alternative funding sources for a new venture.
DLO 10.3
- Analyze the financial sustainability of a new venture.
DLO 1.1a Statistics
- Apply concepts and decision models in statistics
DLO 1.1b OB and Leadership
- Apply and analyze concepts and decision models in organizational behavior and leadership
DLO 1.1c Accounting
- Apply and analyze concepts and decision models in financial management and accounting.
DLO 1.1d Economics
- Apply and analyze concepts and decision models in business economics.
DLO 1.1e Marketing
- Apply and analyze concepts and decision models in marketing
DLO 1.1f SCM
- Apply and analyze concepts and decision models in operations and supply chain management
DLO 1.1g Finance
- Apply and analyze concepts and decision models in finance.
DLO 2.1 Analyze/Solve Business Problems
- Analyze and solve business problems through the integration of relevant disciplines.
DLO 2.2 Teams
- Exhibit collaborative skills in diverse teams
DLO 2.3 Written Communication
- Write clear and effective business communication
DLO 2.4 Oral Presentations
- Make professional oral presentations
DLO 1.1
- Determine the highest and best use for parcels of real estate.
DLO 1.2
- Apply various real estate valuation techniques.
DLO 1.3
- Use statistical models in valuing real estate.
DLO 1.4
- Conduct income property pro forma statement.
DLO 2.1
- Describe and explain the debt and equity financing of real estate.
DLO 2.2
- Explain various alternative mortgage instruments.
DLO 2.3
- Make mortgage calculations.
DLO 2.4
- Explain the various sources of real estate financing.
DLO 3.1
- Calculate the NOI, NPV, and IRR of a real estate investment.
DLO 3.2
- Explain how leverage affects real estate investment risk and return.
DLO 3.3
- Describe the legal aspects of real properties.
DLO 4.1
- Describe the basic process of real estate development.
DLO 4.2
- Evaluate the risk and return of real estate development.
DLO 4.3
- Explain the financing of real estate development.
DLO 1.1
- Establish cybersecurity policies.
DLO 1.2
- Communicate among stakeholders about cybersecurity risk management.
DLO 2.1
- Identify and manage cybersecurity risk.
DLO 2.2
- Analyze and assess cybersecurity risk.
DLO 3.1
- Select and implement appropriate cybersecurity controls.
DLO 3.2
- Integrate cybersecurity controls into systems building.
DLO 3.3
- Audit cybersecurity controls.
DLO 4.1
- Transmit data securely.
DLO 4.2
- Establish security controls for data storage.
DLO 1.1 Assess Key Elements
- Assess key elements of global competitive and financial markets
DLO 1.2 Identify, collect and analyze data
- Identify, collect and analyze data related to global business
DLO 1.3 Tools
- Use appropriate tools to forecast, evaluate and manage international sales and customer relationships/CRM
DLO 1.4 Data Visualization
- Convey global business and sales analytics effectively through data visualization and discussion.
DLO 2.1 Options for International Expansion
- Identify and assess options for international expansion and foreign market entry.
DLO 2.2 Generate Actionable Ideas
- Generate actionable ideas to identify and pursue international business opportunities that generate positive economic, social, or environmental impact.
DLO 3.1 Cross-cultural Competence
- Project cross-cultural competence in a global business context.
DLO 3.2 Team Project
- Participate effectively in an international team project.
DLO 3.3 Communicate
- Communicate effectively to culturally diverse audiences.
DLO 1.1
- Analyze and define information requirements.
DLO 1.2
- Design or use solutions to store, secure, retrieve, or communicate data, information, or knowledge.
DLO 1.3
- Explain information technology infrastructure and architecture.
DLO 2.1
- Develop data, information, or knowledge strategies, processes, or projects.
DLO 2.2
- Align data, information, or knowledge strategies, processes, or projects with organizational strategy.
DLO 2.3
- Measure value created by data, information, or knowledge strategies, processes, or projects.
DLO 2.4
- Propose solutions for managing risks associated with data, information, or knowledge strategies, processes, or projects.
DLO 3.1
- Exhibit leadership and collaboration skills in team-based tasks.
DLO 3.2
- Write effective business communication.
DLO 3.3
- Create and deliver professional oral presentations.
DLO 1.1a Statistics
- Apply concepts and decision models in statistics.
DLO 1.1b OB and Leadership
- Apply and analyze concepts and decision models in organizational behavior and leadership.
DLO 1.1c Accounting
- Apply and analyze concepts and decision models in financial management and accounting.
DLO 1.1d Economics
- Apply and analyze concepts and decision models in business economics.
DLO 1.1e Marketing
- Apply and analyze concepts and decision models in marketing.
DLO 1.1f SCM
- Apply and analyze concepts and decision models in operations and supply chain management.
DLO 1.1g Finance
- Apply and analyze concepts and decision models in finance.
DLO 2.1 Analyze/Solve Business Problems
- Analyze and solve business problems through the integration of relevant disciplines.
DLO 2.2 Teams
- Exhibit collaborative skills in diverse teams.
DLO 2.3 Written Communication
- Write clear and effective business communication.
DLO 2.4 Oral Presentations
- Make professional oral presentations.
DLO 1
- Develop and manage sustainable supply chain operations processes.
DLO 2
- Make strategic and operational supply chain decisions.
DLO 3
- Improve supply chain design and execution using analytics and technologies.
DLO 4
- Manage and mitigate risks in global supply chains.
DLO 5
- Demonstrate the use of effective written and oral communications, critical thinking, team building and presentation skills as applied to business problems.
College of Health & Human Services
Athletic Training Curriculum Map
DLO 1 - PE, SL, QI
- Assimilate a thorough understanding of all professional competence domains identified in the most current Role Delineation Document published by the BOC; attain eligibility to sit for the BOC national examination and execute successful completion; and satisfactory MSAT core faculty instruction.
DLO 2 - QCE, SL
- Promote interprofessional communication and interdisciplinary practice that fosters professional development and networking.
DLO 3 - QCE, PE, QI
- Integrate didactic knowledge and clinical skills with high ethical and moral standards that will promote success as an athletic trainer; and satisfactory preceptor clinical instruction.
DLO 4 - PE, QCE
- Independently quantify, synthesize, and assimilate research into evidence-based practice (EBP) that fosters optimal patient outcomes.
DLO 5 - PE, SL
- Initiate leadership opportunities with the NATA and related organizations both at the student and professional levels.
DLO 1
- Apply foundational knowledge about the anatomical and physiological basis of hearing and balance and apply knowledge about psychological, and sociological bases of human communication
DLO 2
- Apply theory and research to the diagnosis, management, and prevention of hearing, balance, and communication disorders
DLO 3
- Demonstrate professional oral and written communication skills
DLO 4
- Plan, implement, and modify clinical services across a wide range of populations including individuals from culturally- and linguistically-diverse groups
DLO 5
- Acquire the professional knowledge and skills needed to be eligible for state licensure and professional certification in audiology
DLO 1
- Conduct original epidemiologic research: formulate a research question; design a study to answer the question, prepare and carry out a statistical analysis; present findings both orally and in written form.
DLO 2
- Analyze quantitative data using epidemiologic methods, biostatistics, informatics, computer-based programming and software, as appropriate.
DLO 3
- Critically evaluate public health and medical literature through knowledge gained of the basic principles and methods of epidemiology, including disease (outcome) measures, measures of association, study design options, bias, confounding, and effect measure modification.
DLO 4
- Have the ability to develop substantive knowledge of the epidemiology of a disease or exposure of interest.
DLO 5
- Identify the major categories of bias, and propose methods to evaluate and/or reduce their influence on the measures of major interest.
DLO 6
- Evaluate effect modification.
DLO 7
- Follow guidelines to support if an association is causal.
Exercise Physiology M.S. Webpage
DLO 1
- Critically evaluate research in the area of exercise physiology, including methods, results, and discussion.
DLO 2
- Analyze data using the appropriate statistical techniques to test research hypotheses.
DLO 3
- Explain the physiological processes of energy metabolism and excitation-contraction of skeletal muscle, the mechanisms of peripheral and central fatigue.
DLO 4
- Demonstrate correct use of laboratory equipment for the measurement of oxygen uptake during exercise, lactate and ventilatory thresholds, cardiac output, and body composition.
DLO 5
- Demonstrate ability to perform a stress test.
DLO 6
- Demonstrate ability to analyze various heart arrhythmias.
DLO 7
- Demonstrate an ability to analyze and interpret metabolic, thermoregulatory, and cardiovascular data.
DLO 8
- Examine and describe current approaches to reliability and validity of measures used in exercise physiology as they relate to various pathophysiologies.
DLO 9
- Explain the role of exercise training in the prevention and treatment of major lifestyle-related diseases (e.g., CHD, metabolic syndrome, hypertension).
DLO 10
- Identify the role of both acute and chronic exercise in disease prevention and rehabilitation.
DLO 11
- Appropriately design therapeutic exercise interventions for individuals with various pathologies and conditions.
DLO 12
- Identify contraindications, limitations, and precautions associated with various pathologies and conditions.
DLO 13
- Accurately communicate findings of germane literature, both orally and in writing.
Exercise Physiology and Nutritional Science Concurrent M.S. Degrees Webpage
Exercise Physiology M.S.
DLO 1
- Critically evaluate research in the area of exercise physiology, including methods, results, and discussion.
DLO 2
- Analyze data using the appropriate statistical techniques to test research hypotheses.
DLO 3
- Explain the physiological processes of energy metabolism and excitation-contraction of skeletal muscle, the mechanisms of peripheral and central fatigue.
DLO 4
- Demonstrate correct use of laboratory equipment for the measurement of oxygen uptake during exercise, lactate and ventilatory thresholds, cardiac output, and body composition.
DLO 5
- Demonstrate ability to perform a stress test.
DLO 6
- Demonstrate ability to analyze various heart arrhythmias.
DLO 7
- Demonstrate an ability to analyze and interpret metabolic, thermoregulatory, and cardiovascular data.
DLO 8
- Examine and describe current approaches to reliability and validity of measures used in exercise physiology as they relate to various pathophysiologies.
DLO 9
- Explain the role of exercise training in the prevention and treatment of major lifestyle-related diseases (e.g., CHD, metabolic syndrome, hypertension).
DLO 10
- Identify the role of both acute and chronic exercise in disease prevention and rehabilitation.
DLO 11
- Appropriately design therapeutic exercise interventions for individuals with various pathologies and conditions.
DLO 12
- Identify contraindications, limitations, and precautions associated with various pathologies and conditions.
DLO 13
- Accurately communicate findings of germane literature, both orally and in writing.
Nutritional Sciences M.S.
DLO 1
- Critically evaluate research in the area of nutritional sciences, including methods, results, and discussion.
DLO 2
- Analyze data using the appropriate statistical techniques to test research hypotheses.
DLO 3
- Examine and describe current approaches to reliability and validity of measures used in nutritional sciences.
DLO 4
- Explain the role of diet in the prevention and treatment of major lifestyle-related diseases (e.g., CHD, metabolic syndrome, hypertension).
DLO 5
- Identify the role of both acute and chronic nutrition in disease prevention and rehabilitation.
DLO 6
- Appropriately design therapeutic nutrition interventions for individuals with various pathologies and conditions.
DLO 7
- Identify contraindications, limitations, and precautions associated with various pathologies and conditions.
DLO 8
- Accurately communicate findings of germane literature, both orally and in writing.
DLO 9
- Identify and assess nutritional problems of infants and children with various pediatric disorders and conditions.
DLO 10
- Understand physiological/metabolic changes and their significance in aging and to recognize the unique nutritional needs of older people.
DLO 11
- Identify/describe the factors involved in the control of food intake.
Foods and Nutrition Curriculum Map
DLO 1 Demonstrate core critical thinking skills and dispositions to ask and answer questions relevant to exercise, nutrition, and rehabilitation sciences.
- Critically evaluate published research in the discipline.
- Evaluate alternative solutions to a discipline-based problem.
- Present opposing viewpoints and alternative hypotheses on issues in exercise, nutrition, and rehabilitation sciences.
- Critically evaluate current trends and practices using disciplinary knowledge.
- Actively seek out discipline-based questions as opportunities to apply core critical thinking skills.
DLO 2 Demonstrate effective oral, written, and other interpersonal skills to help communicate knowledge and promote health, wellbeing, and rehabilitation in diverse communities.
- Use effective technical writing skills to communicate information about exercise, nutrition, and rehabilitation sciences.
- Use effective oral presentation skills to present information to peers and other professionals.
- Use effective interpersonal skills as part of an ongoing and guided dialogue with individuals who may benefit from modifying their health behavior.
DLO 3 Demonstrate understanding of scientific concepts, principles, and methods used in the study of exercise, nutrition, and rehabilitation sciences.
- Identify and explain the underlying assumptions of different research paradigms used in exercise, nutrition, and rehabilitation sciences.
- Identify the steps in the scientific method of research.
- Select and apply appropriate methods to maximize internal and external validity and reduce the plausibility of alternative explanations.
- Articulate the strengths and limitations of various research designs.
- Design a research study and collect, analyze, and evaluate findings in relation to a proposed hypothesis.
DLO 4 Use an array of technologies to support inquiry and professional practice.
- Use the internet and e-mail to communicate with others and find valid information.
- Use various technology instrumentations to measure phenomena of interest.
- Use software programs appropriate to discipline to organize, analyze and interpret findings.
- Use presentation software to report project findings.
DLO 5 Demonstrate ethical decision making, cultural competency, and civic responsibility when applying knowledge of exercise, nutrition, and rehabilitation science.
- Identify and explain components of ethical decision making, cultural competency and civic responsibility applied to exercise, nutrition, and rehabilitation sciences.
- Use non-discriminatory/inclusive language when working with peers and clients in on-campus and off-campus settings.
- Design an exercise, nutrition, or rehabilitation prescription or lesson plan that considers cultural differences that may influence implementation.
- Participate in a student/professional organization or community service activity related to exercise, nutrition, or rehabilitation sciences.
DLO 6 Use biological, behavioral, psychosocial, and ecological theory-based perspectives to design and evaluate behavior change interventions in exercise, nutrition, and rehabilitation sciences.
- Differentiate between biomedical and biopsychosocial explanations of health and wellness or rehabilitation.
- Describe the biological, psychological, social, and environmental correlates and determinants of behavior change relevant to physical activity and diet.
- Integrate multilevel determinants into behavior change interventions for individuals, communities, and populations.
- Evaluate the efficacy and effectiveness of behavior change interventions in exercise, nutrition, and rehabilitation sciences.
DLO 7 Use principles of assessment to evaluate a variety of measurement tools in exercise, nutrition, and rehabilitation sciences.
- Explain the various kinds of validity evidence necessary to determine the quality of objective and subjective measures used in exercise, nutrition, and rehabilitation sciences.
- Evaluate the validity and reliability coefficients for a variety of tools to determine their quality.
- Evaluate the responsiveness, sensitivity, and specificity of measurement devices used in exercise, nutrition, and rehabilitation sciences.
- Collect data to examine the reliability or objectivity of common measurement tools in exercise, nutrition, and rehabilitation sciences.
- Evaluate the feasibility of different measurement tools in various settings.
- Describe ways to implement a measure or test to increase its reliability.
DLO 8 Demonstrate an ability to integrate and apply knowledge and skills through experiential learning opportunities.
- Implement a physical activity, rehabilitative, or nutritional plan in an applied setting and assess its effectiveness.
- Administer assessments in a variety of healthy and chronic disease populations across the lifespan.
- Organize and structure learning and research environments to maximize their quality and safety.
DLO 1
- Describe aging processes.
DLO 2
- Describe and understand the need for cultural competence and diversity.
DLO 3
- Demonstrate knowledge of aging network.
DLO 4
- Describe and understand attitudes and beliefs about old age.
DLO 5
- Understand and demonstrate basic understanding of research methods applicable to the field of aging.
DLO 6
- Understand and demonstrate communication skills.
DLO 7
- Understand and demonstrate case management skills.
DLO 8
- Develop and apply a basic understanding of program assessment and evaluation.
DLO 9
- Describe and understand policy for older adults.
DLO 10
- Describe and understand ethical issues on working with older adults.
Interdisciplinary Research on Substance Use Webpage
DLO 1
- Analyze and articulate the underlying assumptions of theories related to primary and secondary prevention of substance use, misuse and addiction and its attendant problems.
DLO 2
- Identify, apply and build upon extant social science theories related to substance use and misuse.
DLO 3
- Employ and refine conceptual models to guide research studies and develop intervention programs related to substance misuse and associated health and societal outcomes.
DLO 4
- Articulate the ecological complexity of substance use (i.e., factors at the biologic level [e.g., genetics] and physical, social, economic, environmental and policy environment levels that interact in complex ways to shape an individual’s substance use behaviors).
DLO 5
- Evaluate extant science to guide research and the development of applied prevention and treatment programs related to substance use and misuse.
