Undergraduate Degree Learning Outcomes and Curriculum Maps Listing

 

College of Arts & Letters

Africana Studies Webpage

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

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.

Anthropology Webpage

Anthropology Curriculum Map

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.

Asian Studies Webpage

Asian Studies Curriculum Map

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.

Chicana and Chicano Studies Webpage

Chicana and Chicano Studies Curriculum Map

DLO 1: Students will have general knowledge about the history, cultures, and social life of Chicana/o/x communities, especially in our transborder context.

DLO 2: Students will be able to define foundational concepts in the field and employ theories of race, ethnicity, class, gender/sexuality, and immigration.

DLO 3: Students will be able to explain Chicana/o/x social justice efforts, especially regionally.

DLO 4: Students will be able to demonstrate analytical skills to conduct basic research, using Chicana/o Studies research methods and ethics.

DLO 5: Students will engage in community-based learning and service.

DLO 6: Students will be able to further any existing Spanish academic language skills and their engagement with multilingual code-switching contexts.

Classics Webpage

Classics Curriculum Map

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

Economics Webpage

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.

English Webpage

English Curriculum Map

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.

Geography Webpage (includes Curriculum Map)

DLO 1: Spatial Organization

  • Use maps and other geographic representations to organize information about people, places, and environments (BA, BS)

DLO 2: Global Patterns

  • Describe physical, environmental and/or socio-economic processes that shape patterns of the earth’s surface (BA, BS)

DLO 3: Scalar Analysis

  • Analyze the spatial organization of people, places, and environments at a variety of scales (BA, BS)

DLO 4: Population and Mobility

  • Examine the characteristics, distribution, and mobility patterns of human populations on the earth’s surface (BA, BS)

DLO 5: Environmental Impact

  • Explain how human activities have altered the natural world, particularly in terms of resource use and ecosystem health (BA, BS)

DLO 6: Sustainability

  • Interpret the complex relationships between nature and culture/society, especially as these relate to social and environmental sustainability (BA, BS)

Additional Bachelor of Arts (BA) Specific DLOs:

DLO 7: Methods

  • Demonstrate knowledge of quantitative and qualitative geographic methods (BA)

DLO 8: Critical Perspectives

  • Demonstrate knowledge of critical social and spatial theories (BA)

Geography Webpage (includes Curriculum Map)

DLO 1: Spatial Organization

  • Use maps and other geographic representations to organize information about people, places, and environments (BA, BS)

DLO 2: Global Patterns

  • Describe physical, environmental and/or socio-economic processes that shape patterns of the earth’s surface (BA, BS)

DLO 3: Scalar Analysis

  • Analyze the spatial organization of people, places, and environments at a variety of scales (BA, BS)

DLO 4: Population and Mobility

  • Examine the characteristics, distribution, and mobility patterns of human populations on the earth’s surface (BA, BS)

DLO 5: Environmental Impact

  • Explain how human activities have altered the natural world, particularly in terms of resource use and ecosystem health (BA, BS)

DLO 6: Sustainability

  • Interpret the complex relationships between nature and culture/society, especially as these relate to social and environmental sustainability (BA, BS)

Additional Bachelor of Science (BS) specific goals:

DLO 9: Methods

  • Demonstrate knowledge of methods and techniques in Geographic Information Science (GIS) (BS)

DLO 10: 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 (BS)

History Webpage

History Curriculum Map

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.

Humanities Webpage

Humanities Curriculum Map

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 Page

International Business Curriculum Map

DLO 1: Describe basic concepts in each major functional area of business.

DLO 2: Apply techniques and theories from various areas of business, to business situations.

DLO 3: Identify and describe the impact of the global economy on business decisions.

DLO 4: Assess domestic business methods and practices and illustrate how they can be applied to international situations.

DLO 5: Explain the various ethical dimensions of business decision making.

DLO 6: Explain the role of various affected parties in business decision making.

