* UGR Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* MBA Knowledge Applcation - The students will be able to apply quantitative and qualitative knowledge to solve problems and make decisions.
* MACC Critical Thinking and Professional Judgment - Students will apply critical thinking skills and professional judgment to solve problems and make decisions in a business setting
* Thinking Critically - Interpretation and Analysis - Students will be able to interpret and analyze the relevance and quality of information.
* Thinking Critically - Judgment and Conclusion - Students will be able to make judgments and draw conclusions based on credible evidence.
* Thinking Critically - Logical Reasoning - Students will be able to integrate ideas into a coherent argument.
* Critical Thinking and Analysis - Students will develop advanced skills in critical thinking and analysis applied to solve relevant problems.
* Analytical Skills - Students will exhibit the basic skills to design and conduct experiments as well as acquire, analyze, and interpret data.
Students will be able to formulate the problems and process for solution.
* Analytical Skills - Students will exhibit the basic skills to design and conduct experiments as well as acquire, analyze, and interpret data.
* Analytical Skills - Students will exhibit the basic skills to design and conduct experiments as well as acquire, analyze, and interpret data.
Students will be able to formulate the problems and process for solution.
* MBA: Knowledge Application - Our stduents will be able to apply quantitative and qualitative knowledge to solve problems and make decisions.
* BS: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* BS: Ethics - Students will utilize a framework of ethical decision making to include the identification of facts, ethical issues, stakeholders, alternative actions, consequences of actions, and monitoring of decision outcomes. Students will also identify the ethical model/theory that supports the chosen decision.
* MAcc: Critical Thinking & Professional Judgement - Students will apply critical thinking skills and professional judgment to solve problems and make decisions in a business setting.
* BSE: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* BS: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
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* BS: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* BA: Economic Reasoning - Students will use critical thinking skills to make decisions including the identification of economic issues in context, analysis of the appropriate factual bases, analysis of economic positions on the issues, and identification and assessment of conclusions, implications, and consequences of decisions.
* BS: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* BS: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* BS: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* BS: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* BS: Critical Thinking - Students will use critical thinking skills to make decisions including the identification of an issue in context, analysis of appropriate supporting evidence, integration of various positions, identification and assessment of conclusions, implications and consequences of decisions.
* Critical Thinking - Think critically, creatively and independently.
* Critical Thinking - Think critically, creatively and independently.
* Applying Theories to Decision Making - All masters degree holders from the college of communications are expected to understand and apply normative and social scientific mass communication theories and concepts to decisions made by themselves or others
* Critical Analysis - The graduate of the SCCT program will be able to critique and scrutinize the criticisms frequently made of community colleges, and formulate a personal response.
* National Board Certification Proposition--Reflective Practice - Teachers think systematically about their practice and learn from experience.
* 1. Foundations. - 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. Beginning special educators demonstrate their mastery of this standard through the mastery of the NAGC/CEC Common Core Knowledge and Skills, as well as through the appropriate NAGC/CEC Specialty Area(s)
Knowledge and Skills for which the program is preparing candidates.
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* 4. Instructional Strategies. - 4. Instructional Strategies. Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, selfmanagement, self-control, self- reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. Beginning special educators demonstrate their mastery this standard through the mastery of the
NAGC/CEC Common Core Knowledge and Skills, as well as through the appropriate NAGC/CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.
* 8. Assessment. - 8. Assessment. Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decisionmaking. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. Beginning special educators demonstrate their mastery of this standard through the mastery of the NAGC/CEC Common Core Knowledge and Skills, as well as through the appropriate NAGC/CEC Specialty Area(s)
Knowledge and Skills for which the preparation program is preparing candidates.
* 1. Foundations. - 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and
Skills for which the program is preparing candidates.
* 8. Assessment. - 8. Assessment. Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decisionmaking. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. Beginning special educators demonstrate their mastery of this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and
Skills for which the preparation program is preparing candidates.
* 1. Foundations. - 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. Beginning special educators demonstrate their mastery of this standard
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through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and
Skills for which the program is preparing candidates.