DLO 6
- Independently conduct advanced multivariate statistics (e.g. multilevel regression, structural equation modeling, multinomial regression, etc.) and qualitative analysis (including mixed methods analysis) to explain substance use and related problems.
DLO 7
- Analyze and articulate how substance use programs and policies designed to address substance use and misuse can benefit and/or adversely impact disenfranchised populations in the U.S. and globally.
DLO 1 Demonstrate core critical thinking skills and dispositions to ask and answer questions relevant to exercise, nutrition, and rehabilitation sciences.
- Critically evaluate published research in the discipline.
- Evaluate alternative solutions to a discipline-based problem.
- Present opposing viewpoints and alternative hypotheses on issues in exercise, nutrition, and rehabilitation sciences.
- Critically evaluate current trends and practices using disciplinary knowledge.
- Actively seek out discipline-based questions as opportunities to apply core critical thinking skills.
DLO 2 Demonstrate effective oral, written, and other interpersonal skills to help communicate knowledge and promote health, wellbeing, and rehabilitation in diverse communities.
- Use effective technical writing skills to communicate information about exercise, nutrition, and rehabilitation sciences.
- Use effective oral presentation skills to present information to peers and other professionals.
- Use effective interpersonal skills as part of an ongoing and guided dialogue with individuals who may benefit from modifying their health behavior.
DLO 3 Demonstrate understanding of scientific concepts, principles, and methods used in the study of exercise, nutrition, and rehabilitation sciences.
- Identify and explain the underlying assumptions of different research paradigms used in exercise, nutrition, and rehabilitation sciences.
- Identify the steps in the scientific method of research.
- Select and apply appropriate methods to maximize internal and external validity and reduce the plausibility of alternative explanations.
- Articulate the strengths and limitations of various research designs.
- Design a research study and collect, analyze, and evaluate findings in relation to a proposed hypothesis.
DLO 4 Use an array of technologies to support inquiry and professional practice.
- Use the internet and e-mail to communicate with others and find valid information.
- Use various technology instrumentations to measure phenomena of interest.
- Use software programs appropriate to discipline to organize, analyze and interpret findings.
- Use presentation software to report project findings.
DLO 5 Demonstrate ethical decision making, cultural competency, and civic responsibility when applying knowledge of exercise, nutrition, and rehabilitation science.
- Identify and explain components of ethical decision making, cultural competency and civic responsibility applied to exercise, nutrition, and rehabilitation sciences.
- Use non-discriminatory/inclusive language when working with peers and clients in on-campus and off-campus settings.
- Design an exercise, nutrition, or rehabilitation prescription or lesson plan that considers cultural differences that may influence implementation.
- Participate in a student/professional organization or community service activity related to exercise, nutrition, or rehabilitation sciences.
DLO 6 Use biological, behavioral, psychosocial, and ecological theory-based perspectives to design and evaluate behavior change interventions in exercise, nutrition, and rehabilitation sciences.
- Differentiate between biomedical and biopsychosocial explanations of health and wellness or rehabilitation.
- Describe the biological, psychological, social, and environmental correlates and determinants of behavior change relevant to physical activity and diet.
- Integrate multilevel determinants into behavior change interventions for individuals, communities, and populations.
- Evaluate the efficacy and effectiveness of behavior change interventions in exercise, nutrition, and rehabilitation sciences.
DLO 7 Use principles of assessment to evaluate a variety of measurement tools in exercise, nutrition, and rehabilitation sciences.
- Explain the various kinds of validity evidence necessary to determine the quality of objective and subjective measures used in exercise, nutrition, and rehabilitation sciences.
- Evaluate the validity and reliability coefficients for a variety of tools to determine their quality.
- Evaluate the responsiveness, sensitivity, and specificity of measurement devices used in exercise, nutrition, and rehabilitation sciences.
- Collect data to examine the reliability or objectivity of common measurement tools in exercise, nutrition, and rehabilitation sciences.
- Evaluate the feasibility of different measurement tools in various settings.
- Describe ways to implement a measure or test to increase its reliability.
DLO 8 Demonstrate an ability to integrate and apply knowledge and skills through experiential learning opportunities.
- Implement a physical activity, rehabilitative, or nutritional plan in an applied setting and assess its effectiveness.
- Administer assessments in a variety of healthy and chronic disease populations across the lifespan.
- Organize and structure learning and research environments to maximize their quality and safety.
DLO 1
- Students will demonstrate the ability to design, conduct, and interpret the findings from a research study in the area of rehabilitation.
DLO 2
- Students will demonstrate the ability to critique and interpret germane literature (scientific, clinical, etc.) in the area of rehabilitation.
DLO 3
- Students will demonstrate the ability to perform laboratory techniques appropriate for data capture.
DLO 4
- Students will demonstrate an understanding of the principles underlying the processing and interpretation of biomechanical information.
DLO 5
- Students will demonstrate the ability to successfully examine and interpret the appropriate measurement characteristics of specific instruments and measures used in these contexts.
DLO 6
- Students will demonstrate an understanding of the principles underpinning clinical rehabilitation.
Language and Communicative Disorders Program Goals PDF
DLO 1
- To provide doctoral level education in which studies of language and communicative behavior are brought together into a program that integrates communicative disorders, cognitive science, neurosciences, psychology and linguistics, taking advantage of the strengths and unique skills of the combined faculty at SDSU and UCSD.
DLO 2
- To prepare professionals, educated in the interface between behavioral measures and the newer methods of cognitive neuroscience, to provide critical leadership in research and health services.
DLO 3
- To prepare Ph.D. level persons in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out needed research on the processes of language development, disorders, assessment, and intervention.
DLO 4
- To prepare scientists who will carry out research in language and communicative disorders related to bilingualism and multiculturalism. This need is brought about by a dramatic shift in the composition of the U.S. population, leading to growing numbers of bilingual children and adults in California and across the US who are in need of diagnosis and treatment of communicative disorders.
DLO 1
- Integrates knowledge of liberal arts and the sciences into personal and professional development.
DLO 2
- Demonstrates person-centered care using the nursing process.
DLO 3
- Consistently uses communication, assessment, contextual knowledge, clinical judgment, and evidence in the delivery of nursing care.
DLO 4
- Upholds professional values and standards of nursing practice in all settings and among diverse populations.
DLO 5
- Demonstrates a continuum of professional growth and learning.
DLO 6
- Demonstrates effective collaboration skills when interacting with patients, families, populations, and other clinicians.
DLO 7
- Develops the capacity for leadership within local, national, and global healthcare.
DLO 8
- Demonstrates knowledge of the role of nursing in influencing Population Health spanning the continuum from prevention to disease management.
DLO 9
- Apply current quality and safety principles to enhance patient outcomes and minimize risk of harm to patients and clinicians.
DLO 10
- Develops competent use of healthcare technology and Informatics.
DLO 1
- Integrates knowledge of liberal arts and the sciences into personal and professional development.
DLO 2
- Demonstrates person-centered care using the nursing process.
DLO 3
- Consistently uses communication, assessment, contextual knowledge, clinical judgment, and evidence in the delivery of nursing care.
DLO 4
- Upholds professional values and standards of nursing practice in all settings and among diverse populations.
DLO 5
- Demonstrates a continuum of professional growth and learning.
DLO 6
- Demonstrates effective collaboration skills when interacting with patients, families, populations, and other clinicians.
DLO 7
- Develops the capacity for leadership within local, national, and global healthcare.
DLO 8
- Demonstrates knowledge of the role of nursing in influencing Population Health spanning the continuum from prevention to disease management.
DLO 9
- Apply current quality and safety principles to enhance patient outcomes and minimize risk of harm to patients and clinicians.
DLO 10
- Develops competent use of healthcare technology and Informatics.
DLO 1
- Communicates advanced professional knowledge through scholarly writing and oral presentations.
DLO 2
- Practices nursing using standards, advanced technology, informatics, and evidence-based guidelines in an advanced professional role.
DLO 3
- Practices collaboratively with other disciplines to deliver culturally sensitive, cost-effective, safe, evidence-based healthcare.
DLO 4
- Demonstrates role autonomy and competence in an advanced professional role.
DLO 5
- Demonstrates leadership, collaboration, and consultative skills in an advanced professional role.
DLO 6
- Critically analyzes research for use in professional nursing practice.
DLO 7
- Designs research to investigate patient and healthcare problems.
DLO 8
- Confronts ethical, sociocultural, and economic issues that compromise the delivery of evidence-based healthcare.
DLO 9
- Advances the profession of nursing through advocacy, role modeling and mentorship.
DLO 1
- Communicates advanced professional knowledge through scholarly writing and oral presentations.
DLO 2
- Practices nursing using standards, advanced technology, informatics, and evidence-based guidelines in an advanced professional role.
DLO 3
- Practices collaboratively with other disciplines to deliver culturally sensitive, cost-effective, safe, evidence-based healthcare.
DLO 4
- Demonstrates role autonomy and competence in an advanced professional role.
DLO 5
- Demonstrates leadership, collaboration, and consultative skills in an advanced professional role.
DLO 6
- Critically analyzes research for use in professional nursing practice.
DLO 7
- Designs research to investigate patient and healthcare problems.
DLO 8
- Confronts ethical, sociocultural, and economic issues that compromise the delivery of evidence-based healthcare.
DLO 9
- Advances the profession of nursing through advocacy, role modeling and mentorship.
Nutritional Sciences M.S. Webpage
DLO 1
- Critically evaluate research in the area of nutritional sciences, including methods, results, and discussion.
DLO 2
- Analyze data using the appropriate statistical techniques to test research hypotheses.
DLO 3
- Examine and describe current approaches to reliability and validity of measures used in nutritional sciences.
DLO 4
- Explain the role of diet in the prevention and treatment of major lifestyle-related diseases (e.g., CHD, metabolic syndrome, hypertension).
DLO 5
- Identify the role of both acute and chronic nutrition in disease prevention and rehabilitation.
DLO 6
- Appropriately design therapeutic nutrition interventions for individuals with various pathologies and conditions.
DLO 7
- Identify contraindications, limitations, and precautions associated with various pathologies and conditions.
DLO 8
- Accurately communicate findings of germane literature, both orally and in writing.
DLO 9
- Identify and assess nutritional problems of infants and children with various pediatric disorders and conditions.
DLO 10
- Understand physiological/metabolic changes and their significance in aging and to recognize the unique nutritional needs of older people.
DLO 11
- Identify/describe the factors involved in the control of food intake.
Doctor of Physical Therapy Program Webpage
DLO 1
- Students and graduates are proficient, ethical, professional, and culturally competent practitioners.
DLO 2
- Students and graduates engage in evidence-based practice (EBP) to enhance their clinical reasoning and critical thinking skills.
DLO 3
- Students will engage in physical therapy scholarship and contribute to the evidence to support physical therapy practice.
DLO 4
- Students and graduates are engaged in the physical therapy profession and in service to the community.
DLO 1
- Demonstrate knowledge of the history and basic competencies in six major domains of public health: Health Promotion and Behavior, Epidemiology, Statistics, Environmental Health, Heath Management & Policy, and International/Global Health.
DLO 2
- Specialize in at least one of the public health domains listed above, so that they are marketable for their future careers and educational opportunities.
DLO 3
- Understand and apply the basic concepts, methods and tools of evidence public health (quantitative and qualitative data: collection, use, and analysis).
DLO 4
- Understand and apply the basic population health concepts, processes, approaches and interventions to address population-level health concerns.
DLO 5
- Have a basic working knowledge of the biological influences on health across the life course.
DLO 6
- Understand the complex interplay between society, behavior, biology and the environment in creating and addressing health disparities.
DLO 7
- Demonstrate cultural competency and sensitivity in working with any population.
DLO 8
- Be competent in planning, implementing, assessing and evaluating public health programs.
DLO 9
- Describe health systems and organizational structures with in the US and be able to make comparisons with health systems across the globe.
DLO 10
- Describe and understand the basic legal, ethical, economic and regulatory dimensions of health care and health policy.
DLO 11
- Communicate and appropriate tailor public health messages effectively and efficiently through the use of technical and professional writing, mass media, and both written and oral presentation to diverse audiences.
DLO 12
- Work efficiently to ethically address public health problems and community needs both independently and in group settings.
DLO 13
- Work with public health organizations, researchers, and/or communities to achieve public health goals.
DLO 1
- Demonstrate knowledge of the history and basic competencies in six major domains of public health: Health Promotion and Behavior, Epidemiology, Statistics, Environmental Health, Heath Management & Policy, and International/Global Health.
DLO 2
- Specialize in at least one of the public health domains listed above, so that they are marketable for their future careers and educational opportunities.
DLO 3
- Understand and apply the basic concepts, methods and tools of evidence public health (quantitative and qualitative data: collection, use, and analysis).
DLO 4
- Understand and apply the basic population health concepts, processes, approaches and interventions to address population-level health concerns.
DLO 5
- Have a basic working knowledge of the biological influences on health across the life course.
DLO 6
- Understand the complex interplay between society, behavior, biology and the environment in creating and addressing health disparities.
DLO 7
- Demonstrate cultural competency and sensitivity in working with any population.
DLO 8
- Be competent in planning, implementing, assessing and evaluating public health programs.
DLO 9
- Describe health systems and organizational structures with in the US and be able to make comparisons with health systems across the globe.
DLO 10
- Describe and understand the basic legal, ethical, economic and regulatory dimensions of health care and health policy.
DLO 11
- Communicate and appropriate tailor public health messages effectively and efficiently through the use of technical and professional writing, mass media, and both written and oral presentation to diverse audiences.
DLO 12
- Work efficiently to ethically address public health problems and community needs both independently and in group settings.
DLO 13
- Work with public health organizations, researchers, and/or communities to achieve public health goals.
DLO 1
- Demonstrate knowledge of the history and basic competencies in six major domains of public health: 1. Health Promotion and Behavior – PH 303 – Health Behavior in Community Settings; 2. Epidemiology – PH 302 – Communicable and Chronic Disease; 3. Statistics – PH 306–Public Health Research and PH 490A–Health Data Analysis; 4. Environmental Health – PH 304 – Environment and Public Health; 5. Health Services Administration – PH 305 – Medical Care Organization and Delivery; 6. International/Global Health – PH 362 – International Health.
DLO 2
- Specialize in at least one of the public health domains listed above, so that they are marketable for their future careers and educational opportunities.
DLO 3
- Understand and apply the basic concepts, methods and tools of evidence public health (quantitative and qualitative data: collection, use, and analysis).
DLO 4
- Understand and apply the basic population health concepts, processes, approaches and interventions to address population-level health concerns.
DLO 5
- Have a basic working knowledge of the biological influences on health across the life course.
DLO 6
- Understand the complex interplay between society, behavior, biology and the environment in creating and addressing health disparities.
DLO 7
- Demonstrate cultural competency and sensitivity in working with any population.
DLO 8
- Be competent in planning, implementing, assessing and evaluating public health programs.
DLO 9
- Describe health systems and organizational structures with in the US and be able to make comparisons with health systems across the globe.
DLO 10
- Describe and understand the basic legal, ethical, economic and regulatory dimensions of health care and health policy.
DLO 11
- Communicate and appropriate tailor public health messages effectively and efficiently through the use of technical and professional writing, mass media, and both written and oral presentation to diverse audiences.
DLO 12
- Work efficiently to ethically address public health problems and community needs both independently and in group settings.
DLO 13
- Work with public health organizations, researchers, and/or communities to achieve public health goals.
DLO 1 (DrPH D3-2, Comp 1)
- PH 905 DLO1. Explain qualitative, quantitative, mixed methods, and policy analysis research and evaluation methods to address health issues at multiple (individual, group, organization, community, and population) levels.
DLO2 (DrPH D3-2, Comp 2)
- PH 911 DLO2. Design a qualitative, quantitative, mixed methods, policy analysis, or evaluation project to address a public health issue.
DLO3 (DrPH D3-1, Comp 3)
- PH 904 DLO3. Explain the use and limitations of surveillance systems and national surveys in assessing, monitoring, and evaluating policies and programs and to address a population’s health.
DLO 4 (DrPH D3-1, Comp 4)
- PH 902 DLO4. Propose strategies for health improvement and elimination of health inequities by organizing stakeholders, including researchers, practitioners, community leaders, and other partners.
DLO 5 (DrPH D3-1, Comp 5)
- PH 908 DLO5. Communicate public health science to diverse stakeholders, including individuals at all levels of health literacy, for purposes of influencing behavior and policies.
DLO 6 (DrPH D3-1, Comp 6)
- PH 902 DLO6. Integrate knowledge, approaches, methods, values, and potential contributions from multiple professions, sectors, and systems in addressing public health problems.