DLO 7: Assess the cultural differences inherent in doing business in foreign countries.

DLO 8: Write coherent, organized and grammatically correct papers and correspondence.

DLO 9: Make effective oral presentations that are organized, persuasive, and engaging.

DLO 10: 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: Demonstrate appropriate levels of proficiency in reading, writing, speaking, and comprehension in the Arabic language.

DLO 2: 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: 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: Compare and contrast economic and political aspects of Muslim-majority societies with each other and with their non-Muslim counterparts.

DLO 5: Demonstrate knowledge of the unity and diversity of the various cultures and literatures of Muslim-majority countries.

DLO 6: Explain various approaches to understanding Islam as a religion and the unity and diversity of cultures in Muslim-majority societies

Japanese Webpage

Japanese Curriculum Map

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

  • Demonsrate 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 relevance of analyses of language data 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

LGBTQ+ Studies Webpage

LGBTQ+ Studies Curriculum Map

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.

Linguistics Webpage

Linguistics Curriculum Map

DLO 1: Perform linguistic analysis (English)

  • Perform linguistic analysis of language data from one or more dialects of English.

DLO 2: Perform linguistic analysis (LOTE)

  • Perform linguistic analysis of language data from languages other than English.

DLO 3: Produce academic papers synthesizing notions

  • 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: Apply linguistic analysis to real world problems

  • Use knowledge of language structure and use to shed light on problems in the social sciences and humanities.

DLO 8: Make GE connections

  • Offer courses that help students meet the foundations and fulfill the goals and learning outcomes of GE courses in the Social and Behavioral Sciences.

Modern Jewish Studies Webpage

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.

Philosophy Webpage

Philosophy Curriculum Map

DLO 1: Give an account of the history of philosophy and relate this history to philosophical study

DLO 2: Correctly and appropriately apply logical principles (both analytically and constructively) in oral and written venues

DLO 3: 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: Explicate, analyze, and defend a philosophic position

DLO 5: Apply philosophical theories to social, political, global, environmental, ecological, scientific, or other real-world contexts

Political Science Webpage

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.

 

Study of Religion Webpage

Study of Religion Curriculum Map

DLO 1: Clarify the difference between religious studies and theology

DLO 2: Contextualize religious phenomena 3. Use logic and theoretical methods to analyze religious issues and solve problems

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

Rhetoric and Writing Studies Webpage

Rhetoric and Writing Studies Curriculum Map

DLO 1: Identify and evaluate rhetorical theories.

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.

  • Social Science (General) Webpage
  • DLO 1: Apply Social Science theory to social, political, and economic problems
  • DLO 2: Present and synthesize divergent and/or opposing viewpoints on a given social, political, or economic issue
  • DLO 3: Identify key disciplinary concepts in the student’s chosen specialization 
  • DLO 4: Identify different theoretical approaches in the student’s chosen specialization
  • DLO 5: Identify how social, political, and economic institutions influence individual behavior 
  • DLO 6: Use the scientific method to understand causal forces behind social, political, and economic phenomenon 
  • DLO 7: Employ different analytic techniques to find patterns in data and answer research questions 
  • DLO 8: Recognize cultural diversity and analyze how it impacts social, political, and economic processes 
  • DLO 9: Locate, utilize, and properly cite scholarly and popular sources of information 
  • DLO 10: Formulate and defend coherent written arguments with effective support and evidence 
  • DLO 11: Formulate and defend coherent arguments orally, as well as adapting and refining them in an interactive context 
  • Social Science Webpage
  • 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 Webpage

Sociology Curriculum Map:
Core Courses
GE Courses
Other Courses

PLO 1: 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. 