* 8. Assessment. - 8. Assessment. Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decisionmaking. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. Beginning special educators demonstrate their mastery of this standardthrough the mastery of the CEC Common Core Knowledge and skills, as well as through the appropriate CEC Specialty Area(s)
Knowledge and Skills for which the preparation program is preparing candidates.
* Teaching and Learning - Standard 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, can create learning experiences that make these aspects of subject matter meaningful for students and can link the discipline(s) to other subjects.
* Program Curriculum - The curricula in the sport management programs ensure that students understand and are prepared to deal effectively with critical issues in a changing global environment.
* External constituents - The MS Sport Administration program includes cooperative relationships with other educational units, both external and internal, which are consistent with its mission and broad-based goals. Additionally, established relationships with regional sport program entities
(recreational, collegiate, and professional) enables students to link academic and practitioner knowledge.
* 4. CAREER DEVELOPMENT - a. career development theories and decision-making models; b. career, avocational, educational, occupational and labor market information resources, and career information systems; c. career development program planning, organization, implementation, administration, and evaluation; d. interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development; e. career and educational planning, placement, follow-up, and evaluation; f. assessment instruments and techniques relevant to career planning and decision making; and g. career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy.
* 4. CAREER DEVELOPMENT - a. career development theories and decision-making models; b. career, avocational, educational, occupational and labor market information resources, and career information systems; c. career development program planning, organization, implementation, administration, and evaluation; d. interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development; e. career and educational planning, placement, follow-up, and evaluation; f. assessment instruments and techniques relevant to career planning and decision making; and g. career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy.
* 2.1 Data-Based Decision Making and Accountability - A. School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
B. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.
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* Critical Thinking and Problem Solving in Psychology - Successful graduates from the BS Psych program should recognize, respect, and rely on skeptical inquiry, critical thinking, and the scientific approach to understanding behavior.
* NAEYC 6. Becoming a Professional. - 5. Becoming a Professional. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
* NAEYC 3: Observing, Documenting, and Assessing to Support Young Children - Observing, Documenting, and Assessing to Support Young
Children and Families. Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning.
* NAEYC 6: Becoming a Professional. - Becoming a Professional. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
* CEC 4. Instructional Strategies. - 4. Instructional Strategies. Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their self-awareness, selfmanagement, self-control, self- reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills acrossenvironments, settings, and the lifespan. Beginning special educators demonstrate their mastery this standard through the mastery of the NAGC/CEC Common Core Knowledge and Skills, as well as through the appropriate NAGC/CEC
Specialty Area(s) Knowledge and Skills for which the program is preparing candidates.
* CEC 7. Instructional Planning. - 7. Instructional Planning. Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual?s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual?s exceptional condition, guides the special educator?s
selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual?s learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learningcontexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction. Beginning special educators demonstrate their mastery of this standard through the mastery of the NAGC/CEC Common Core Knowledge and Skills, as well as through the appropriate NAGC/CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates.
* CEC 8. Assessment. - 8. Assessment. Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. Beginning special educators demonstrate their mastery of this standard through the mastery of the NAGC/CEC Common Core Knowledge and Skills, as well as through the appropriate NAGC/CEC Specialty Area(s)
Knowledge and Skills for which the preparation program is preparing candidates. edit | copy | deleteDelete Outcome
* NAEYC 6. Becoming a Professional. - 5. Becoming a Professional. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
* NAEYC 6. Becoming a Professional. - 5. Becoming a Professional. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical
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guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources.
They are informed advocates for sound educational practices and policies.
* Standard 3. Middle Level Curriculum and Assessment - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice.
* Understand/Apply Fundamentals - Graduates have a good understanding of mathematics, science, and engineering, and an ability to apply this knowledge in engineering practice.
* Formulate/Solve Problems - Graduates have an ability to identify, formulate, and solve engineering problems.
* Understand/Apply Fundamentals - Graduates have a good understanding of mathematics, science, and engineering, and an ability to apply this knowledge in engineering practice.
* Formulate/Solve Problems - Graduates have an ability to identify, formulate, and solve engineering problems.