DLO 7 (DrPH D3-2, Comp 7)
- PH 911 DLO7. Create a strategic plan
DLO 8 (DrPh D3-2, Comp 8)
- PH 902 DLO8. Facilitate shared decision making through negotiation and consensus-building methods
DLO 9 (DrPH D3-2, Comp 9)
- PH 901 DLO 9. Create organizational change strategies
DLO 10 (DrPH D3-2, Comp 10)
- PH PH 909 DLO10. Propose strategies to promote inclusion and equity within public health programs, policies, and systems
DLO 11 (DrPH D3-2, Comp 11)
- PH 901 DLO11. Assess one’s own strengths and weaknesses in leadership capacities, including cultural proficiency
DLO 12 (DrPH D3-2, Comp 12)
- PH 911 DLO12. Propose human, fiscal, and other resources to achieve a strategic goal
DLO 12 (DrPH D3-2, Comp 12)
- PH 911 DLO12. Propose human, fiscal, and other resources to achieve a strategic goal
DLO 13 (DrPH D3-2, Comp 13)
- PH 911 DLO13. Cultivate new resources and revenue streams to achieve a strategic goal
DLO 14 (DrPH D3-2, Comp 14)
- PH 902 DLO14. Design a system-level intervention to address a public health issue
DLO 15 (DrPH D3-2, Comp 15)
- PH 908 DLO 15. Integrate knowledge of cultural values and practices in the design of public health policies and programs
DLO 16 (DrPH D3-2, Comp 16)
- PH 903A/B DLO 16. Integrate scientific information, legal and regulatory approaches, ethical frameworks, and varied stakeholder interests in policy development and analysis
DLO 17 (DrPH D3-2, Comp 17)
- PH 909 DLO17. Propose interprofessional and/or intersectoral team approaches to improving public health
DLO 18 (DrPH D3-2, Comp 18)
- PH 909 DLO18. Assess an audience’s knowledge and learning needs
DLO 19 (DrPH D3-2, Comp 19)
- PH 908 DLO19. Deliver training or educational experiences that promote learning in academic, organizational, or community settings
DLO 20 (DrPH D3-2, Comp 20)
- PH 909 DLO20. Use best practice modalities in pedagogical practices
DLO 21 (DrPH D4-1 ExecMgt Comp 1)
- PH 903A DLO1. Guide a PH agency though PHAB accreditation
DLO 22 (DrPH D4-1 ExecMgt Comp 2)
- PH 907A DLO2. Coordinate funding streams from multiple sources
DLO 23 (DrPH D4-1 ExecMgt Comp 3)
- PH 903A DLO3. Incorporate environmental health components into public health programs
DLO 24 (DrPH D4-1 ExecMgt Comp 4)
- PH 907A DLO4. Create and manage partnerships between academic and public health organizations
DLO 25 (DrPH D4-1 ExecMgt Comp 5)
- PH 906A DLO5. Incorporate health issues related to migrations into ongoing operations
DLO 26 (DrPH D4-1 GlobMgt Comp 1)
- PH 903B DLO1. Analyze how the internal policies of countries affect a global public health challenge and contrast country-specific and global health policies.
DLO 27 (DrPH D4-1 GlobMgt Comp 2)
- PH 906B DLO2. Manage issues of migrant health
DLO 28 (DrPH D4-1 GlobMgt Comp 3)
- PH 907B DLO3. Compare and contrast health and public health systems of different countries, including the effect of culture, religion, race, health beliefs, type of government, and financing of health care.
DLO 29 (DrPH D4-1 GlobMgt Comp 4)
- PH 907B DLO4. Explain how NGOs receive and spend funds and what contribution they make to public health around the world.
DLO 30 (DrPH D4-1 GlobMgt Comp 5)
- PH 907B DLO5. Identify and apply global data sets to characterize a public health issue, track trends over time, and measure the impact of interventions.
DLO 1
- Develop a testable research hypothesis related to the environment and human health based on existing gaps in the literature, and design and implement a study addressing the testable hypothesis.
DLO 2
- Describe how factors (including genetic, physiological and psychosocial) impact individual susceptibility to exposures that may affect human health.
DLO 3
- Be able to apply approaches to assessing, prevent and control global environmental hazards that pose risks to human health, and recount major human health effects associated with these hazards.
DLO 4
- Evaluate and present significant gaps to understanding sources, exposure, health effects, and control of environmental agents.
DLO 5
- Demonstrate research and laboratory skills including data collection and management, evaluation and data analysis.
DLO 1 (D17-2 Comp 1: JDP-Epidemiology)
- PH 820A - Identify, measure, and discuss the major categories of bias and their potential impact on measures of association, assess the potential for their occurrence in specific situations, and propose methods to evaluate the and/or reduce their influence on the measures of major interest.
DLO 2 (D17-2 Comp 2: JDP-Epidemiology)
- PH820B - Identify situations where confounding and effect modification may be important, and apply designs and statistical methods to quantitatively assess confounding and effect modification.
DLO 3 (D17-2 Comp 3: JDP-Epidemiology)
- PH 623 (Shaffer) - Understand and apply methods necessary to conduct outbreak investigations.
DLO 4 (D17-2 Comp 4: JDP-Epidemiology)
- PH 623 (Shaffer) - Apply a range of sampling techniques and calculate appropriate sample sizes in accordance with study objectives.
DLO 5 (D17-2 Comp 5: JDP-Epidemiology)
- PH 623 (Shaffer) - Understand and apply the principles of screening for diseases and risk factors, calculate and interpret sensitivity, specificity, and predictive values of negative and positive tests.
DLO 6 (D17-2 Comp 6: JDP-Epidemiology)
- PH 623 (Shaffer) - Employ methods of direct and indirect standardization or adjustment for factors such as age or gender in a a study population.
DLO 16 (D17-2 Comp 7: JDP-Global Health)
- PH 800 - Understand skills for leadership in global health research and practice, such as skills in report writing and public speaking.
DLO 7 (D17-2 Comp 7: JDP-Epidemiology)
- PH 826 - Identify and apply appropriate advanced statistical methods, including multivariable regression, factor analysis, logistic regression, survival analysis, and cluster analysis.
DLO 8 (D17-2 Comp 8: JDP-Epidemiology)
- PH 820A - Apply the principles of causation in designing studies and interpreting published literature.
DLO 9 (D17-2 Comp 9: JDP-Epidemiology)
- PH 724 - Use appropriate epidemiologic and statistical methods to calculate and interpret dose response issues and trends in prevalence or incidence of disease outcomes or risk factors.
DLO 10 (D17-2 Comp 1: JDP-Health Behavior)
- PH 862 - Evaluate and apply the major influential theories and models of health behavior change.
DLO 11 (D17-2 Comp 3: JDP-Health Behavior)
- PH 861 - Use mixed research methods to formulate and evaluate health behavior research questions.
DLO 12 (D17-2 Comp 6: JDP-Health Behavior)
- PH 864 - Evaluate the effectiveness of interventions in promoting healthy behavior.
DLO 13 (D17-2 Comp 7: JDP-Health Behavior)
- PH 867 - Create research proposals that would be competitive at the National Institutes of Health and comparable funding organizations.
DLO 15 (D17-2 Comp 2: JDP-Global Health)
- PH 850 - Work within the political economy of existing global health programs and organizations, using a broad understanding of historical perspectives, cultural contexts, health systems, environmental concerns, and global health governance instruments.
DLO 14 (D17-2 Comp 1: JDP-Global Health)
- PH 780 - Apply skills to identify, study, and respond to health services and health policy issues (e.g., access to care, disparities, financing, health technologies, quality issues) affecting global populations.
DLO 1
- Demonstrate Ethical and Professional Behavior.
DLO 2
- Engage Diversity and Difference in Practice.
DLO 3
- Advance Human Rights and Social, Economic, and Environmental Justice.
DLO 4
- Engage in Practice-informed Research and Research-informed Practice.
DLO 5
- Engage in Policy Practice.
DLO 6
- Engage with Individuals, Families, Groups, Organizations, and Communities.
DLO 7
- Assess Individuals, Families, Groups, Organizations, and Communities.
DLO 8
- Intervene with Individuals, Families, Groups, Organizations, and Communities.
DLO 9
- Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities.
DLO 1
- Demonstrate Ethical and Professional Behavior.
DLO 2
- Engage Diversity and Difference in Practice.
DLO 3
- Advance Human Rights and Social, Economic, and Environmental Justice.
DLO 4
- Engage in Practice-informed Research and Research-informed Practice.
DLO 5
- Engage in Policy Practice.
DLO 6
- Engage with Individuals, Families, Groups, Organizations, and Communities.
DLO 7
- Assess Individuals, Families, Groups, Organizations, and Communities.
DLO 8
- Intervene with Individuals, Families, Groups, Organizations, and Communities.
DLO 9
- Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities.
DLO 1
- Demonstrate Ethical and Professional Behavior.
DLO 2
- Engage Diversity and Difference in Practice.
DLO 3
- Advance Human Rights and Social, Economic, and Environmental Justice.
DLO 4
- Engage in Practice-informed Research and Research-informed Practice.
DLO 5
- Engage in Policy Practice.
DLO 6
- Engage with Individuals, Families, Groups, Organizations, and Communities.
DLO 7
- Assess Individuals, Families, Groups, Organizations, and Communities.
DLO 8
- Intervene with Individuals, Families, Groups, Organizations, and Communities.
DLO 9
- Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities.
DLO 1
- Prepare advanced practitioners who are well-grounded in the values and ethics of the profession.
DLO 2
- Prepare advanced practitioners who have multiple competencies that can be used in a wide variety of settings, with systems of various sizes and with diverse and vulnerable populations.
DLO 3
- Prepare advanced practitioners who are able to critically examine issues of social, economic and environmental justice and are committed to the realization of human rights.
DLO 4
- Prepare advanced practitioners who utilize research evidence in practice decision making.
DLO 5
- Prepare advanced practitioners who are committed to lifelong professional development.
DLO 6
- Prepare advanced practitioners who are prepared to be leaders in the profession.
Master of Social Work and Master of Public Health(MSW/MPH) Educational Objectives PDF
DLO 1
- Assess all facets of the medical care delivery system, with an emphasis on mental health services, including clinical, financial, ethical, and managerial aspects of care for mental illness and irregular social circumstances.
DLO 2
- Display an in-depth understanding of current social welfare policy and delivery systems.
DLO 3
- Develop analytic and research skills that enable applied research and policy assessment in a variety of health and human services agencies.
DLO 4
- Apply social work practice skills for individuals, groups, families, and organizations.
DLO 5
- Integrate a broad understanding of the determinants of health and disease, including the interplay of mental and physical well-being.
DLO 6
- Apply and integrate public health and social work program knowledge and skills through practical field experience.
DLO 7
- Demonstrate mastery of public health knowledge by successfully completing a comprehensive examination.
Speech, Language, and Hearing Sciences Webpage
Speech, Language, and Hearing Sciences Curriculum Map
DLO 1 Anatomy, physiology, and neurobiology
- Describe and explicate basic human communication processes including anatomy, physiology, and neurobiology of speech, language, swallowing, and hearing.
DLO 2 Processes of communication
- Use and analyze data from a wide range of physiologic, behavioral, and neurophysiological methods to describe speech, language, swallowing, and hearing disorders across the life span.
DLO 3 Cultural and linguistic competency
- Explain how individual, cultural, and linguistic differences contribute to our understanding of language and communication.
DLO 4 Critical Thinking
- Apply critical thinking and problem-solving skills and their role in evidence-based practice to issues in speech, language, swallowing, and hearing disorders.
DLO 5 Ethics
- Demonstrate knowledge of professionalism and ethical standards as they apply in working with people with speech, language, swallowing, and hearing disorders.
Speech, Language, and Hearing Sciences M.A. Webpage
DLO 1
- Apply foundational knowledge about the anatomical and physiological, cognitive, psychological, and sociological bases of human communication, speech, language, and swallowing.
DLO 2
- Apply theory and research to the diagnosis, management, and prevention of communication, speech, language, and swallowing disorders.
DLO 3
- Demonstrate professional oral and written communication skills.
DLO 4
- Plan, implement, and modify clinical services across a wide range of populations including individuals from culturally and linguistically diverse groups.
DLO 5
- Demonstrate knowledge about requirements to be eligible to apply for and maintain licenses, credentials, and certifications to practice as a speech-language pathologist.
DLO 1
- Apply foundational knowledge about the anatomical and physiological, cognitive, psychological, and sociological bases of human communication, speech, language, and swallowing.
DLO 2
- Apply theory and research to the diagnosis, management, and prevention of communication, speech, language, and swallowing disorders.
DLO 3
- Demonstrate professional oral and written communication skills.
DLO 4
- Plan, implement, and modify clinical services across a wide range of populations including individuals from culturally and linguistically diverse groups.
DLO 5
- Demonstrate knowledge about requirements to be eligible to apply for and maintain licenses, credentials, and certifications to practice as a speech-language pathologist.
College of Professional Studies & Fine Arts
DLO 1 Visual Organization
- Demonstrate functional competence with principles of visual organization, including the ability to work with visual elements in two and three dimensions; color theory and its applications; and drawing.
DLO 2 Skill, Technology, and Equipment
- Present work with technical facility at a professional entry level in their chosen field(s), and acquire a working knowledge of technologies and equipment applicable to their area(s) of specialization.
DLO 3 Analysis and Critque
- Present work that demonstrates perceptual acuity and conceptual understanding, and analyze and evaluate works critically within the context of classroom discussions, critiques, and writing.
DLO 4 History and Current Issues
- Become familiar with the historical achievements, current major issues, processes, and directions with the fields of art and design.
DLO 5 Research and Writing
- Apply research and writing skills to analysis and critical review of works of art, as well as development of their own art and design projects.
DLO 6 Independent Production and Professional Practice
- Work independently on art and/or design problems by combining their capabilities in studio, analysis, history, and technology, and develop awareness of professional practices in the field.
DLO 1 Ideation and Creation
- Ideate and develop creative work around a set of research interests.
DLO 2 Analysis and Critique
- Analyze, synthesize, and critique historical and theoretical texts.
DLO 3 Theory and Practice
- Think critically to define and solve problems and engage theory and practice.
DLO 4 Professional Engagement
- Engage with and contribute to the creative, scholarly, and pedagogic fields of art and design.
DLO 5 Communication
- Connect and communicate effectively within diverse communities.
DLO 6 Presentation and Defense
- Present a cohesive body of work, accompanied by a statement and written thesis.
DLO 1 Ideation and Creation
Ideate and develop creative work around a set of research interests.
DLO 2 Analysis and Critique
Analyze, synthesize, and critique historical and theoretical texts.
DLO 3 Theory and Practice
Think critically to define and solve problems and engage theory and practice.
DLO 4 Professional Engagement
Engage with and contribute to the creative, scholarly, and pedagogic fields of art and design.
DLO 5 Communication
Connect and communicate effectively within diverse communities.
DLO 6 Presentation and Defense
Present a cohesive body of work, accompanied by a statement and written thesis.
DLO 1 General Planning Knowledge
- a) Purpose and Meaning of Planning b) Planning Theory; c) Planning Law; d) Human Settlement, History of Planning; e) The Future f) Global Dimensions of Planning
DLO 2 Planning Skills
- a) Research; b) Written, Oral, Graphic Communication; c) Quantitative and Qualitative Methods; d) Plan Creation and Implementation; e) Planning Process Methods; f) Leadership
DLO 3 Values and Ethics
- a) Professional Ethics and Responsibility; b) Equity, Diversity and Social Justice; c) Governance and Participation; d) Sustainability, Environmental Quality; e) Growth and Development; f) Health and Built Environment
DLO 1 General Planning Knowledge
- a) Purpose and Meaning of Planning b) Planning Theory; c) Planning Law; d) Human Settlement, History of Planning; e) The Future f) Global Dimensions of Planning.
DLO 2 Planning Skills
- a) Research; b) Written, Oral, Graphic Communication; c) Quantitative and Qualitative Methods; d) Plan Creation and Implementation; e) Planning Process Methods; f) Leadership.
DLO 3 Values and Ethics
- a) Professional Ethics and Responsibility; b) Equity, Diversity and Social Justice; c) Governance and Participation; d) Sustainability, Environmental Quality; e) Growth and Development; f) Health and Built Environment.
DLO 1 Foundations Competencies
- Ability to comprehend, identify, & competently employ skills in argumentation, writing, verbal communication, listening, nonverbal communication, public presentations, teamwork and collaboration, conflict management, and professional interaction.
DLO 2 Disciplinary Competencies
- Comprehension of the nature, function, scope, delineations, and history of the communication discipline (with emphasis on its SDSU instantiation).
DLO 3 Theoretical Competencies
- Ability to identify, differentiate, analyze, and modify major theories in the field, as well as formulate original theoretical creations.
DLO 4 Research Competencies
- Ability to comprehend and differentiate the major research paradigms, and ability to propose and conduct original research.
DLO 5: Applied Competencies
- Ability to translate communication knowledge into applied contexts, policies, projects, interventions, or presentations.
DLO 6 Cultural Competencies
- Capacity for applying multiple perspectives toward self-understanding, in relation to self and others’ (co)cultures, group affiliations, and identities.