  • DLO 1.1: Demonstrate ability to interpret and deconstruct key texts in the canon of Sociology using the method of hermeneutics.
  • DLO 1.2: Present and synthesize divergent and/or opposing viewpoints in social theory.
  • DLO 1.3: Identify underlying suppositions and assumptions in the divergent theoretical orientations within the field.
  • DLO 1.4: Exhibit a general knowledge of the main figures in sociological theories.
PLO 2: Comprehend the interrelatedness and distinctiveness of social institutions, structures, social inequalities, and social justice. 
  • DLO 2.1: Exhibit general knowledge about inequalities based on race, gender, sexuality and class in both US and global contexts.
  • DLO 2.2: Identify institutions and structures of society, and their respective processes, through which inequality is created and perpetuated.
  • DLO 2.3: Analyze transformative forces generated by movements and policies for social change.
  • DLO 2.4: Connect micro and macro level social dimension of the above.
PLO 3: Apply research methods in sociology, including principles and procedures used in different types of sociological analyses.
  • DLO 3.1: Identify the stages involved in the scientific method as it is used in the social sciences.
  • DLO 3.2: Identify weakness and strengths of different research techniques to gather data/information while conducting qualitative and/or quantitative research.
  • DLO 3.3: Apply appropriate research methods to analyze data/information while conducting qualitative and/or quantitative research.
  • DLO 3.4: Apply appropriate computer software skills to analyze data/information while conducting qualitative and/or quantitative research.
PLO 4: Demonstrate critical thinking by applying sociological imagination to the analyses of and/or engagement with contemporary social issues.
  • DLO 4.1: Distinguish social patterns from individual level biography.
  • DLO 4.2: Understand and evaluate sociological arguments and supporting evidence.
  • DLO 4.3: Gain capacity to develop logical arguments and use supporting evidence.
  • DLO 4.4: Apply sociological theory to interpret contemporary and historical social issues.

Spanish Webpage

Spanish Curriculum Map

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. (PLG 2)
  • 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 4: Culture
  • Identify the main movements, figures, and cultural artifacts representative of the cultural production of the Spanish-speaking world.

Sustainability Webpage

Sustainability Curriculum Map

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.

Urban Studies Webpage

Urban Studies Curriculum Map

DLO 1: Data Collection

  • Gather quantitative and qualitative data, including maps, planning documents, and other visual and textual representations, to organize information about urban environments and their distinctive social, cultural, economic, political and spatial features.

DLO 2: Sescription

  • Describe historical and present-day socio-economic and political processes that shape urbanization and urbanism based on evidence.

DLO 3: Spatial Urban Patterns

  • Analyze the spatial organization and morphology of the built and social urban environment.

DLO 4: Urban Populations

  • Examine the characteristics, distribution, diversity, and mobility patterns of human populations in relation to cities and the urban environment.

DLO 5: Human Activities and Environment

  • Explain how human activities alter cities and the urban environment, historically and at present times.

DLO 6: Urban Environment and Wellbeing

  • Interpret the complex relationships between urban environments and human wellbeing.

DLO 7: Methods

  • Demonstrate knowledge of quantitative and qualitative methods from the various disciplines constituting urban studies, including statistical analysis, qualitative methods, geographic information science, survey methods, etc.

DLO 8: Critical Perspectives

  • Demonstrate knowledge of diverse and opposing urban theories and ability to compare and criticize theoretical assumptions, methods and policy recommendations.

DLO 9: Problem Solving

  • Develop solutions to urban problems through policy, social initiatives, and design.

DLO 10: Civic Engagement and Social Responsibility

  • Develop empathy towards marginalized urban dwellers, including an appreciation of the humanity of those struggling for a decent life in cities. Engage actively in efforts to create more just and sustainable cities locally and/or globally.

DLO 11: Communication

  • Demonstrate written and oral competencies in presenting urban issues and policies

Women’s Studies Webpage

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

 

College of Education

Child Development Webpage

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

Liberal Studies Webpage (includes Curriculum Map)

DLO 1: Identify and implement effective instructional methods in multiple content areas by building on their content knowledge in multiple subjects such as English Language Arts, Math, Science, Social Studies, and VAPA.