* Understand/Apply Fundamentals - Graduates have a good understanding of mathematics, science, and engineering, and an ability to apply this knowledge in engineering practice.
* Formulate/Solve Problems - Graduates have an ability to identify, formulate, and solve engineering problems.
* Basic Management Concepts - Graduates will have an ability to plan, make decisions, implement actions, and measure results related to human resources and capital aspects of engineering management.
* Identify/Solve Engineering Management Problems - Graduates will have an ability to identify critical issues, formulate realistic solutions, evaluate alternatives, and solve engineering management problems.
* Formulate/Solve Problems - Graduates have an ability to identify, formulate, and solve engineering problems.
* Problem Solving Skills - Students will be able to understand and apply problem identification, research, prototyping, user testing and analysis to generate multiple solutions to visual communication problem and evaluate their outcomes based on critical, historical and aesthetic issues.
* Interpretation of Musical Styles - A graduate with a Bachelor of Instrumental Music Education degree will be able to interpret music from a crosssection of musical styles in the major performance area.
* Synthesis of Music - Students participating in end-of-semester jury examinations will demonstrate the ability to synthesize their music study from the various areas of performance, theory, ear training, and history.
* Research Methods - A graduate with the MA in Criminal Justice will be able to properly analyze and critique research methods.
* Theory - A graduate with the BA in Criminology will be able to analyze criminological theory and utilize it in practical applications.
* Critical Thinking - A graduate with the AAS in Law Enforcement will be able to demonstrate an ability to think critically.
* Critical Thinking - A graduate with the AAS in Law Enforcement Administration will be able to demonstrate an ability to think critically.
* Research Methodology - A graduate with the BA in Sociology will be able to properly analyze a research study using sociological methods.
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* Research Methods - A graduate with the MA in Sociology will be able to properly analyze and critque research methods.
* Conventions of literary genres - Students will recognize the conventions of literary genres (poetry, fiction, non-fiction, and drama) and be able to discuss these conventions in close reading and analysis of diverse texts.
* Pedagogical Knowledge - Candidates demonstrate the pedagogical knowledge required by English teachers:
(1) Candidates develop or select instructional materials that are consistent with best practices;
(2) Candidates create literate classroom communities;
(3) Candidates collaborate with teachers in other content areas teachers to create interdisciplinary projects;
(4) Candidates plan opportunities for students to analyze how social context affects language;
(5) Candidates help students to participate in dialogue within a community of learners;
(6) Candidates engage students in critical analysis of different media and communications technologies and their effect on students? learning;
(7) Candidates integrate throughout the English curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication;
(8) Candidates engage students in discovering their personal response to texts and ways to connect such responses to other larger meanings and critical stances;
(9) Candidates show how reading comprehension strategies are flexible for making and monitoring meaning in both print and nonprint texts;
(10) Candidates integrate assessment consistently into instruction.
* Content Knowledge - Candidates demonstrate the content knowledge required by English teachers:
(1) Candidates will recognize the conventions of literary genres (poetry, fiction, prose, and drama) and be able to discuss these conventions in close reading and analysis of diverse texts;
(2) candidates will demonstrate breadth of knowledge regarding literary traditions of British and American texts and also regarding different theoretical approaches to the study of literature and language;
(3) candidates will demonstrate an understanding of the ways in which texts are written and received within diverse cultural and sociohistorical contexts, including global and multicultural perspectives;
(4) candidates will synthesize various primary and secondary sources in support of a persuasive and coherent analytical argument about texts;
(5) candidates will develop effective interpersonal, oral, and written communication skills demonstrated through analysis of texts;
(6) candidates will develop a practical knowledge of print and nonprint media and technology.
* Conventions of literary genres and critical and theoretical approaches - Students will understand the conventions of literary genres (fiction, poetry, non-fiction, drama, and their various subgenres) and be able to readily identify these conventions in close reading and analysis of diverse texts and to apply different critical and theoretical approaches to these works.
* Close reading, explication, and analysis - Students will demonstrate an in-depth knowledge of close reading, explication, and literary analysis.
* Scholarly sources - Students will synthesize various primary and secondary sources in support of a persuasive and coherent analytical argument about texts and will work toward presenting and publishing their work in various scholarly forms.