DLO 7 Critical Competencies
- Ability to identify relevant evaluative criteria and apply them competently to self-reflection, ethical progress, and actual or envisioned communication situations and/or scenarios.
DLO 1 Foundations Competencies
- Ability to comprehend, identify, & competently employ skills in argumentation, writing, verbal communication, listening, nonverbal communication, public presentations, teamwork and collaboration, conflict management, and professional interaction.
DLO 2 Disciplinary Competencies
- Comprehension of the nature, function, scope, delineations, and history of the communication discipline (with emphasis on its SDSU instantiation).
DLO 3 Theoretical Competencies
- Ability to identify, differentiate, analyze, and modify major theories in the field, as well as formulate original theoretical creations.
DLO 4 Research Competencies
- Ability to comprehend and differentiate the major research paradigms, and ability to propose and conduct original research.
DLO 5 Applied Competencies
- Ability to translate communication knowledge into applied contexts, policies, projects, interventions, or presentations.
DLO 6 Cultural Competencies
- Capacity for applying multiple perspectives toward self-understanding, in relation to self and others’ (co)cultures, group affiliations, and identities.
DLO 7 Critical Competencies
- Ability to identify relevant evaluative criteria and apply them competently to self-reflection, ethical progress, and actual or envisioned communication situations and/or scenarios.
DLO 1 Foundational Competencies
- Demonstrate ability to comprehend, identify, & competently employ essential academic background and skills necessary to engage in autonomous scholarship
DLO 2 Discipline Competencies
- Demonstrate ability to comprehend nature, function, scope, delineations, & history of the communication discipline (with emphasis on its SDSU instantiation).
DLO 3 Theoretical Competencies
- Demonstrate ability to identify, differentiate, analyze, synthesize and develop major theories in the field.
DLO 4 Research Competencies
- Demonstrate ability to comprehend & differentiate the major research paradigms, & ability to propose & conduct original research.
DLO 5 Applied Competencies
- Demonstrate ability to translate communication knowledge into applied contexts, policies, projects, interventions, or presentations.
DLO 6 Cultural Competencies
- Demonstrate ability to apply multiple perspectives toward self understanding, in relation to self & others (co)culture, group affirmations, and identities.
DLO 7 Critical Competencies
- Demonstrate ability to identify relevant evaluative criteria & apply them competently to ethical self-reflection & actual or envisioned communication situations and/or scenarios.
Criminal Justice Curriculum Map
DLO 1
- Understand and apply knowledge of criminal behavior, crime causation, and the workings of the criminal justice system.
DLO 2
- Understand and gain competency in research.
DLO 3
- Demonstrate effective oral and written communications in a professional organizational context.
DLO 4
- Demonstrate effective critical thinking and problem-solving skills.
DLO 5
- Engage in professional practice through an internship or other experiential practicum.
DLO 6
- Demonstrate knowledge and application professional ethics and high ethical standards and practice.
DLO 1
- Understand and apply knowledge of criminal behavior, crime causation, and the workings of the criminal justice system.
DLO 2
- Understand and gain competency in research.
DLO 3
- Demonstrate effective oral and written communications in a professional organizational context.
DLO 4
- Demonstrate effective critical thinking and problem-solving skills.
DLO 5
- Engage in professional practice through an internship or other experiential practicum.
DLO 6
- Demonstrate knowledge and application professional ethics and high ethical standards and practice.
DLO 1
- Understand and apply knowledge of criminal behavior, crime causation, and the workings of the criminal justice system.
DLO 2
- Understand and gain competency in research.
DLO 3
- Demonstrate effective oral and written communications in a professional organizational context.
DLO 4
- Demonstrate effective critical thinking and problem-solving skills.
DLO 5
- Engage in professional practice through an internship or other experiential practicum.
DLO 6
- Demonstrate knowledge and application professional ethics and high ethical standards and practice.
Master's in Criminal Justice Webpage
Master's in Criminal Justice Curriculum Map
DLO 1
- Demonstrate knowledge of crime and criminal justice practice and policy.
DLO 2
- Competently use research methods, and effectively communicate the results and policy implications.
DLO 3
- Integrate academic and practitioner knowledge and skills through applied research.
DLO 4
- Develop a capacity for ethics in research and practice.
DLO 5
- Demonstrate global, comparative international and border awareness.
DLO 6
- Value interdisciplinary perspectives and integrative alternative methods of problem-solving.
DLO 7
- Analyze, synthesize, think critically, to solve problems and make decisions.
DLO 1
- Applied Musicianship: Develop advanced professional competency in applied musicianship through written music theory, musical analysis, large and small ensemble performance, and advanced applied studies with their respective instrument or voice.
DLO 2
- Music Technology: Apply and demonstrate proficiency in current and emerging technologies used in the process of carrying out music research, analysis, and performance.
DLO 3
- Music Research: Apply and demonstrate proficiency in musical research through critical writing projects, presentations, and readings of historical and cultural significance.
DLO 4
- Music Literacy and Critical Thinking: Gain literacy and critical thinking skills by examining music literature and music research through performing, reading, researching, writing, listening, speaking, and reasoning about music. Critical thinking comprises the integration of historical and theoretical domains to identify and to solve problems within and beyond the discipline of music.
DLO 5
- Historical and Cultural Foundations: Develop the capacity to situate contemporary musical experiences by interpreting a broad range of musical styles and practices from different historical eras and cultural traditions.
DLO 6
- Performance and Creativity: Perform on a primary instrument and will exemplify an advanced level of competence, both artistically and creatively.
DLO 7
- Musical Leadership and Community Engagement: Exemplify musical competency through rehearsing in SDSU ensembles, community ensembles, or public-school ensembles. Students will employ musical leadership in their participation in music organizations and through performances organized to engage the community.
DLO 8
- Pedagogy: Assemble knowledge of curriculum development while also developing oral and written communication skills in order to effectively disseminate information, in a classroom and studio setting, through various methodologies.
DLO 9
- Synthesis: Be able to solve advanced musical problems by combining their capabilities associated with the learning outcomes enumerated above as appropriate to their respective area of emphasis.
DLO 10
- General Skills: Students will hone the ability to collaborate effectively to engage in real-world problems, including academic, personal, and artistic matters. They will become independent learners, capable of accepting validation as a result of successful efforts while maintaining resilience in the face of challenges.
DLO 1
- Engage and practice embodied inquiry through conscious action, reflection, and repetition, centering dance and our bodies as intersections of the personal, physical, social, and political.
DLO 2
- Teach a well-structured movement class with an understanding of developmental, somatic and pedagogical principles.
DLO 3
- Complete a creative process, conduct choreographic research/inquiries, and produce an original dance work for a performance event.
DLO 4
- Employ, Articulate, and Apply diverse modes of thinking, physically, verbally and in writing, to communicate ideas relating to dance and other contexts.
DLO 5
- Apply knowledge of anatomical and somatic approaches in theory and practice.
DLO 6
- Understand basic technology and its application to dance making, teaching, research, and public relations.
DLO 1
- Engage and practice embodied inquiry through conscious action, reflection, and repetition, centering dance and our bodies as intersections of the personal, physical, social, and political.
DLO 2
- Teach a well-structured movement class with an understanding of developmental, somatic and pedagogical principles.
DLO 3
- Complete a creative process, conduct choreographic research/inquiries, and produce an original dance work for a performance event.
DLO 4
- Employ, Articulate, and Apply diverse modes of thinking, physically, verbally and in writing, to communicate ideas relating to dance and other contexts.
DLO 5
- Apply knowledge of anatomical and somatic approaches in theory and practice.
DLO 6
- Understand basic technology and its application to dance making, teaching, research, and public relations.
School of Theatre, Television, and Film Webpage
Upon successful completion of this program, students will be able to:
DLO 1
Recognize the design and technical requirements of different areas of stage and film productions.
DLO 2
Identify historical trends in the history of design aesthetics for film and stage, and the artists that applied them.
DLO 3
Employ the most current design software in use in the entertainment field.
DLO 4
Initiate and join in collaboration with the other artists on both stage and film productions.
DLO 5
Develop a design in a way that it can be shared, understood and executed by collaborators.
DLO 6
Create a portfolio of work, both theoretical and produced, that prepares them for entrance into the profession.
DLO 7
Demonstrate advanced skills and comprehension of their area of emphasis.
DLO 8
Establish contacts and recognize workflows in the professional world.
School of Theatre, Television, and Film Webpage
DLO 1
- Student filmmakers to identify and develop personal themes in their creative work that will resonate with intended audiences
DLO 2
- Distinguish film genres and production styles based on an examination of current cinematic trends and cinema history.
DLO 3
- Integrate preparatory research and individual perspectives into a cohesive work of art.
DLO 4
- Master the organization and management of a substantial short film or written production
DLO 5
- Integrate production deadlines and other collaborative commitments into workflow.
Health Communication Curriculum Map
DLO 1 Foundations Competencies
- Ability to comprehend, identify, & competently employ skills in argumentation, writing, listening, verbal and nonverbal communication, public presentations, teamwork and collaboration, conflict management, and professional interaction.
DLO 2 Disciplinary Competencies
- Comprehension of the nature, function, scope, delineations, and history of the health communication discipline (with emphasis on its SDSU instantiation).
DLO 3 Theoretical Competencies
- Ability to identify, differentiate, analyze, and modify major theories as well as formulate original theoretical creations relevant to health communication processes and outcomes.
DLO 4 Research Competencies
- Ability to comprehend, compare and contrast the major research paradigms as they apply to the context of health communication, and ability to propose and conduct original research applying at least one of these paradigms.
DLO 5 Applied Competencies
- Ability to translate health communication knowledge into applied contexts, policies, projects, interventions, or presentations.
DLO 6 Cultural Competencies
- Capacity for applying and interpreting multiple perspectives toward communication involving self and others’ (co)cultures, group affiliations, health experiences, and identities.
DLO 7 Critical Competencies
- Ability to identify relevant evaluative criteria and apply them competently to self-reflection, ethical analysis, and actual or envisioned health communication situations and/or scenarios.
Hospitality and Tourism Management Webpage
Hospitality and Tourism Management Curriculum Map
DLO 1 Apply Theory
- Apply theory to explain and articulate the regional national and global systemic frameworks and their impact on the hospitality, recreation and tourism industry.
DLO 2 Evaluate Information
- Evaluate information sources to make informed decisions and draw insightful conclusions in the hospitality, recreation and tourism context.
DLO 3 Create and Apply Strategies
- Creating and applying strategies to manage change in a diverse work environment.
DLO 4 Develop and Implement
- Develop and implement new ideas, practices and projects to address organizational complexities in the hospitality and tourism context.
DLO 5 Effectively Communicate
- Effectively communicate visions, ideas and goals to a variety of stakeholders in the hospitality and tourism context.
DLO 6 Demonstrate Leadership
- Demonstrate leadership in a people-centric setting by fostering an inclusive environment.
DLO 7 Self-assess
- Self-assess and reflect on leadership development as a part of lifelong learning.
DLO 8 Integrate
- Integrate coursework, high impact experiences and career exploration to pursue professional passions.
DLO 1
- Analyze the financial situation of a hospitality, recreation, and/or tourism company and successfully address any problems identified.
DLO 2
- Compare and contrast current philosophies of leadership and their application to organizations and businesses in the hospitality, recreation, and tourism profession.
DLO 3
- Confidently design and manage a technology strategy for a hospitality, recreation, or tourism organization including the creation of a program for monitoring essential performance metrics.
DLO 4
- Discuss and defend various models for increasing the success of service delivery in the hospitality, recreation, and tourism profession.
DLO 5
- Design and execute a state-of-the-art marketing strategy and program for a hospitality, recreation, or tourism entity and analyze its effectiveness.
DLO 6
- Demonstrate expertise in creating strategies for managing change and spawning innovation through expert-level insight into human behavior and organizational complexity.
DLO 7
- Identify and explain the best ways to create legitimately green initiatives and a culture of sustainability within a hospitality, recreation, or tourism organization.
DLO 8
- Develop enhanced self-confidence as a leader of cross-functional teams under tight timeframes and with challenging deliverables.
DLO 9
- Demonstrate leadership and professional mastery through successful completion of a development project within their company.
DLO 10
- Generate an enhanced self-knowledge and self-awareness in order to determine a personal strategy for the next phase of their career.
DLO 11
- Assess the value of various solutions to problems facing an organization and integrate the most viable alternative into a comprehensive plan for consideration by decision-makers within and/or for that organization.
DLO 12
- Analyze and interpret data relative to the hospitality, recreation, and tourism industry including identifying and using appropriate data, evaluating the integrity of the data, and drawing conclusions based on analysis and interpretation of the data.
DLO 1
- Analyze the financial situation of a hospitality, recreation, and/or tourism company and successfully address any problems identified.
DLO 2
- Compare and contrast current philosophies of leadership and their application to organizations and businesses in the hospitality, recreation, and tourism profession.
DLO 3
- Confidently design and manage a technology strategy for a hospitality, recreation, or tourism organization including the creation of a program for monitoring essential performance metrics.
DLO 4
- Discuss and defend various models for increasing the success of service delivery in the hospitality, recreation, and tourism profession.
DLO 5
- Design and execute a state-of-the-art marketing strategy and program for a hospitality, recreation, or tourism entity and analyze its effectiveness.
DLO 6
- Demonstrate expertise in creating strategies for managing change and spawning innovation through expert-level insight into human behavior and organizational complexity.
DLO 7
- Identify and explain the best ways to create legitimately green initiatives and a culture of sustainability within a hospitality, recreation, or tourism organization.
DLO 8
- Develop enhanced self-confidence as a leader of cross-functional teams under tight timeframes and with challenging deliverables.
DLO 9
- Demonstrate leadership and professional mastery through successful completion of a development project within their company.
DLO 10
- Generate an enhanced self-knowledge and self-awareness in order to determine a personal strategy for the next phase of their career.
DLO 11
- Assess the value of various solutions to problems facing an organization and integrate the most viable alternative into a comprehensive plan for consideration by decision-makers within and/or for that organization.
DLO 12
- Analyze and interpret data relative to the hospitality, recreation, and tourism industry including identifying and using appropriate data, evaluating the integrity of the data, and drawing conclusions based on analysis and interpretation of the data.
DLO 1
- Understand and apply the principles and laws of freedom of speech and press, including the right to dissent, to monitor and criticize power and to assemble and petition for redress of grievances.
DLO 2
- Demonstrate an understanding of the history and role of professionals and institutions in shaping communications.
DLO 3
- Demonstrate an understanding of the diversity of groups in a global society in relationship to communications.
DLO 4
- Understand concepts and apply theories in the use and presentation of images and information.
DLO 5
- Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity.
DLO 6
- Think critically, creatively and independently.
DLO 7
- Conduct research and evaluate information by methods appropriate to the communications professions in which they work.
DLO 8
- Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve.
DLO 9
- Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness.
DLO 10
- Apply basic numerical and statistical concepts.
DLO 11
- Apply tools and technologies appropriate for the communications professions in which they work.
DLO 1
- Synthesize complex material and present it in a clear, concise manner.
DLO 2
- Conduct research on real-world problems, within the lens of academic theory.
DLO 3
- Demonstrate ethical practices in professional and academic communication.
DLO 4
- Possess critical thinking and analytical skills to apply to mass communication and media studies phenomena.
DLO 5
- Explain major theories that have been developed to explain the relationship between media, culture, and society.
DLO 6
- Undertake a research project and be able to apply social scientific rigor throughout the process from explication of the theoretical construct to synthesis of the findings.
DLO 7
- Apply social science rigor approaches to strategic, professional and academic fields related to mass communication.
Bachelor of Arts in Music Webpage
DLO 1 Applied Musicianship
- Students will develop advanced professional competency in applied musicianship through written music theory, musical analysis, conducting, singing, and piano skills.
DLO 2 Aural Perception
- Students will display deep proficiency in aural musicianship skills including the ability to transcribe melodies, transcribe rhythms, transcribe harmonic progressions, and to demonstrate proficiency in singing musical examples, patterns, and rhythms of advanced difficulty.
DLO 3 Music Literacy and Critical Thinking
- Students will gain literacy and critical thinking skills by examining music literature and music research through performing, reading, researching, writing, listening, speaking, and reasoning about music. Critical thinking comprises the integration of historical and theoretical domains to identify and to solve problems within and beyond the discipline of music.
DLO 4 Historical and Cultural Foundations
- Students will develop the capacity to situate contemporary musical experiences by interpreting a broad range of musical styles and practices from different historical eras and cultural traditions.
DLO 5 Performance and Creativity
- Students on a performance track will perform on a primary instrument and will exemplify a high level of competence, both artistically and creatively. A similar level of artistry and creativity extends to those pursuing one of the non-performance tracks (e.g., the creation of music through our Global Composition track or other skills associated with one of our Professional Studies specializations).