  • Content-specific lesson plans and/or units of study
  • Case Studies
  • Reading exams and/or response/reflection papers
  • EdTPA, especially Tasks 1 and 4

DLO 2: Observe, practice, and implement standards-based lesson plans. 

  • Standards-based lesson plans and/or units of study
  • Teaching observation reports
  • Discussion board comments and/or response/reflection papers
  • EdTPA, especially Tasks 1 and 2

DLO 3: Analyze their own developing teaching skills given feedback and self-reflection. 

  • Clinical practice reports and evaluations 
  • Informal and formal debriefing/coaching sessions
  • Self-analysis of videos and/or peer reviews
  • EdTPA, especially Task 2-3 and Tasks 1-4 commentaries

DLO 4: Produce data-based instructional decisions by effectively administering and analyzing performance assessment data.

  • Detailed lesson plans and/or units of study
  • Case Studies
  • Clinical practice reports and evaluations
  • EdTPA, especially Tasks 3-4

DLO 5: Communicate effectively and precisely in both written form and orally. 

  • Detailed lesson plans and/or units of study
  • Reflection/Responses/Analysis Papers
  • Presentations including delivery of instruction
  • EdTPA

 

College of Engineering

Aerospace Engineering Webpage

Aerospace Engineering Curriculum Map

DLO 1: Apply math,  science and engineering

DLO 2:  Design

DLO 3: Experimentation

DLO 4: Communication

DLO 5: Ethics and professionalism

DLO 6: Continued learning

DLO 7: Team work

DLO 8: Sub-disciplinary competence

Civil Engineering Webpage

DLO 1: Five years after graduation, the Civil Engineering graduates will be successful engineers in their respective fields of work.

DLO 2: Five years after graduation, the Civil Engineering graduates will be continually progressing in their chosen careers through formal and informal development.

DLO 3: Five years after graduation, the Civil Engineering graduates will be contributing to their profession for the betterment of society and the environment.

Computer Engineering Webpage

Computer Engineering Curriculum Map

DLO 1: Computer Engineering​ graduates will be successful in modern engineering practice and contribute to the economies of the State of California and the nation. 

DLO 2: Computer Engineering graduates will be productive citizens with high ethical and professional standards who can make engineering and management decisions. 

DLO 3: Computer Engineering graduates will have the intellectual skills necessary to assume leadership roles both in their profession and to future graduates.

Construction Engineering Webpage

DLO 1: Five years after graduation, the Construction Engineering graduates will be successful engineers in their respective fields of work.

DLO 2: Five years after graduation, the Construction Engineering graduates will be continually progressing in their chosen careers through formal and informal development.

DLO 3: Five years after graduation, the Construction Engineering graduates will be contributing to their profession for the betterment of society and the environment.

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.

Environmental Engineering Webpage

DLO 1:  Five years after graduation, the Environmental Engineering graduates will be successful engineers in their respective fields of work.

DLO 2:  Five years after graduation, the Environmental Engineering graduates will be continually progressing in their chosen careers through formal and informal development.

DLO 3:  Five years after graduation, the Environmental Engineering graduates will be contributing to their profession for the betterment of society and the environment.

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.

DLO 8: An ability to apply principles of engineering, basic science, and mathematics (including multivariate calculus and differential equations); to model, analyze, design, and realize physical systems, components or processes.

DLO 9: An ability to work professionally in either thermal or mechanical systems areas.

 

Fowler College of Business

Business Administration Webpage

Business Administration Curriculum Map

DLO 1: Write well-organized and grammatically correct papers including letters, memos, case analyses, and research reports.

DLO 2: Make effective oral presentations that are informative as well as persuasive, as appropriate.

DLO 3: Apply relevant information and arrive at a well-reasoned conclusion.

DLO 4: Explain the various ethical dimensions of business decision making.

DLO 5: Explain the role of various affected parties in business decision making.