* Conventions of literary genres and critical and theoretical approaches - Students will demonstrate an understanding of the conventions of literary genres (fiction, poetry, non-fiction, drama, and their various subgenres) and be able to readily identify these conventions in close reading and analysis of diverse texts and to apply different critical and theoretical approaches to these works.
* Close reading, explication, and literary analysis - Students will demonstrate an in-depth knowledge of close reading, explication, and literary analysis.
* Using and producing scholarly sources - Students will synthesize various primary and secondary sources in support of a persuasive and coherent analytical argument about texts and will work toward presenting and publishing their work in various scholarly forms.
* Knowledge of history and current state of philosophy - Students will develop an understanding of the history and current state of philosophy as well as develop the critical skills necessary to coherently discuss and evaluate various philosophical figures and ideas. Students who successfully finish the BA in philosophy will possess the aforementioned knowledge and skills to the degree necessary to pursue a graduatelevel degree in philosophy, if they so choose.
* Writing, critical reading, critical thinking, and communication skills - Students will improve their expository writing, critical reading, critical thinking, and communication skills; for example, they will become more adept at separating arguments from assertions, at finding objections and counterexamples to theories, at explaining complicated/abstract ideas, etc. Furthermore, students who successfully finish the BA in philosophy will possess the intellectual tools necessary to succeed in a wide variety of professions, including (but not limited to) the clergy, the legal profession, politics, and medicine.
* Critical Thinking Skills - A graduate with a BA in Philosophy will be able to demonstrate the ability for critical and independent thinking.
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* Historical Thinking Skills - A graduate with the BA in History will be able to demonstrate effective historical thinking skills by analyzing, synthesizing, and evaluating primary and secondary historical sources.
* Historical Presentation Skills - A graduate with a BA in History will be able to compose a well-organized, coherent, and thoroughly researched history paper that utilizes primary and secondary historical sources, incorporates historical thinking skills, and effectively documents historical sources using standards set by Kate L. Turabian's A Manual for Writers of Research Papers, Theses, and Dissertations.
* Historical Thinking Skills - A graduate with the MA in History will be able to demonstrate effective historical thinking skills by analyzing, synthesizing, and evaluating primary and secondary sources at a level of sophistication expected of graduate history students.
* Historical Presentation Skills - A graduate with the MA in History will be able to compose a well-organized, coherent, and thoroughly researched history paper that utilizes primary and secondary historical sources, incorporates historical thinking skills, and effectively documents historical sources using standards set by Kate L. Turabian's A Manual for Writers of Research Papers, Theses, and Dissertations at a level of sophitication expected of graduate history students.
* Critical Thinking Skills - A graduate with the PhD in Heritage Studies will be able to use critical and creative thinking to demonstrate their ability to understand the interrelationships of history, culture, and geography in distinctive regions.
* Critical Thinking - Identify, analyze, evaluate, and compare themes, ideas, and perspectives related to the cultural products of speakers of the target language
* Critical Thinking - Identify, analyze, evaluate, and compare themes, ideas, and perspectives related to the cultural products of speakers of the target language
* Critical Thinking Skills - A graduate with the BA in Political Science will be able to demonstrate the critical thinking skills necessary to understand and evaluate what they hear, see, and read.
* Problem Solving Skills - A graduate with a BA in Political Science will be prepared to play an active role in finding solutions to the problems which present direct threats to the global environment.
* ANALYTICAL, PROBLEM-SOLVING and DECISION-MAKING SKILLS - MPA students will develop analytical, problem-solving and decisionmaking skills appropriate for public and non-profit management.
* Use of Guidelines, Reviews and Literature in Dietetics Practice - Apply evidence-based guidelines, systematic reviews and scientific literature ( such as the ADA Evidence Analysis Library and Evidence-based Nutrition Practice Guidelines, the Cochrane Database of Systematic Reviews and the U.S. Department of Health and Human Services, Agency for Healthcare Research and Quality, National Guideline Clearinghouse Web sites) in the nutrition care process and model and other areas of dietetics practice
* Problem solving 02 - student recognizes unexpected test results and instrument malfunction and takes appropriate action
* Proficiency in Primary Disciplines - The successful graduate of the BS Clinical Laboratory Science program will demonstrate proficiency in the pre-analytical, and post-analytical components of the prmary disciplines of the laboratory.