DLO 6 Synthesis
- By the conclusion of undergraduate study in music, students will be able to solve musical problems by combining their capabilities associated with the learning outcomes enumerated above as appropriate to their respective area(s) of emphasis.
DLO 7 General Skills
- All music students will hone the ability to collaborate effectively to engage in real-world problems, including academic, personal, and artistic matters. They will become independent learners, capable of accepting validation as a result of successful efforts while maintaining resilience in the face of challenges.
Bachelor of Music (B.M.) Degree Webpage
DLO 1 Applied Musicianship
- Students will develop advanced professional competency in applied musicianship through written music theory, musical analysis, conducting, singing, and piano skills.
DLO 2 Aural Perception
- Students will display deep proficiency in aural musicianship skills including the ability to transcribe melodies, transcribe rhythms, transcribe harmonic progressions, and to demonstrate proficiency in singing musical examples, patterns, and rhythms of advanced difficulty.
DLO 3 Music Technology
- Students will apply, and demonstrate proficiency in current and emerging technologies used in the process of creating, analyzing, performing, and reproducing music and in reviewing or carrying out music research.
DLO 4 Music Literacy and Critical Thinking
- Students will gain literacy and critical thinking skills by examining music literature and music research through performing, reading, researching, writing, listening, speaking, and reasoning about music. Critical thinking comprises the integration of historical and theoretical domains to identify and to solve problems within and beyond the discipline of music.
DLO 5 Historical and Cultural Foundations
- Students will develop the capacity to situate contemporary musical experiences by interpreting a broad range of musical styles and practices from different historical eras and cultural traditions.
DLO 6 Performance and Creativity
- Students on a performance track will perform on a primary instrument and will exemplify a high level of competence, both artistically and creatively. A similar level of artistry and creativity extends to those pursuing one of the non-performance tracks (e.g., the creation of music through our Global Composition track or other skills associated with one of our Professional Studies specializations).
DLO 7 Musical Leadership and Community Engagement
- Students will exemplify musical competency through rehearsing and conducting SDSU ensembles, community ensembles, or public-school ensembles. Students will employ musical leadership in their participation in music organizations and through performances organized to engage the community.
DLO 8 Pedagogy
- Students will assemble knowledge of curriculum development while also developing oral and written communication skills in order to effectively disseminate information, in a classroom setting, through various methodologies.
DLO 9 Synthesis
- By the conclusion of undergraduate study in music, students will be able to solve musical problems by combining their capabilities associated with the learning outcomes enumerated above as appropriate to their respective area(s) of emphasis.
DLO 10 General Skills
- All music students will hone the ability to collaborate effectively to engage in real-world problems, including academic, personal, and artistic matters. They will become independent learners, capable of accepting validation as a result of successful efforts while maintaining resilience in the face of challenges.
DLO 1 Applied Musicianship
- Develop advanced professional competency in applied musicianship through written music theory, musical analysis, large and small ensemble performance, and advanced applied studies with their respective instrument or voice.
DLO 2 Music Technology
- Apply and demonstrate proficiency in current and emerging technologies used in the process of carrying out music research, analysis, and performance.
DLO 3 Music Research
- Apply and demonstrate proficiency in musical research through critical writing projects, presentations, and readings of historical and cultural significance.
DLO 4 Music Literacy and Critical Thinking
- Gain literacy and critical thinking skills by examining music literature and music research through performing, reading, researching, writing, listening, speaking, and reasoning about music. Critical thinking comprises the integration of historical and theoretical domains to identify and to solve problems within and beyond the discipline of music.
DLO 5 Historical and Cultural Foundations
- Develop the capacity to situate contemporary musical experiences by interpreting a broad range of musical styles and practices from different historical eras and cultural traditions.
DLO 6 Performance and Creativity
- Perform on a primary instrument and will exemplify an advanced level of competence, both artistically and creatively.
DLO 7 Musical Leadership and Community Engagement
- Exemplify musical competency through rehearsing in SDSU ensembles, community ensembles, or public-school ensembles. Students will employ musical leadership in their participation in music organizations and through performances organized to engage the community.
DLO 8 Pedagogy
- Assemble knowledge of curriculum development while also developing oral and written communication skills in order to effectively disseminate information, in a classroom and studio setting, through various methodologies.
DLO 9 Synthesis
- Be able to solve advanced musical problems by combining their capabilities associated with the learning outcomes enumerated above as appropriate to their respective area of emphasis.
DLO 10 General Skills
- Students will hone the ability to collaborate effectively to engage in real-world problems, including academic, personal, and artistic matters. They will become independent learners, capable of accepting validation as a result of successful efforts while maintaining resilience in the face of challenges.
Master of Music (M.M.) - Jazz Studies Webpage
DLO 1 Applied Musicianship
- Students will develop advanced professional competency in applied musicianship across various jazz subgenres through written music theory, musical analysis, large jazz ensemble and small jazz combo performance, and advanced applied studies with their respective instrument, including improvisation and compositional studies.
DLO 2 Music Technology
- Students will apply and demonstrate proficiency in current and emerging technologies used in the process of carrying out jazz music research, analysis, performance, and composition.
DLO 3 Music Research
- Students will apply and demonstrate proficiency in musical research through critical writing projects, presentations, and readings of historical and cultural significance, with emphasis on the jazz idiom.
DLO 4 Music Literacy and Critical Thinking
- Students will gain advanced literacy and critical thinking skills by examining jazz-oriented music literature and music research through performing, reading, researching, writing, listening, speaking, and reasoning about music. Critical thinking comprises the integration of historical and theoretical domains to identify and solve problems within the discipline of music.
DLO 5 Historical and Cultural Foundations
- Students will develop the capacity to situate contemporary musical experiences by interpreting a broad range of musical styles and practices from relevant historical jazz eras and cultural traditions; students will also gain a personal understanding and appreciation of the jazz art form—its unique historical and cultural significance—which they can apply to their musical journey, both within and beyond the university setting.
DLO 6 Performance and Creativity
- Students on the performance track will perform on a primary instrument and will exemplify an advanced level of competence—artistically, technically, and creatively. in addition, students will demonstrate the ability to arrange and compose music within the jazz tradition, while developing a personal voice both conceptually and improvisationally.
DLO 7 Musical Leadership and Community Engagement
- Students will exemplify musical competency through rehearsing in SDSU jazz ensembles, community ensembles, or public-school ensembles. Students will employ musical leadership in their participation in music organizations and through performances organized to engage the community.
DLO 8 Pedagogy
- Students will assemble knowledge of jazz curriculum development while also developing oral and written communication skills in order to effectively disseminate information, in a classroom and studio setting, through various methodologies.
DLO 9 Synthesis
- By the conclusion of graduate study in jazz music performance, students will be able to solve advanced musical problems by combining their capabilities associated with the learning outcomes enumerated above as appropriate to their respective area of emphasis.
DLO 10 General Skills
- All music students will hone the ability to collaborate effectively to engage in real-world problems, including academic, personal, and artistic matters. They will become independent learners, capable of accepting validation as a result of successful efforts while maintaining resilience in the face of challenges.
DLO 1 Voice and Speech
- Express thoughts and emotions using singing and spoken voice and alter its use in response to external stimuli.
DLO 2 Movement
- Express thoughts and emotions through physical poses, gestures, and choreography and alter their physicality in response to external stimuli.
DLO 3 Music
- Translate written music notation into music.
DLO 4 Story Analysis
- Identify the dramatic elements of a play script or musical libretto including character, plot, given circumstances, and environment and contextualize diverse writings within world history and culture.
DLO 5 Characterization
- Synthesize content (from dramatic literature or another source) to create performances in which the given circumstance, a vibrant emotional inner life, and a clear character arc are evident.
DLO 6 Collaboration
- Explore diverse technical theatrical fields to provide a basis for the collaborative art of storytelling.
DLO 7 Career Development
- Create materials needed to succeed in the profession and audition for professional performing arts opportunities.
School of Theatre, Television, and Film Webpage
DLO 1 Research
- Students will explore the diversity of musical theatre history and repertoire, contextualize research, and communicate findings.
DLO 2 Analysis
- Students will analyze the structure of musical theatre storytelling.
DLO 3 Performance
- Students will be able to synthesize singing, acting, and dancing at a professional level.
DLO 4 Pedagogy
- Students will be able to teach musical theatre history and performance skills.
DLO 5 Directing
- Students will be able to direct a musical theatre production.
DLO 6 Career Development
- Students will be able to apply and interview for university teaching positions and audition for professional musical theatre performance opportunities.
Public Administration Curriculum Map
DLO 1
- Understand and apply effective leadership and management strategies.
DLO 2
- Understand and analyze the policy process.
DLO 3
- Analyze, synthesize, think critically, solve problems, and make decisions.
DLO 4
- Articulate and apply a public service perspective.
DLO 5
- Communicate and interact productively with a diverse and changing workforce and citizenry.
DLO 1
- Understand and apply effective leadership and management strategies.
DLO 2
- Understand and analyze the policy process.
DLO 3
- Analyze, synthesize, think critically, solve problems, and make decisions.
DLO 4
- Articulate and apply a public service perspective.
DLO 5
- Communicate and interact productively with a diverse and changing workforce and citizenry.
Master's in Public Administration Webpage
Master's in Public Administration Curriculum Map
DLO 1
Lead and manage in public governance.
DLO 2
Participate in and contribute to the policy process.
DLO 3
Analyze, synthesize, think critically, solve problems, and make decisions.
DLO 4
Articulate and apply a public service perspective.
DLO 5
Communicate and interact productively with a diverse and changing workforce and citizenry.
DLO 1
- Lead and manage in public governance.
DLO 2
- Participate in and contribute to the policy process.
DLO 3
- Analyze, synthesize, think critically, solve problems, and make decisions.
DLO 4
- Articulate and apply a public service perspective.
DLO 5
- Communicate and interact productively with a diverse and changing workforce and citizenry.
Recreation Administration Webpage
Recreation Administration Curriculum Map
DLO 1 Apply Theory
- Apply theory to explain and articulate the regional national and global systemic frameworks and their impact on the hospitality, recreation and tourism industry.
DLO 2 Evaluate Information
- Evaluate information sources to make informed decisions and draw insightful conclusions for hospitality, recreation and tourism organizations.
DLO 3 Explicate the interconnectivity
- In the context of recreation and tourism, explicate the interconnectivity between humans and their environments.
DLO 4 Create new ideas, practices and programs
- Create new ideas, practices and programs to address the delivery of technical and functional operations to meet organizational goals.
DLO 5 Effectively communicate
- Effectively communicate ideas with a focus on context, language, supporting data, and delivery to diverse stakeholders.
DLO 6 Analyze the impact
- Analyze the impact of recreation and tourism activities on enhancing individual and community wellbeing, cultural diversity, and contributing to sustainable development.
DLO 7 Self-assessment
- Practice self-assessment and self-development as a part of lifelong learning.
DLO 8 Analyze
- Analyze scientific, political, technical, legal, and ethical dimensions of environmental protection and visitor management.
School of Journalism and Media Studies Webpage (DLOs and Curriculum Map)
DLO 1
- Understand and apply the principles and laws of freedom of speech and press, including the right to dissent, to monitor and criticize power and to assemble and petition for redress of grievances.
DLO 2
- Demonstrate an understanding of the history and role of professionals and institutions in shaping communications.
DLO 3
- Demonstrate an understanding of the diversity of groups in a global society in relationship to communications.
DLO 4
- Understand concepts and apply theories in the use and presentation of images and information.
DLO 5
- Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity.
DLO 6
- Think critically, creatively and independently.
DLO 7
- Conduct research and evaluate information by methods appropriate to the communications professions in which they work.
DLO 8
- Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve.
DLO 9
- Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness.
DLO 10
- Apply basic numerical and statistical concepts.
DLO 11
- Apply tools and technologies appropriate for the communications professions in which they work.
Television, Film, and New Media Webpage
Television, Film, and New Media Curriculum Map
DLO 1 Aesthetic Competence
- Developing the tools to harness the inner creative and artistic sensual perceptions, that are based on the human experience, with the ultimate aim of its expression on stage or film.
DLO 2 Technical Competence
- Acquiring industry standard technological and scientific skill, that enhances and delivers theatrical spectacle and technical filmmaking abilities.
DLO 3 Production
- This is a disciplined process of constant rehearsal for stage or screen. A process of training the voice, the body and the mind to focus on the creation and representation/s of character/s. To understand working and performing in an ensemble. Ultimately culminating in a film production or series of staged performances.
DLO 4 Critical & Historical Analysis
- Study, analyze and break down creative, historical, contemporary, critical and theoretical work related to the Performing arts and Film production. Ultimately leading to the ability to write creative, critical and theoretical documents.
DLO 5 Business Competence
- Understanding and possessing the competence and knowledge of the Business aspects and practices pertaining to the Entertainment industry.
School of Theatre, Television, and Film Webpage
DLO 1
- Identify and develop personal themes in their creative work that will resonate with intended audiences.
DLO 2
- Distinguish film genres and production styles from both the history of film and current trends.
DLO 3
- Implement preparatory research and individual perspectives into a cohesive work of art.
DLO 4
- Master the organization and management of a substantial short film or written production
DLO 5
- Integrate production deadlines and other collaborative commitments into workflow.
DLO 6
- Develop a professional level of craft in specific areas of film production.
DLO 7
- Integrate production deadlines and other collaborative commitments into workflow.
DLO 8
- Demonstrate fluency in the directing, shooting and editing of a project, or in the organization, content, and format of a creative written project.
DLO 1 Voice and speech
75 % of graduating students will be able to, at a satisfactory level or above, express thoughts and emotions through the use of voice and speech articulators both in improvisational form as well as rehearsed performance. Students will do so in response to their spontaneous creative impulses, to their planned intellectual choices, and to other external stimuli (such as notes from a director).
DLO 2 Movement
Graduating students will be able to express thoughts and emotions through physical poses, gestures, and behavior both in improvisational form as well as rehearsed performance. Students will both create and alter their physicality in response to their spontaneous creative impulses, to their planned intellectual choices, and to other external stimuli (such as notes from a director).
DLO 3 Analysis of Dramatic Literature and Performance
Graduating students will demonstrate the capacity to analyze both dramatic literature and theatre productions in live performance. By reading plays and viewing performances in conjunction with class discussion and structured assignments, students gain skills to recognize dramatic structure and literary and theatrical strategies employed by theatrical creators to communicate with and affect audiences.
DLO 4 Characterization
Graduating students will be able to articulate the similarities and differences between their own thoughts, attitudes and behaviors and those of the characters they play. Students will also then create performances based on character specifics, leading to potential changes in voice, speech, physicality, and/or action.
DLO 5 Career Development
Graduating students will be able to submit and perform material suitable for professional auditions, and apply professional standards to a rehearsal process.
School of Theatre, Television, and Film Webpage
DLO 1
- Identify major developments in theatrical form, linked to aesthetic shifts and performance theory.
DLO 2
- Recognize significant changes in how theatrical performance has engaged audiences.
DLO 3
- Develop research skills appropriate to different venues, including research for critical writing and for dramaturgy on theatrical productions.
DLO 4
- Demonstrate proficiency in scholarly writing about performance, including the incorporation of historical context and analysis of primary examples.
DLO 5
- Gain skills in teaching with faculty supervision.
DLO 6
- Collaborate with peers on creating theatrical productions and/or research presentations.
DLO 1 Comprehensive historical knowledge
- Students will demonstrate and apply comprehensive knowledge of the art form.
DLO 2 Extensive knowledge of repertoire
- Students will expand their musical knowledge of entire canon of repertoire.
DLO 3 Analysis of major landmark works
- Students will read, listen and analyze 30 of the most important landmark works throughout the brief history of musical theatre in America.
DLO 4 Analysis of primary elements of structure
- Students will analyze both libretto and score as well as research the history of the musicals evolving structure.
DLO 5 Enhanced synthesis of performance skills
- Students will improve acting, singing and dance skills in technique classes, rehearsal and performances.
DLO 6 Extend world view of pedagogy and practice
- Students will participate in national and international conferences and exchanges that explore various pedagogy and performance practices.
DLO 7 Professional projects and performances
- Students will participate in professional work as actors, directors, choreographers, musical directors, dramaturges, instructors and producers through internship, guest workshop and special study opportunities.
DLO 8 Applied business approach to career development
- Students learn to create materials needed to succeed in the profession. Technically advanced media supports career development and the opportunity to network with alumni, supportive community members and donors is made available and nurtured.
DLO 9 Pedagogy preparation and experience
- Graduate students have the opportunity to teach undergraduate classes under the supervision of faculty. They also may direct, choreograph, musical direct, dramaturge or assist for productions on campus and throughout the local arts community and beyond.
College of Sciences
DLO 1 Comprehensive Learning
- Students will gain fundamental learning and understanding of concepts and methods of applied mathematics, including analysis and computational methods, in four core areas: advanced calculus; elementary differential equations; mathematical programming; and linear algebra.