DLO 6: Identify and describe the impact of the global economy on business decisions.

DLO 7: Explain and apply a global perspective in making business decisions.

DLO 8: Describe and apply basic concepts, techniques, and/or theories in the major functional areas of business.

 

College of Health & Human Services

Athletic Training Webpage

Athletic Training 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. 

Foods and Nutrition Webpage

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.

Gerontology Webpage

Gerontology Curriculum Map

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

Kinesiology Webpage

Kinesiology 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.

Public Health Curriculum Map

DLO 1: Demonstrate knowledge of the history and basic competencies in six major domains of public health:

  • Health Promotion and Behavior – PH 303 – Health Behavior in Community Settings (3)
  • Epidemiology – PH 302 – Communicable and Chronic Disease (3)
  • Statistics – PH 306–Public Health Research (3) and PH 490A–Health Data Analysis (3)
  • Environmental Health – PH 304 – Environment and Public Health (3)
  • Health Services Administration – PH 305 – Medical Care Organization and Delivery (3)
  • International/Global Health – PH 362 – International Health (3)

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

Social Work Webpage

Social Work Curriculum Map

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

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.

 

College of Professional Studies & Fine Arts

Art Webpage

Art Curriculum Map

DLO 1: Demonstrate functional competence with principles of 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: Present work that demonstrates perceptual acuity and conceptual understanding.

  • Present work that demonstrates perceptual acuity, conceptual understanding, and technical facility at a professional entry level in their chosen field(s).

DLO 3: Become familiar with the historical achievements, current major issues, processes, and directions within the fields of Art and Design.

DLO 4: Analyze works of art/design perceptively and to evaluate them critically.

  • Analyze works of art/design perceptively and to evaluate them critically within the context of classroom discussions, critiques and written reflections and or reports.

DLO 5: Acquire the ability to place works of art/design in historical, cultural, and stylistic contexts.

DLO 6: Acquire a working knowledge of technologies and equipment applicable to their area(s) of specialization.

DLO 7: Work independently on a variety of art and/or design problems.

  • Work independently on a variety of art and/or design problems by combining, as appropriate to the issue, their capabilities in studio, analysis, history, and technology.

DLO 8: Apply research and writing skills.

  • 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 9: Be aware of current professional practices and procedures within their field.

Communication Webpage

Communication Curriculum Map

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

Criminal Justice Webpage

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 

Dance Studies Webpage

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.

Dance Studies Webpage

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.

Health Communication Webpage

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 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 sources to make informed decisions and draw insightful conclusions in the hospitality, recreation and tourism context.

DLO 3: Creating and applying strategies to manage change in a diverse work environment.

DLO 4: Develop and implement new ideas, practices and projects to address organizational complexities in the hospitality and tourism context.

DLO 5: Effectively communicate visions, ideas and goals to a variety of stakeholders in the hospitality and tourism context.

DLO 6: Demonstrate leadership in a people-centric setting by fostering an inclusive environment.

DLO 7: Self-assess and reflect on leadership development as a part of lifelong learning.

DLO 8: Integrate coursework, high impact experiences and career exploration to pursue professional passions.

Journalism Webpage

Journalism 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.

Bachelor of Arts in Music Webpage

Music Curriculum Map PDF

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

Music BM Curriculum Map PDF

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.

Public Administration Webpage

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: Engage in professional practice through an internship or other experiential practicum 

Recreation Administration Webpage

Recreation Administration Curriculum Map

DLO 1: 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 sources to make informed decisions and draw insightful conclusions for hospitality, recreation and tourism organizations.

DLO 3: In the context of recreation and tourism, explicate the interconnectivity between humans and their environments.

DLO 4: Create new ideas, practices and programs to address the delivery of technical and functional operations to meet organizational goals.

DLO 5: Effectively communicate ideas with a focus on context, language, supporting data, and delivery to diverse stakeholders.

DLO 6: Analyze the impact of recreation and tourism activities on enhancing individual and community wellbeing, cultural diversity, and contributing to sustainable development.

DLO 7: Practice self-assessment and self-development as a part of lifelong learning.

DLO 8: Analyze scientific, political, technical, legal, and ethical dimensions of environmental protection and visitor management.

Television, Film, and New Media Webpage

Television, Film, and New Media Curriculum Map

DLO 1: Communication and Research

DLO 2: Demonstrate knowledge of research methods and techniques for communication (oral and written).

DLO 3: Aesthetic Competence

DLO 4: Demonstrate knowledge of a range of film forms with both direct and indirect applicability to filmmaking.

DLO 5: Technical Competence

DLO 6: Comprehension of and familiarity with the tools and practices of professional film and / or television production.

DLO 7: Critical Analysis

DLO 8: Capacity to critically analyze a range of cinematic forms, including screenplays / teleplays, TV episodes, webisodes, and short films, and feature films. Ability to apply this analysis in both critical and production contexts.

DLO 9: Developing a Cinematic Imagination

DLO 10: Employ a diverse range of competencies relevant to the craft of filmmaking to produce work that visibly demonstrates depth of meaning.

DLO 11: Business Competence in the Field

DLO 12: Demonstrate competence in business aspects of the profession, including production processes, budgeting concerns, and concept presentation (pitching).

Theatre Arts Webpage

Theatre Arts Curriculum Map

DLO 1: Voice and Speech

  • Express thoughts and emotions through the use of voice and speech articulator
  • Alter the use of voice and articulation in response to external stimuli

DLO 2: Movement
a. Express thoughts and emotions through physical poses and gestures.
b. Alter their physicality in response to external stimuli

DLO 3: Script Analysis
Identify the dramatic elements of a play script including: character, plot, given circumstances, environment

DLO 4: 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 5: Improvisation
Synthesize content (from dramatic literature or another source) as well as external stimuli and contact with / input from other performers to create spontaneous performance. 

 

College of Sciences

Mathematics Webpage

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.

Mathematics Webpage

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: Ability for independent mathematical learning and thinking

  • Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.

DLO 8: Communication skills in mathematics. 

  • Communicate effectively orally and in writing, accurately explaining mathematical concepts, applications, and results to different audiences.

Mathematics Webpage

DLO 1: Use mathematical modeling. 

  • Given a word problem that applies to a realistic situation, students should be able to create a model of the situation, use calculus and algebraic ideas to solve problems algebraically, and interpret the solutions in context.

DLO 2: Understand and use foundational mathematical tools. 

  • When asked to identify and compare basic mathematical concepts, students should be able to define terms, use definitions, form arguments using appropriate vocabulary, and utilize the elementary methods of proof.

DLO 3: Understand logical reasoning. 

  • Given important proofs in a variety of required subject areas, students will be able to comprehend and explain the assumptions, logic, and conclusions of the given proof.

DLO 4: Develop the ability for independent mathematical learning and thinking. 

  • When given a new result in the form of a theorem or conjecture, students will be able to write clear, precise, and convincing arguments that may include direct, indirect, or visual demonstrations.

DLO 5: Use appropriate software for teaching. 

  • Given a teaching/learning situation involving connections between algebraic and geometric interpretations, students will be able to use pedagogically oriented software such as Geogebra to explore relationships and generate models. Alternatively, students would be able to use a program such as R to model a statistical situation, or Maple or MatLab to model situations involving multiple variables.

DLO 6: Engage in mathematical discussions. 

  • When enrolled in inquiry-oriented classes, students will participate in whole class discussions, small group collaborative work, and student-led presentations.

DLO 7: Provide logical justifications. 

  • Given situations that require students to explain their thinking, students will be able to provide written justifications.

DLO 8: Knowledge and application of current mathematics education practices. 

  • Given scenarios from secondary school classrooms, students will be able to identify common student conceptions (e.g. "graph as path") as described in mathematics education literature.