DLO 2 Original Research Work
- Students will gain experience in conducting original research in applied mathematics, including solving innovative problems that involve analysis and/or computational methods. It is expected for students to develop in-depth understanding of applied mathematical models and numerical methods to solve them.
DLO 3 Develop Scholarly Written Communications Skills
- Students will write well-organized technical reports in support of the original research work conducted under the guidance of a thesis advisor. If possible, students will translate those reports and thesis work into a formal manuscript for submission to a peer-reviewed journal.
DLO 4 Formal Presentations
- Students will report findings of the original research work through oral presentations in seminars and through their formal thesis defense.
DLO 5 Comprehensive Learning (Dynamical Systems)
- Students will gain fundamental learning and understanding of interdisciplinary concepts and methods of dynamical systems and nonlinear modeling in various fields that include: Biology, Chemistry, Engineering, and Physics. Students will develop the necessary skills to model and analyze real-life problems through analytical and computational mathematical methods at the frontier of applied mathematics and nonlinear science.
DLO 6 Original Research Work (Dynamical Systems)
- Students will gain experience in conducting original research in dynamical systems, including solving innovative problems that involve phenomena that changes in space and/or time. It is expected for students to develop in-depth understanding of nonlinear mathematical models and numerical methods to solve them.
DLO 7 Develop scholarly written communication skills (Dynamical Systems)
- Students will write well-organized technical reports in support of the original research work conducted under the guidance of a thesis advisor. If possible, students will translate those reports and thesis work into a formal manuscript for submission to a peer-reviewed journal in the field of dynamical systems.
DLO 8 Formal Presentations (Dynamical Systems)
- Students will report findings of the original research work through oral presentations in seminars and through their formal thesis defense.
DLO 1 Apply scale arguments
- Apply the concepts of time, length, mass, and energy scales to understand the most important physical processes at work in different parts of the Universe.
DLO 2 Critique the distance scale
- Identify the techniques that are used to measure the distances to different astronomical objects, explain the conceptual basis for each measurement method (such as trigonometry, standard candles, standard rulers, and the Hubble Law), and evaluate how they are assembled to produce a distance scale covering all astronomical objects.
DLO 3 Describe the interactions of electromagnetic radiation
- Identify the origins of various forms of electromagnetic radiation, and describe the physical principles behind the interactions between radiation and matter (including astronomical detectors).
DLO 4 Demonstrate a working knowledge of gravitation
- Demonstrate a working knowledge of gravitation by calculating the characteristics of an orbit or the mass involved.
DLO 5 Evaluate star and planet formation theory
- Enumerate the steps of the theory that stars and planets form from large interstellar gas clouds, explain the physics justifying each step, and evaluate the theory by examining evidence collected from the solar system, other star systems, and gas clouds.
DLO 6 Evaluate stellar evolution theory
- Examine the construction of theoretical models of stars from physical principles, and compare models to the observed characteristics of stars.
DLO 7 Evaluate Big Bang theory
- Identify the evidence that led to a picture of an expanding universe, utilize physical principles to assemble a history of the evolution of the early universe, and explain how these lead to testable predictions about the universe’s history and future.
DLO 8 Explain research motivation
- Explain the motivation and goals for a research project in clear language.
DLO 9 Use astronomical tools
- Use astronomical instruments (such as telescopes and detectors) to collect observational data. Demonstrate the analytical skills required to construct a theoretical model.
DLO 10 Analyze observational data
- Calibrate, analyze, and model observational data in order to test appropriate theories, and undertake theoretical calculations to describe existing data.
DLO 11 Assess uncertainties in data
- Assess the uncertainties in observational data or numerical simulations to evaluate the potential to successfully address a scientific question.
DLO 1 Apply scale arguments
- Apply the concepts of time, length, mass, and energy scales to understand the most important physical processes at work in different parts of the Universe.
DLO 2 Critique the distance scale
- Identify the techniques that are used to measure the distances to different astronomical objects, explain the conceptual basis for each measurement method (such as trigonometry, standard candles, standard rulers, and the Hubble Law), and evaluate how they are assembled to produce a distance scale covering all astronomical objects.
DLO 3 Describe the interactions of electromagnetic radiation
- Identify the origins of various forms of electromagnetic radiation, and describe the physical principles behind the interactions between radiation and matter (including astronomical detectors).
DLO 4 Demonstrate a working knowledge of gravitation
- Demonstrate a working knowledge of gravitation by calculating the characteristics of an orbit or the mass involved.
DLO 5 Evaluate star and planet formation theory
- Enumerate the steps of the theory that stars and planets form from large interstellar gas clouds, explain the physics justifying each step, and evaluate the theory by examining evidence collected from the solar system, other star systems, and gas clouds.
DLO 6 Evaluate stellar evolution theory
- Examine the construction of theoretical models of stars from physical principles, and compare models to the observed characteristics of stars.
DLO 7 Evaluate Big Bang theory
- Identify the evidence that led to a picture of an expanding universe, utilize physical principles to assemble a history of the evolution of the early universe, and explain how these lead to testable predictions about the universe’s history and future.
DLO 8 Explain research motivation
- Explain the motivation and goals for a research project in clear language.
DLO 9 Use astronomical tools
- Use astronomical instruments (such as telescopes and detectors) to collect observational data. Demonstrate the analytical skills required to construct a theoretical model.
DLO 10 Analyze observational data
- Calibrate, analyze, and model observational data in order to test appropriate theories, and undertake theoretical calculations to describe existing data.
DLO 11 Assess uncertainties in data
- Assess the uncertainties in observational data or numerical simulations to evaluate the potential to successfully address a scientific question.
DLO 12 Draw sound conclusions from evidence (Bachelor of Science Only)
- Draw sound conclusions from observational evidence or theoretical arguments.
DLO 13 Express scientific arguments in astronomy (Bachelor of Science Only)
- Draw sound conclusions from observational evidence or theoretical arguments.
Astronomy Webpage and Curriculum Map
DLO 1 Apply scale arguments
- Apply the concepts of time, length, mass, and energy scales to understand the most important physical processes at work in different parts of the Universe.
DLO 2 Critique the distance scale
- Identify the techniques that are used to measure the distances to different astronomical objects, explain the conceptual basis for each measurement method (such as trigonometry, standard candles, standard rulers, standard sirens, and the Hubble Law), and evaluate how they are assembled to produce a distance scale covering all astronomical objects.
DLO 3 Describe the interactions of electromagnetic radiation
- Identify the origins of various forms of electromagnetic radiation, and describe the physical principles behind the interactions between radiation and matter (including astronomical detectors).
DLO 4 Demonstrate a working knowledge of gravitation
- Apply quantitative Newtonian gravitational principles to the study of stars, galaxies, and cosmology. Demonstrate a qualitative understanding of the implications that general relativistic principles have when interpreting the foundational equations of cosmology.
DLO 5 Evaluate star and planet formation theory
- Enumerate the steps of the theory that stars and planets form from large interstellar gas clouds, explain the physics justifying each step, and evaluate the theory by examining evidence collected from the solar system, other star systems,and gas clouds.
DLO 6 Evaluate stellar evolution theory
- Examine the construction of theoretical models of stars from physical principles,and compare models to the observed characteristics of stars.
DLO 7 Evaluate galaxy formation theory
- Enumerate the steps of the theory that galaxies form from overdensities in the early universe, explain the physics justifying each step, and evaluate the theory by examining evidence collected from local and high-redshift galaxies and the intergalactic medium.
DLO 8 Evaluate Big Bang theory
- Identify the evidence that led to a picture of an expanding universe, utilize physical principles to assemble a history of the evolution of the early universe, and explain how these lead to testable predictions about the universe’s history and future. Construct an argument based on astronomical evidence that the universe has evolved from a hot, dense state. Present the currently favored scientific theory for what the ultimate fate of our universe will be, and outline the astronomical observations upon which it is based.
DLO 9 Explain research motivation
- Explain the motivation and goals for a research project in clear language.
DLO 10 Use astronomical tools
- Use astronomical instruments (such as telescopes and detectors) to collect observational data, or demonstrate the analytical skills required to undertake a theoretical model, or both.
DLO 11 Analyze observational data
- Calibrate, analyze, and model observational data in order to test appropriate theories, or undertake theoretical calculations to describe existingdata.
DLO 12 Assess uncertainties in data
- Assess the uncertainties in observational data or numerical simulations to evaluate the potential to successfully address a scientific question.
DLO 13 Draw sound conclusions from evidence
- Draw sound conclusions from observational or theoretical evidence.
DLO 14 Present current astronomical research advances
- Be able to create and give an oral presentation that clearly demonstrates advanced understanding of a current research topic in astronomy.
DLO 1 Provide examples of the relation between form and function in biology
- Biology students should be able to provide examples of the relation between form and function in biology, as expressed in molecular, cellular, and whole-organism physiology.
DLO 2 Compare and contrast the major cellular processes in eukaryotes and prokaryotes
- Biology students should be able to compare and contrast the major cellular processes in eukaryotes and prokaryotes.
DLO 3 Explain how genetic information is stored and transmitted
- Biology students should be able to explain how genetic information is transmitted, and the relationship between genetics and evolution.
DLO 4 Compare and contrast the primary mechanisms of evolutionary diversification
- Biology graduates should be able to describe the relationship between genetics and evolution, and interpret biological data in terms of the evolutionary processes that control the generation and loss of biological diversity.
DLO 5 Categorize the diversity of life in terms of the phylogenetic relationships among the major organismal groups
- Biology students should be able to categorize the diversity of life in terms of the phylogenetic relationships among the major organismal groups.
DLO 6 Describe ecological interactions and their consequences
- Biology students should be able to describe how interactions among organisms and their environment influence populations, communities, and ecosystem function.
DLO 7 Quantitatively answer biological questions
- Biology students should be able to quantitatively answer biological questions. This reflects their ability to use mathematics, modeling, and statistics to aid in data evaluation and interpretation.
DLO 8 Conduct and interpret experiments using common lab and field techniques
- Biology students should be able to design, conduct, and interpret experiments using common biological lab and field techniques.
DLO 9 Effectively and concisely present scientific ideas and the results of scientific research in written and oral form
- Biology students should be able to effectively and concisely present scientific ideas and the results of scientific research in written and oral form.
DLO 10 Critique and summarize scientific papers
- Biology students should be able to critique scientific papers, as demonstrated by written or oral summaries of hypotheses, methodology, and conclusions.
DLO 1 Provide examples of the relation between form and function in biology
- Biology students should be able to provide examples of the relation between form and function in biology, as expressed in molecular, cellular, and whole-organism physiology.
DLO 2 Compare and contrast the major cellular processes in eukaryotes and prokaryotes
- Biology students should be able to compare and contrast the major cellular processes in eukaryotes and prokaryotes.
DLO 3 Explain how genetic information is stored and transmitted
- Biology students should be able to explain how genetic information is transmitted, and the relationship between genetics and evolution.
DLO 4 Compare and contrast the primary mechanisms of evolutionary diversification
- Biology graduates should be able to describe the relationship between genetics and evolution, and interpret biological data in terms of the evolutionary processes that control the generation and loss of biological diversity.
DLO 5 Categorize the diversity of life in terms of the phylogenetic relationships among the major organismal groups
- Biology students should be able to categorize the diversity of life in terms of the phylogenetic relationships among the major organismal groups.
DLO 6 Describe ecological interactions and their consequences
- Biology students should be able to describe how interactions among organisms and their environment influence populations, communities, and ecosystem function.
DLO 7 Quantitatively answer biological questions
- Biology students should be able to quantitatively answer biological questions. This reflects their ability to use mathematics, modeling, and statistics to aid in data evaluation and interpretation.
DLO 8 Conduct and interpret experiments using common lab and field techniques
- Biology students should be able to design, conduct, and interpret experiments using common biological lab and field techniques.
DLO 9 Effectively and concisely present scientific ideas and the results of scientific research in written and oral form
- Biology students should be able to effectively and concisely present scientific ideas and the results of scientific research in written and oral form.
DLO 10 Critique and summarize scientific papers
- Biology students should be able to critique scientific papers, as demonstrated by written or oral summaries of hypotheses, methodology, and conclusions.
DLO 1
- Develop core competencies and transferable skills in critical thinking, communication, and leadership.
DLO 2
- Intellectual independence and creativity through original thesis research, guided by a thesis advisor and committee.
DLO 3
- Qualitatively and quantitatively analyze and interpret scientific data based on sound scientific principles and reasoning.
DLO 4
- Investigations at fundamental, applied, and translational levels of cell and developmental biology.
DLO 5
- Acquire analytical skills and quantitative reasoning to interrogate existing research.
DLO 6
- Design and conduct research with relevant molecular biology, computational, and bioinformatics tools.
DLO 7
- Evaluate the limitations of and troubleshoot experimental approaches.
DLO 8
- Be able to provide theoretical perspectives in cell and molecular biology.
DLO 9
- Compile data, write and publish manuscripts in peer-reviewed journals.
DLO 10
- Prepare and present research papers at academic conferences.
DLO 1
- Communicate their specific research findings and broader evolutionary biology concepts to both scientific and non-technical audiences, in both written and oral formats.
DLO 2
- Effectively teach a diverse community of undergraduates through lectures, laboratory activities and other guided activities, and via research mentorship.
DLO 3
- Plan new research programs, including applying for and gaining external research funding, designing robust experimental designs, and plan for optimal and logistical implementation of research activities.
DLO 4
- Conduct appropriate statistical and computational analyses of simple and complex data sets.
DLO 5
- Interpret genetic, morphological and other biological data in terms of evolutionary processes above and below the species level.
DLO 6
- Explain how evolutionary processes determine biodiversity patterns above and below the species level.
DLO 1
- Apply modern computing tools to the analysis of large biological/biochemical datasets (e.g., genomic, proteomic, structural) to address fundamental and applied questions.
DLO 2
- Demonstrate a fundamental understanding of the biological/biochemical underpinnings of bioinformatics data, databases, and analyses.
DLO 3
- Demonstrate practical knowledge of operating systems (e.g., Linux) and scripting programming languages (e.g., R, Python) used commonly bioinformatics and demonstrate ability to create novel and reproducible coding solutions.
DLO 4
- Understand fundamental computer science principles and best practices relevant to bioinformatics such as data structures, algorithms, machine learning, and parallel processing.
DLO 5
- Master theory and application of advanced statistical and/or probabilistic approaches for the analysis of biological/biochemical datasets.
Chemical Physics Degree Learning Outcomes
DLO 1 Foundation & Depth of Knowledge
- Establish a Foundation and Depth of Knowledge Pertaining to Fundamental Chemical and Physical Principles.
DLO 2 Problem Solving & Quantitative Reasoning
- Demonstrate Competency in Problem Solving and Quantitative Reasoning.
DLO 3 Develop Skills
- Develop Skills used in Professional Settings.
DLO 4 Employ Literature
- Effectively Employ Physical and Chemical Literature and Information Management Systems.
DLO 1
- Establish a Foundation and Depth of Knowledge Pertaining to Fundamental Chemical Principles: 1.1: Recognize, describe, draw, and name, important classes of atoms, functional groups, and molecules. 1.2: Describe the atomic and subatomic structure and properties of matter. 1.3: Describe the origin and properties of chemical bonding and the influence on structure and properties of the molecules. 1.4: Describe how the macromolecular properties of matter are determined by the molecular characteristics. 1.5: Predict the outcome of, and describe the mechanisms for, various chemical reactions.
DLO 2
- Demonstrate Competency in Problem Solving and Quantitative Reasoning: 2.1: Demonstrate the ability to quantify and interpret the reliability of measured physical and chemical properties of molecules and mixtures employing dimensional and appropriate statistical analysis. 2.2: Demonstrated knowledge of the important techniques employed to synthesize, separate, purify, identify, and quantitate chemical compounds. 2.3: Develop knowledge of how to apply the scientific method in exploring chemical phenomena.
DLO 3
- Develop Skills Used in Professional Chemistry Settings: 3.1: Develop proficiency with modern instrumentation and techniques used in analytical, physical, organic and inorganic chemistry laboratories. 3.2: Demonstrate the ability to read and comprehend a Standard Operating Procedure. 3.3: Maintain clear and legible record of laboratory work. 3.4: Develop knowledge of proper and safe chemical use, storage, and disposal. 3.5: Exhibit effective oral and written communication skills. 3.6: Develop the skills to effectively collaborate on complex projects. 3.7: Exhibit knowledge of scientific ethics relating to treatment of data, proper citation of others’ work, plagiarism, and publication of scientific results.
DLO 4
- Effectively Employ Chemical Literature and Information Management Systems: 4.1: Retrieve information efficiently and effectively by searching the chemical literature. 4.2: Develop the capability to evaluate technical articles critically. 4.3: Develop and maintain a personal database of relevant chemical literature.
DLO 1
- Establish a Foundation and Depth of Knowledge Pertaining to Fundamental Chemical Principles: 1.1: Recognize, describe, draw, and name, important classes of atoms, functional groups, and molecules. 1.2: Describe the atomic and subatomic structure and properties of matter. 1.3: Describe the origin and properties of chemical bonding and the influence on structure and properties of the molecules. 1.4: Describe how the macromolecular properties of matter are determined by the molecular characteristics. 1.5: Predict the outcome of, and describe the mechanisms for, various chemical reactions.
DLO 2
- Demonstrate Competency in Problem Solving and Quantitative Reasoning: 2.1: Demonstrate the ability to quantify and interpret the reliability of measured physical and chemical properties of molecules and mixtures employing dimensional and appropriate statistical analysis. 2.2: Demonstrated knowledge of the important techniques employed to synthesize, separate, purify, identify, and quantitate chemical compounds. 2.3: Develop knowledge of how to apply the scientific method in exploring chemical phenomena.
DLO 3
- Develop Skills Used in Professional Chemistry Settings: 3.1: Develop proficiency with modern instrumentation and techniques used in analytical, physical, organic and inorganic chemistry laboratories. 3.2: Demonstrate the ability to read and comprehend a Standard Operating Procedure. 3.3: Maintain clear and legible record of laboratory work. 3.4: Develop knowledge of proper and safe chemical use, storage, and disposal. 3.5: Exhibit effective oral and written communication skills. 3.6: Develop the skills to effectively collaborate on complex projects. 3.7: Exhibit knowledge of scientific ethics relating to treatment of data, proper citation of others’ work, plagiarism, and publication of scientific results.
DLO 4
- Effectively Employ Chemical Literature and Information Management Systems: 4.1: Retrieve information efficiently and effectively by searching the chemical literature. 4.2: Develop the capability to evaluate technical articles critically. 4.3: Develop and maintain a personal database of relevant chemical literature.
DLO 1
- Students must demonstrate proficiency in four of the five areas of chemistry.
DLO 2
- Students will choose any recent topic (no more than 5 years old) and conduct an in-depth literature review.
DLO 3
- Students submit a final written report and will give a public presentation of their thesis work, after approval of the thesis chair. The presentation defines the problem or goals of this project, review of prior work and reviews the results and discussion of research done by the student.
DLO 1
- Students must demonstrate proficiency in three of the five areas of chemistry, one of which is their area of research.
DLO 2
- In their second year, students will choose a non-research related recent topic (no more than 5 years old) for an in-depth literature review. The students will need to manage chemical literature, critically review the results, summarize the results and conclusions in an oral presentation.
DLO 3
- In their second year, students will give an oral presentation in their third or fourth semester of student presenting the problem or goal of their research, followed by a relevant review of prior work and to future applications. This is followed by a concise review of progress to date, analysis of results and overcoming of significant problems.
DLO 4
- Students will give a public presentation of their thesis work, after approval of the thesis chair. The presentation defines the problem or goals of this project, review of prior work and reviews the results and discussion of research done by the student.
DLO 1
- Developed a deep working knowledge of the principles, techniques, and concepts of contemporary chemistry and biochemistry.
DLO 2
- Demonstrated information literacy skills for the ethical acquiring of knowledge of related chemical and biochemical research, as a graduate student and also as a life-long learner.
DLO 3
- Demonstrated an understanding of experimentation, observation and data analysis, and the application of these skills to explore, research, and pursue cutting-edge questions in chemistry and biochemistry.
DLO 4
- Developed extensive knowledge of and expertise in using scientific instrumentation to conduct specific chemical and biochemical research.
DLO 5
- Skillfully designed and carried out independent research leading to new knowledge or a practical, applicable result.
DLO 6
- Communicated clearly and effectively, using oral, written, and media means both within and across disciplinary lines.
DLO 7
- Effectively taught and educated undergraduate students learning chemical sciences and have assisted fellow graduate student pursuing advanced degrees in chemistry and biochemistry.
DLO 8
- Developed awareness of and effectively prepared for career opportunities with an M.A., M.S., or Ph.D. degrees in the fields of Chemistry and Biochemistry.
DLO 9
- Abided by, embraced, incorporated, and completely understood appropriate ethical conduct while conducting advanced research.
DLO 10
- Understood, adopted, and practiced the best, most complete and effective safety practices for individuals as well as fellow scientists while conducting chemical and biochemical research.
Clinical Psychology Curriculum Map
DLO 1 History and Systems of Psychology
- Demonstrates graduate level knowledge of History and Systems of Psychology.
DLO 2 Basic Content Areas in Scientific Psychology
- Demonstrates graduate level knowledge of Affective Aspects of Behavior.
- Demonstrates graduate level knowledge of Biological Aspects of Behavior.
- Demonstrates graduate level knowledge of Cognitive Aspects of Behavior.
- Demonstrates graduate level knowledge of Social Aspects of Behavior.
DLO 3 Advanced Integrative Knowledge in Scientific Psychology
- Demonstrates graduate level knowledge of Advanced Integrative Knowledge of Basic Content Areas in Scientific Psychology.
DLO 4 Research Methods, Statistical Analysis, and Psychometrics
- Demonstrates graduate level knowledge of Research Methods.
- Demonstrates graduate level knowledge of Statistical Analysis.
- Demonstrates graduate level knowledge of Psychometrics.
DLO 1
- Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
DLO 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.
DLO 3
- Communicate effectively in a variety of professional contexts.
DLO 4
- Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
DLO 5
- Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
DLO 6
- Apply computer science theory and software development fundamentals to produce computing-based solutions.
DLO 1
- Demonstrate comprehensive knowledge of essential topics in computer science, and demonstrate thorough understanding of fundamental theories and principles.
DLO 2
- Analyze a complex computer science problem, and identify and define the computing requirements appropriate to its solution.
DLO 3
- Design, implement and test a computer-based software system to meet specifications and requirements, using appropriate programming languages and software tools.
DLO 4
- Apply mathematical, algorithmic and computing theories to model and evaluate the performance of computer-based systems.
DLO 5
- Communicate effectively with a range of audiences through writing and technical presentation.
DLO 6
- Work effectively in teams to finish a project collaboratively.
DLO 1
- Frame a problem statement that requires computational tools to solve.
DLO 2
- Compare, critically evaluate and choose from existing computational approaches or models, or develop new computational approaches or models for solving problems in physical, biological or engineering systems
DLO 3
- Formulate solutions within the limitations of available computational resources and data to develop and validate computational models.
DLO 4
- Synthesize and assimilate data for improving the accuracy of computational models and the performance of computational methods.
DLO 5
- Assess the accuracy, robustness and efficiency of numerical approaches and algorithms.
DLO 6
- Use existing software and computational tools to conduct research and advance knowledge in an area of inquiry, and develop new tools as necessary that can be used, modified and advanced by others.
DLO 7
- Document and communicate (orally and in writing) computational research and results to varied audiences and users.
DLO 8
- Acquire, follow, and implement best practices in generating, handling, and analyzing data; develop the ability to critically question the design of algorithms and their purposes; abide by and promote scientific integrity and accountability.
DLO 1
- Describe and formulate a problem statement that requires computational tools to solve
DLO 2
- Compare, critically evaluate and choose from existing computational approaches or models, or develop new computational approaches or models for solving problems in physical, biological or engineering systems
DLO 3
- Formulate solutions within the limitations of available computational resources and data to develop and validate computational models
DLO 4
- Synthesize and assimilate data for improving the accuracy of computational models and the performance of computational methods
DLO 5
- Assess the accuracy, robustness and efficiency of numerical approaches and algorithms
DLO 6
- Use existing software and computational tools to conduct research and advance knowledge in an area of inquiry, and develop new tools as necessary that can be used, modified and advanced by others
DLO 7
- Document and communicate (orally and in writing) computational research and results to varied audiences and users
DLO 8
- Acquire, follow, and implement best practices in generating, handling, and analyzing data; develop the ability to critically question the design of algorithms and their purposes; abide by and promote scientific integrity and accountability
Environmental Sciences Webpage
DLO 1
- Understand the Environment at the Systems Level.
DLO 2
- Use Quantitative Data to Address Environmental Problems.
DLO 3
- Use Spatial Data to Address Environmental Problems.
DLO 4
- Apply Science to Address Environmental Policy Issues.
Geological Sciences Curriculum Map
DLO 1.1
- Effectively communicate geologic information through written and oral mediums as an individual and as part of a team.
DLO 1.2
- Find, evaluate, synthesize, and critically assess information from a wide range of sources and in various formats.
DLO 1.3
- Collect observational data in the field and laboratory, including the generation of accurate maps of surface and subsurface properties.
DLO 1.4
- Analyze data of various spatial and temporal scales using modern computational and quantitative methods.
DLO 1.5
- Apply the scientific method to interpret data and solve problems from earth and environmental sciences and related disciplines.
DLO 2.1
- Apply appropriate physical and chemical principles to quantify and predict the actions and rates of Earth’s processes.
DLO 2.2
- Understand the evolution of the Earth, life and the environment over geologic time.
DLO 2.3
- Understand the structure of the Earth and the dynamic processes that affect it.
DLO 2.4
- Understand the relationships between the basic chemical building blocks that make up materials that form the Earth, and how they interact with the different spheres of the Earth system.
DLO 2.5
- Apply geologic information to address societal problems in an ethical and equitable manner, taking into account the context of a multiethnic local, regional, and global community.
Geological Sciences Curriculum Map
DLO 1.1
- Effectively communicate geologic information through written and oral mediums as an individual and as part of a team.
DLO 1.2
- Find, evaluate, synthesize, and critically assess information from a wide range of sources and in various formats.
DLO 1.3
- Collect observational data in the field and laboratory, including the generation of accurate maps of surface and subsurface properties.
DLO 1.4
- Analyze data of various spatial and temporal scales using modern computational and quantitative methods.
DLO 1.5
- Apply the scientific method to interpret data and solve problems from earth and environmental sciences and related disciplines.
DLO 2.1
- Apply appropriate physical and chemical principles to quantify and predict the actions and rates of Earth’s processes.
DLO 2.2
- Understand the evolution of the Earth, life and the environment over geologic time.
DLO 2.3
- Understand the structure of the Earth and the dynamic processes that affect it.
DLO 2.4
- Understand the relationships between the basic chemical building blocks that make up materials that form the Earth, and how they interact with the different spheres of the Earth system.
DLO 2.5
- Apply geologic information to address societal problems in an ethical and equitable manner, taking into account the context of a multiethnic local, regional, and global community.
DLO 1
- Understand the structure of the earth, and the processes that affect it.
DLO 2
- Understand Geophysical data collection in nature. Apply appropriate physical and mechanical principles to interpret Geophysical data.
DLO 3
- Understand geoscientific data interpretation: methods and paradigms. Understand how to use the investigative method of multiple working hypotheses in authentic geophysical investigations. Understand and interpret Earth systems and complex system-scale interactions from the integration of diverse geoscientific data. Understand and apply quantitative methods to problem solving and analysis.
DLO 4
- Learn to think independently, plan and propose feasible and accurate solutions to Geophysical problems, carry out the analysis with a critical lens and validate the solution against recorded data. Develop competencies to become experts in chosen area of specialization.
DLO 5
- Communicate the results of Geophysical investigations via complete, concise, and coherent written publications and oral reports given at international conferences.
DLO 1 Compare Learning Theories
- Students will compare and contrast a variety of major learning theories in mathematics and science education across a number of dimensions, such as the nature and types of knowledge, learning processes, the nature of mathematics and science, and assumptions about learners.
DLO 2 Synthesize & Apply STEM education research
- Students comprehend, synthesize and apply empirical and theoretical research papers in mathematics and science education to describe and identify (a) conceptions commonly held by K-12 and undergraduate students for different mathematical and scientific concepts, (b) teaching strategies that support student learning, (c) perspectives on equity in STEM education, and (d) a variety of current issues in STEM education.
DLO 3 Develop scholarly communication skills
- Students will write clear, concise, well-organized essays and develop clear oral presentations that draw upon existing literature from research as evidence to support their position.
DLO 4 Develop awareness of professional norms and ethics in preparation for careers in STEM education
- For example, students will be able to describe best practices in data storage, authorship and credit on jointly-produced articles. They develop awareness of norms for peer review and conference attendance.
DLO 1 Foundational knowledge.
- List or identify major definitions, axioms, and theorems in core branches of mathematics, namely, linear and abstract algebra, analysis, and combinatorics.
DLO 2 Use logical reasoning; understand and write mathematical proofs.
- Use the appropriate formalism (e.g., direct proof using a combination of axioms, definitions, and earlier theorems) and standard tools of induction, counting and contradiction to prove statements and judge the correctness of mathematical proofs.
DLO 3 Competence using real and complex analysis tools.
- Interpret and illustrate concepts from analysis, such as limits of sequences, limits of functions, continuity, differentiability, integrability, series.
DLO 4 Competence using fundamental algebraic tools.
- Interpret and illustrate concepts from linear and abstract algebra, such as matrices, vector spaces, bases, eigenvalues/eigenvectors, groups, rings, fields.
DLO 5 Numerically solve mathematical problems.
- Use computer languages like Python, R, or Matlab to manipulate large datasets, extract relevant information, solve linear and non-linear equations and plot/visualize numerical results.
DLO 6 Ability for independent mathematical learning and thinking.
- Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.
DLO 1 Foundational Knowledge
- List or identify major definitions, axioms, and theorems in core branches of mathematics, namely, linear and abstract algebra, analysis, and combinatorics.
DLO 2 Use logical reasoning; understand and write mathematical proofs
- Use the appropriate formalism (e.g., direct proof using a combination of axioms, definitions, and earlier theorems) and standard tools of induction, counting and contradiction to prove statements and judge the correctness of mathematical proofs.
DLO 3 Competence using real and complex analysis tools
- Interpret and illustrate concepts from analysis, such as limits of sequences, limits of functions, continuity, differentiability, integrability, series.
DLO 4 Competence using fundamental algebraic tools
- Interpret and illustrate concepts from linear and abstract algebra, such as matrices, vector spaces, bases, eigenvalues/eigenvectors, groups, rings, fields.
DLO 5 Numerically solve mathematical problems
- Use computer languages like Python, R, or Matlab to manipulate large datasets, extract relevant information, solve linear and non-linear equations and plot/visualize numerical results.
DLO 6 Ability for independent mathematical learning and thinking
- Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.
DLO 1 Foundational Knowledge
- List or identify major definitions, axioms, and theorems in core branches of mathematics, namely, linear and abstract algebra, analysis, and combinatorics.
DLO 2 Use logical reasoning; understand and write mathematical proofs
- Use the appropriate formalism (e.g., direct proof using a combination of axioms, definitions, and earlier theorems) and standard tools of induction, counting and contradiction to prove statements and judge the correctness of mathematical proofs.
DLO 3 Competence using real and complex analysis tools
- Interpret and illustrate concepts from analysis, such as limits of sequences, limits of functions, continuity, differentiability, integrability, series.
DLO 4 Competence using fundamental algebraic tools
- Interpret and illustrate concepts from linear and abstract algebra, such as matrices, vector spaces, bases, eigenvalues/eigenvectors, groups, rings, fields.
DLO 5 Mathematical modeling skills
- Be cognizant of applications of mathematics to science, technology, and engineering, and use mathematical ideas and techniques to model and solve real-life problems.
DLO 6 Numerically solve mathematical problems
- Use computer languages like Python, R, or Matlab to manipulate large datasets, extract relevant information, solve linear and non-linear equations and plot/visualize numerical results.
DLO 7 Knowledge of basic concepts in probability and statistics
- Explain basic concepts in probability and statistics. Statistical concepts such as population, sample, central tendency, likelihood, parameter and interval estimation, hypothesis testing, significance level, and decision theory will be introduced.
DLO 8 Ability for independent mathematical learning and thinking
- Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.
DLO 9 Communication skills in mathematics
- Communicate effectively orally and in writing, accurately explaining mathematical concepts, applications, and results to different audiences.
DLO 1 Compare Learning Theories (Teaching Service)
- Students will compare and contrast a variety of major learning theories in mathematics and science education across a number of dimensions, such as the nature and types of knowledge, learning processes, the nature of mathematics, and assumptions about learners.
DLO 2 Synthesize & Apply Mathematics Education Research (Teaching Service)
- Students comprehend, synthesize and apply empirical and theoretical research papers to discuss issues in mathematics education, such as conceptions commonly held by Gr 7-14 students for different mathematical topics, teaching strategies that support student learning, and perspectives on equity.
DLO 3 Develop Scholarly Written Communication Skills (Teaching Service)
- Students will write clear, concise, well-organized essays that draw upon findings from research as evidence.
DLO 4 Understand Foundational Graduate Level Mathematics (Teaching Service)
- Students will comprehend and apply selected constructs, principles, and theorems in core branches of mathematics, namely abstract algebra, analysis, geometry or chaos and fractals.