Mathematics Webpage

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: Ability for independent mathematical learning and thinking. 

  • Majors will be prepared to independently extend their knowledge to comprehend new theories or techniques.

DLO 8: Communication skills in mathematics. 

  • Communicate effectively orally and in writing, accurately explaining mathematical concepts, applications, and results to different audiences.

Astronomy Webpage

Astronomy Curriculum Services

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.

Astronomy Webpage

Astronomy 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, 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

  • Draw sound conclusions from observational evidence or theoretical arguments.

DLO 13: Express scientific arguments in astronomy

  • Express effective scientific arg

Biology Webpage

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.

Biology Webpage

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.

 

Chemical Physics Degree Learning Outcomes

DLO 1: Establish a Foundation and Depth of Knowledge Pertaining to Fundamental Chemical and Physical Principles.

DLO 2: Demonstrate Competency in Problem Solving and Quantitative Reasoning 

DLG 3: Develop Skills used in Professional Settings

DLO 4: Effectively Employ Physical and Chemical Literature and Information Management Systems. 

Chemistry Webpage

Chemistry with ACS Certificate Curriculum Map

DLO 1: Establish a Foundation and Depth of Knowledge Pertaining to Fundamental Chemical Principles

DLO 2: Demonstrate Competency in Problem Solving and Quantitative Reasoning

DLO 3: Develop Skills Used in Professional Chemistry Settings

DLO 4: Effectively Employ Chemical Literature and Information Management Systems

Chemistry Webpage

Chemistry BS with Biochemistry Emphasis Curriculum Map

DLO 1: Establish a Foundation and Depth of Knowledge Pertaining to Fundamental Chemical Principles

DLO 2: Demonstrate Competency in Problem Solving and Quantitative Reasoning

DLO 3: Develop Skills Used in Professional Chemistry Settings

DLO 4: Effectively Employ Chemical Literature and Information Management Systems

Computer Science Webpage

DLO 1: Apply knowledge of computing and mathematics appropriate to the discipline

DLO 2: Analyze a problem, and identify and define the computing requirements appropriate to its solution

DLO 3: Design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs

DLO 4: Function effectively on teams to accomplish a common goal

DLO 5: Honor professional, ethical, legal, security and social issues and responsibilities

DLO 6: Communicate effectively with a range of audiences

DLO 7: Analyze the local and global impact of computing on individuals, organizations, and society

DLO 8: Engage in continuing professional development

DLO 9: Use current techniques, skills, and tools necessary for computing practice.

DLO 10: Apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices.

DLO 11: Apply design and development principles in the construction of software systems of varying complexity.

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 Webpage

Geological Sciences Curriculum Map

DLO 1: Interpret the age of sedimentary rocks using common fossil taxa

DLO 2: Integrate sedimentological and stratigraphic data

DLO 3: Integrate diverse physical and structural data

DLO 4: Apply appropriate physical and technical principles

DLO 5: Identify and understand minerals and rocks

DLO 6: Integrate chemical data

DLO 7: Construct accurate and interpretive maps

DLO 8: Communivate results via written and oral reports

DLO 9: Apply the scientific method

DLO 10: Interpret and integrate diverse geoscientific data

Geological Sciences Webpage

Geological Sciences Curriculum Map

DLO 1: Interpret the age of sedimentary rocks using common fossil taxa

DLO 2: Integrate sedimentological and stratigraphic data

DLO 3: Integrate divers physical and structural data

DLO 4: Apply appropriate physical and mechanical principles

DLO 5: Identify and understand minerals and rocks

DLO 6: Integrate chemical data

DLO 7: Construct accurate and interpretive maps

DLO 8: Communicate results

DLO 9: Apply the investigative method

DLO 10: Analyze and interpret earth systems

Mathematics Webpage

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: Use mathematical modeling

  • Given a word problem that applies to a realistic situation, students should be able to create a model of the situation, use calculus and algebraic ideas to solve problems algebraically, and interpret the solutions in context.

DLO 2: Understand and use foundational mathematical tools

  • When asked to identify and compare basic mathematical concepts, students should be able to define terms, use definitions, form arguments using appropriate vocabulary, and utilize the elementary methods of proof.

DLO 3: Understand logical reasoning

  • Given important proofs in a variety of required subject areas, students will be able to comprehend and explain the assumptions, logic, and conclusions of the given proof.

DLO 4: Develop the ability for independent mathematical learning and thinking

  • When given a new result in the form of a theorem or conjecture, students will be able to write clear, precise, and convincing arguments that may include direct, indirect, or visual demonstrations.

DLO 5: Use appropriate software for teaching

  • Given a teaching/learning situation involving connections between algebraic and geometric interpretations, students will be able to use pedagogically oriented software such as Geogebra to explore relationships and generate models. Alternatively, students would be able to use a program such as R to model a statistical situation, or Maple or MatLab to model situations involving multiple variables.

DLO 6: Engage in mathematical discussions

  • When enrolled in inquiry-oriented classes, students will participate in whole class discussions, small group collaborative work, and student-led presentations.

DLO 7: Provide logical justifications

  • Given situations that require students to explain their thinking, students will be able to provide written justifications.

DLO 8: Knowledge and application of current mathematics education practices

  • Given scenarios from secondary school classrooms, students will be able to identify common student conceptions (e.g. "graph as path") as described in mathematics education literature.

DLO 1: Use mathematical modeling

  • Given a word problem that applies to a realistic situation, students should be able to create a model of the situation, use calculus and algebraic ideas to solve problems algebraically, and interpret the solutions in context.

DLO 2: Understand and use foundational mathematical tools

  • When asked to identify and compare basic mathematical concepts, students should be able to define terms, use definitions, form arguments using appropriate vocabulary, and utilize the elementary methods of proof.

DLO 3: Understand logical reasoning

  • Given important proofs in a variety of required subject areas, students will be able to comprehend and explain the assumptions, logic, and conclusions of the given proof.

DLO 4: Develop the ability for independent mathematical learning and thinking

  • When given a new result in the form of a theorem or conjecture, students will be able to write clear, precise, and convincing arguments that may include direct, indirect, or visual demonstrations.

DLO 5: Use appropriate software for teaching

  • Given a teaching/learning situation involving connections between algebraic and geometric interpretations, students will be able to use pedagogically oriented software such as Geogebra to explore relationships and generate models. Alternatively, students would be able to use a program such as R to model a statistical situation, or Maple or MatLab to model situations involving multiple variables.

DLO 6: Engage in mathematical discussions

  • When enrolled in inquiry-oriented classes, students will participate in whole class discussions, small group collaborative work, and student-led presentations.

DLO 7: Provide logical justifications

  • Given situations that require students to explain their thinking, students will be able to provide written justifications.

DLO 8: Knowledge and application of current mathematics education practices

  • Given scenarios from secondary school classrooms, students will be able to identify common student conceptions (e.g. "graph as path") as described in mathematics education literature.

Microbiology Webpage

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 Webpage

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.

Physics Webpage

Physics Curriculum Map

DLO 1: Principles of Physics Demonstrate knowledge of the principles of physics.

DLO 2: Inquiry Participate in scientific inquiry.

DLO 3: Communication Communicate scientific information and concepts clearly and effectively.

DLO 4: Lifetime Learning Acquire further physics knowledge and skills during their entire careers.

Psychology Webpage

DLO 1: Establish a Broad Knowledge Base in Psychology

DLO 2: Demonstrate Knowledge in Scientific Inquiry and Critical Thinking

DLO 3: Explain the Importance of Culture and Diversity

DLO 4: Communicate Effectively in Written and/or Oral Modalities

DLO 5: Develop Skills used in Professional Settings

Statistics Webpage

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).