DLO 1 Deep Knowledge
- Develop a deep understanding in the core subjects of medical physics: Radiological Physics, Radiobiology, Diagnostic Imaging Physics (lecture and laboratory), Nuclear Medicine Imaging Physics, and Radiation Therapy Physics (lecture and laboratory).
DLO 2 Problem Solving
- Integrate physics and medical physics knowledge for problem solving in didactic and in clinical settings.
DLO 3 Original Research
- Complete an original research project and apply theoretical and/or experimental tools to address the research problem.
DLO 4 Communicate Effectively
- Communicate effectively to professional colleagues, both in writing and orally, the results of their research.
DLO 5 Ethical Conduct
- Understand ethical conduct in both research, education, and clinical medical physics.
Microbiology Curriculum Map:
200-400
500 (part 1)
500 (part 2)
DLO 1 Provide examples of the relation between form and function in biology
- Biology students should be able to provide examples of the relation between form and function in biology, as expressed in molecular, cellular, and whole-organism physiology.
DLO 2 Compare and contrast the major cellular processes in eukaryotes and prokaryotes
- Biology students should be able to compare and contrast the major cellular processes in eukaryotes and prokaryotes.
DLO 3 Explain how genetic information is stored and transmitted
- Biology students should be able to explain how genetic information is transmitted, and the relationship between genetics and evolution.
DLO 4 Compare and contrast the primary mechanisms of evolutionary diversification
- Biology graduates should be able to describe the relationship between genetics and evolution, and interpret biological data in terms of the evolutionary processes that control the generation and loss of biological diversity.
DLO 5 Categorize the diversity of life in terms of the phylogenetic relationships among the major organismal groups
- Biology students should be able to categorize the diversity of life in terms of the phylogenetic relationships among the major organismal groups.
DLO 6 Describe ecological interactions and their consequences
- Biology students should be able to describe how interactions among organisms and their environment influence populations, communities, and ecosystem function.
DLO 7 Quantitatively answer biological questions
- Biology students should be able to quantitatively answer biological questions. This reflects their ability to use mathematics, modeling, and statistics to aid in data evaluation and interpretation.
DLO 8 Conduct and interpret experiments using common lab and field techniques
- Biology students should be able to design, conduct, and interpret experiments using common biological lab and field techniques.
DLO 9 Effectively and concisely present scientific ideas and the results of scientific research in written and oral form
- Biology students should be able to effectively and concisely present scientific ideas and the results of scientific research in written and oral form.
DLO 10 Critique and summarize scientific papers
- Biology students should be able to critique scientific papers, as demonstrated by written or oral summaries of hypotheses, methodology, and conclusions.
DLO 11 Understand principles of microbiology
- Microbiology students should understand the principles of microbiology and be able to apply them in clinical and academic settings.
Microbiology Curriculum Map:
200-400
500 (part 1)
500 (part 2)
DLO 1 Provide examples of the relation between form and function in biology
- Biology students should be able to provide examples of the relation between form and function in biology, as expressed in molecular, cellular, and whole-organism physiology.
DLO 2 Compare and contrast the major cellular processes in eukaryotes and prokaryotes
- Biology students should be able to compare and contrast the major cellular processes in eukaryotes and prokaryotes.
DLO 3 Explain how genetic information is stored and transmitted
- Biology students should be able to explain how genetic information is transmitted, and the relationship between genetics and evolution.
DLO 4 Compare and contrast the primary mechanisms of evolutionary diversification
- Biology graduates should be able to describe the relationship between genetics and evolution, and interpret biological data in terms of the evolutionary processes that control the generation and loss of biological diversity.
DLO 5 Categorize the diversity of life in terms of the phylogenetic relationships among the major organismal groups
- Biology students should be able to categorize the diversity of life in terms of the phylogenetic relationships among the major organismal groups.
DLO 6 Describe ecological interactions and their consequences
- Biology students should be able to describe how interactions among organisms and their environment influence populations, communities, and ecosystem function.
DLO 7 Quantitatively answer biological questions
- Biology students should be able to quantitatively answer biological questions. This reflects their ability to use mathematics, modeling, and statistics to aid in data evaluation and interpretation.
DLO 8 Conduct and interpret experiments using common lab and field techniques
- Biology students should be able to design, conduct, and interpret experiments using common biological lab and field techniques.
DLO 9 Effectively and concisely present scientific ideas and the results of scientific research in written and oral form
- Biology students should be able to effectively and concisely present scientific ideas and the results of scientific research in written and oral form.
DLO 10 Critique and summarize scientific papers
- Biology students should be able to critique scientific papers, as demonstrated by written or oral summaries of hypotheses, methodology, and conclusions.
DLO 11 Understand principles of microbiology
- Microbiology students should understand the principles of microbiology and be able to apply them in clinical and academic settings.
DLO 1
- Identify the major theories and models that form the core of Classical Mechanics. Cite key observations that support this field. Apply the theory to solve scientific problems.
DLO 2
- Identify the major theories and models that form the core of Electricity and Magnetism. Cite key observations that support this field. Apply the theory to solve scientific problems.
DLO 3
- Identify the major theories and models that form the core of Thermodynamics, Nuclear, and Modern Physics. Cite key observations that support this field. Apply the theory to solve scientific problems.
DLO 4
- Demonstrate relevant knowledge across scientific disciplines. Communicate scientific information and concepts clearly and effectively. Argue from multiple perspectives about issues in natural science that have personal and global relevance. Conduct supervised fieldwork in local science classrooms and recognize best methods to communicate, teach, and learn Science.
DLO 5
- Know what constitutes ethical behavior, including humane treatment of living organisms, safe and legal use and disposal of chemicals, and honest recording of evidence.
DLO 6
- Pathway 1: Illustrate how ideas, methods, theories, and practices within and across scientific areas of study are integrated. Understand the nature of scientific practices listed in the Next Generation Science Standards. Pathway 2: Value feminist perspectives on science and technology and connect science to society and policy issues.
DLO 1 Principles of Physics
- Demonstrate knowledge of the principles of physics: SLO 1: Relevant Knowledge and Skills Apply the principles of physics to problem solving in a wide variety of physical situations. SLO 2: Problem Solving When confronted with a need for new understanding, draw upon a depth of knowledge and skills to solve the problem, distinguishing what is relevant from what is irrelevant.
DLO 2 Inquiry
- Participate in scientific inquiry. SLO 3: Experimenting Use course resources and reference materials to complete the planning and setting-up of experiments (both in an actual laboratory setting and "in silica"); use problem solving skills while performing such experiments; analyze and interpret data; and draw appropriate, logical, quantitative and qualitative conclusions based on the data. Use computers in the laboratory, both as a part of an instrumentation system in the laboratory and as an analytical tool to generate and evaluate data. SLO 4: Independent Research Engage in an independent research project with a supervising faculty member and see it through to completion.
DLO 3 Communication
- Communicate scientific information and concepts clearly and effectively. SLO 5: Oral Communication Use oral, quantitative, and visual methods to communicate information and concepts clearly, logically, and critically, including organize and present their thesis work to their peers and faculty members using standard presentation software. SLO 6: Written Communication; Use of Standard English Use written, quantitative, and visual methods to communicate information and concepts clearly, logically, and critically. Use standard spelling, grammar, and punctuation.
DLO 4 Lifetime Learning
- Acquire further physics knowledge and skills during their entire careers. SLO 7: Traits Exhibit confidence, curiosity, and discipline. SLO 8: Motivation Perseverance in the face of a challenge or obstacle. Choose to continue learning physics independently after graduation.
DLO 1 Principles of Physics
- Demonstrate knowledge of the principles of physics: SLO 1: Relevant Knowledge and Skills Apply the principles of physics to problem solving in a wide variety of physical situations. SLO 2: Problem Solving When confronted with a need for new understanding, draw upon a depth of knowledge and skills to solve the problem, distinguishing what is relevant from what is irrelevant.
DLO 2 Inquiry
- Participate in scientific inquiry. SLO 3: Experimenting Use course resources and reference materials to complete the planning and setting-up of experiments (both in an actual laboratory setting and "in silica"); use problem solving skills while performing such experiments; analyze and interpret data; and draw appropriate, logical, quantitative and qualitative conclusions based on the data. Use computers in the laboratory, both as a part of an instrumentation system in the laboratory and as an analytical tool to generate and evaluate data. SLO 4: Independent Research Engage in an independent research project with a supervising faculty member and see it through to completion.
DLO 3 Communication
- Communicate scientific information and concepts clearly and effectively. SLO 5: Oral Communication Use oral, quantitative, and visual methods to communicate information and concepts clearly, logically, and critically, including organize and present their thesis work to their peers and faculty members using standard presentation software. SLO 6: Written Communication; Use of Standard English Use written, quantitative, and visual methods to communicate information and concepts clearly, logically, and critically. Use standard spelling, grammar, and punctuation.
DLO 4 Lifetime Learning
- Acquire further physics knowledge and skills during their entire careers. SLO 7: Traits Exhibit confidence, curiosity, and discipline. SLO 8: Motivation Perseverance in the face of a challenge or obstacle. Choose to continue learning physics independently after graduation.
DLO 1
- Develop a deep understanding of the four pillars of physics: Classical Mechanics; Electricity and Magnetism; Quantum Mechanics; Statistical Mechanics.
DLO 2
- Develop a deep understanding of skill sets offered in elective classes, which helps students see their strengths, significantly enriches their educational experience beyond what they learn in the required coursework, and gives them a strong competitive edge when applying to grad schools.
DLO 3
- Integrate physics concepts with advanced mathematics for problem-solving and analyzing physical phenomena.
DLO 4
- Communicate effectively to professional colleagues, both in writing and orally, on basic and advanced topics in physics.
DLO 5
- Demonstrate comprehensive competency in the four pillars of physics and in selected electives.
DLO 1
- Develop a deep understanding of the four pillars of physics: Classical Mechanics; Electricity and Magnetism; Quantum Mechanics; Statistical Mechanics.
DLO 2
- Develop a deep understanding of skill sets offered in elective classes, which helps students see their strengths, significantly enriches their educational experience beyond what they learn in the required coursework, and gives them a strong competitive edge when applying to grad schools.
DLO 3
- Integrate physics concepts with advanced mathematics for problem-solving and analyzing physical phenomena.
DLO 4
- Complete an original research project and apply theoretical and/or experimental tools to address the research problem.
DLO 5
- Communicate effectively to professional colleagues, both in writing and orally, the results of their research.
DLO 1 Establish a Broad Knowledge Base in Psychology
- 1.1 Describe key concepts, principles, and overarching themes in psychology
- 1.2 Describe psychology’s content domains
- 1.3 Describe applications of psychology
DLO 2 Demonstrate Knowledge in Scientific Inquiry and Critical Thinking
- 2.1 Differentiate a broad range of research methods used in psychology
- 2.2 Evaluate knowledge claims
- 2.3 Describe ethical considerations in psychological research
- 2.4 Interpret, design, and conduct scientific research of psychological phenomena
DLO 3 Explain the Importance of Culture and Diversity
- 3.1 How does psychology inform our understanding of culture and diversity
- 3.2 How do psychological findings differ across cultures
- 3.3 Describe ethical considerations as they apply to culture and diversity.
DLO 4 Communicate Effectively in Written and/or Oral Modalities
- 4.1 Demonstrate effective APA-style writing
- 4.2 Demonstrate effective (general/non-APA-style) writing
- 4.3 Exhibit effective oral communication skills
DLO 5 Develop Skills used in Professional Settings
- 5.1 Describe how psychology information and skill sets can be applied to law, business, health care, education, and other career opportunities
- 5.2 Be made aware of resources on campus for professional development
- 5.3 Develop general skills that can be used in a range of workplace environments (e.g., excel, word, stats skills, writing skills, communication)
DLO 1 Establish a Broad Knowledge Base in Psychology
- 1.1 Describe key concepts, principles, and overarching themes in psychology
- 1.2 Describe psychology’s content domains
- 1.3 Describe applications of psychology
DLO 2 Demonstrate Knowledge in Scientific Inquiry and Critical Thinking
- 2.1 Differentiate a broad range of research methods used in psychology
- 2.2 Evaluate knowledge claims
- 2.3 Describe ethical considerations in psychological research
- 2.4 Interpret, design, and conduct scientific research of psychological phenomena
DLO 3 Explain the Importance of Culture and Diversity
- 3.1 How does psychology inform our understanding of culture and diversity
- 3.2 How do psychological findings differ across cultures
- 3.3 Describe ethical considerations as they apply to culture and diversity.
DLO 4 Communicate Effectively in Written and/or Oral Modalities
- 4.1 Demonstrate effective APA-style writing
- 4.2 Demonstrate effective (general/non-APA-style) writing
- 4.3 Exhibit effective oral communication skills
DLO 5 Develop Skills used in Professional Settings
- 5.1 Describe how psychology information and skill sets can be applied to law, business, health care, education, and other career opportunities
- 5.2 Be made aware of resources on campus for professional development
- 5.3 Develop general skills that can be used in a range of workplace environments (e.g., excel, word, stats skills, writing skills, communication)
DLO 1
- Critically evaluate research in the area of psychology.
DLO 2
- Apply knowledge of research design to address issues in the area of psychology.
DLO 3
- Analyze data using the appropriate statistical approach to test research hypotheses.
DLO 4
- Accurately communicate findings of psychological literature, both orally and in writing.
DLO 5
- Demonstrate breadth of knowledge in the area of psychology.
DLO 6
- Demonstrate knowledge of the biological basis of behavior.
DLO 1
- Critically evaluate research in the area of psychology.
DLO 2
- Apply knowledge of research design to address issues in the area of psychology.
DLO 3
- Analyze data using the appropriate statistical approach to test research hypotheses.
DLO 4
- Accurately communicate findings of psychological literature, both orally and in writing.
DLO 5
- Apply and integrate psychological program knowledge and skills through practical field experience.
DLO 1 Demonstrate knowledge of basic statistical vocabulary and concepts
Students will be able to understand statistics concepts and vocabulary. Statistical terms such as population, sample, central tendency, dispersion, likelihood, parameter and interval estimation, hypothesis testing, and decision theory will be introduced.
DLO 2 Use calculus and algebra to study statistical inferences and modeling
- When asked to identify and compare basic statistical concepts, students will be able to define terms, use definitions, form arguments using appropriate vocabulary, develop and manipulate mathematical formulations, and utilize the elementary methods of proof.
DLO 3 Interpret statistical inferences
- Given data, students will be able to construct and interpret interval estimates for population parameters. Given data and a model, construct and interpret interval estimates for model parameters. Formulate and test statistical hypotheses; interpret results. Explain problems with the way traditional Fisherian inference has been applied in the scientific community.
DLO 4 Evaluate and fit probability models
- Students will be able to compare and contrast probability models for characterizing populations. Given data, students will be able to fit these probability models by a suite of methods. Students will be able to use probability theory and foundational statistical principles to assess model fits and draw statistical inferences, both asymptotically and in finite samples. Students will know how to utilize statistical software such as SAS and R to perform model fitting and assessment, and develop the building blocks to extend these ideas to new models and scientific problems.
DLO 5 Use statistical software appropriately
- Given a real life data set, students will be able to apply statistical software to conduct data analyses, visualize the data, check model assumptions, and interpret the output from statistical software.
DLO 6 Communicate and Report Statistical Findings
- Students will be able to communicate statistical inferences to both the lay person and to scientific audiences. Oral communication skills will include conference-style lecture presentations, business meeting presentations, and small group tutorials. Written communication skills will include statistical analysis reports, tutorials, and conceptual short text pieces. Students will be able to use statistical software such as SAS and R to visualize data and predictive analytics results to communicate statistical solutions to scientific problems.
DLO 7 Apply statistical models to data
- Students will be able to determine which statistical methods are appropriate for a given dataset based on whether required mathematical assumptions are met, and whether the methods provide evidence useful in answering relevant questions. For appropriately chosen methods, students will utilize statistical software such as SAS and R to implement the analysis and summarize findings. Students will perform diagnostic tests to evaluate the performance of statistical methods (e.g., evaluating model fit, checking for expected behavior in numerical algorithms).
DLO 1
- Describe and formulate statistical hypotheses based on scientific questions at hand.
DLO 2
- Choose and apply correct methods and modeling approaches for data analysis.
DLO 3
- Evaluate multiple approaches for a given problem and data set using statistical or computational tools such as cross validation and/or Monte Carlo simulations.
DLO 4
- Evaluate the fit of a statistical model and improve the fit by methods such as variable transformations and interactions as appropriate.
DLO 5
- Interpret statistical inferences in terms of real-life problems.
DLO 6
- Appraise and apply a new method in the literature for problem solving and data analysis as appropriate.
DLO 7
- Be able to critically evaluate, select, and use appropriate statistical software.
DLO 8
- Communicate and report statistical findings orally and in writing to both statisticians and other quantitatively oriented scientists.