* Patient Care - Students will provide appropriate patient care.
* MRI safety - Students will practice proper MRI safety.
* Quality - Students will follow protocol.
* Correction techniques - Students will recommend corrective action for suboptimal images.
* Communication - Students will demonstrate positive communication skills.
* Patient assessment - Students will be able to obtain accurate patient history or assessment.
* Problem solve management issues. - Students will be able to make managerial decisions based on senarios.
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* Radiographic critique - Students will be able to produce and critique radiographs for quality.
* Clinical Research Analysis (prior to 2010) - The graduate will analyze clinical research for the applicability of its findings to clinical practice.
* Leadership and Management Principles Analysis (prior to 2010) - The graduate will analyze leadership and management principles in the delivery of nursing care to individuals, families, groups and populations.
* Knowledge Base (revised 8/10) - The graduate will synthesize theoretical and empirical knowledge from the humanities, physical, social and behavioral sciences in addition to nursing theories when making decisions in preventive, complex and restorative care.
* Evaluation of Health Care Needs (revised 8/10) - The graduate will synthesize theoretical and empirical knowledge from the humanities, physical, social and behavioral sciences in addition to nursing theories when making decisions in preventive, complex and restorative care.
* Research Analysis (revised 8/10) - The graduate will critique research for use in evidence-based practice.
* Critical Thinking - The student will demonstrate the development of critical thinking and application of those skills
* Making Decisions Based on Aggregated Data - Aggregated evaluation data inform decision-making and are used for maintenance or improvement of student learning
* Knowledge Base - The graduate will synthesize theoretical and empirical knowledge from the humanities, physical, social and behavioral sciences in addition to nursing theories when making decisions in preventive, complex and restorative care.
* Knowledge Base (prior to 2010) - The graduate will synthesize theoretical and empirical knowledge from the humanities, physical, social and behavioral sciences in addition to nursing theories when making decisions in preventative, complex and restorative care.
* Clinical Research Analysis (prior to 2010) - The graduate will analyze clinical research for the applicability of its findings to clinical practice.
* Knowledge Base (revised 8/10) - The graduate will synthesize theoretical and empirical knowledge from the humanities, physical, social and behavioral sciences in addition to nursing theories when making decisions in preventive, complex and restorative care.
* Research Analysis (revised 8/10) - The graduate will critique research for use in evidence-based practice.
* Making Decisions Based on Aggregated Data - Aggregated evaluation data inform decision-making and are used for maintenance or improvement of student learning
* Critical Thinking - A graduate student within the MSN-Nursing Program will be able to exercise their critical thinking skills by demonstrating their understanding of the field of nursing.
* Making Decisions Based on Aggregated Data - Aggregated evaluation data inform decision-making and are used for maintenance or improvement of student learning
* Objective 1 Linked to Goal 1 - 80% of BSW students completing SW4273 earned a grade of "B" or higher which demonstrated their ability to apply critical thinking skills within the context of generalist social work practice.
* Critical Thinking - Objective 1 Linked to Goal 1: 80% of the students enrolled in SW6813 will obtain a grade of "B" or higher in their ability to apply critical thinking skills within the context of professional social work practice.
* Foundation Curriculum Objective 1 - Foundation Curriculum 1: When students complete the foundation curriculum, they will be able to apply critical thinking skills within the context of professional social work practice.
* Foundation Curriculum Objective 8 - Foundation Curriculum 8: When students complete the foundation curriculum, they will be able to analyze, formulate, and influence social policies.
* Foundation Curriculum Objective 9 - Foundation Curriculum 9: When students complete the foundation curriculum, they will be able to evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
* Advanced Curriculum 3 - Advanced Curriculum 3: When students complete the advanced-year curriculum, they will be able to demonstrate proficiency and in-depth knowledge about evidence-based rural clinical practice and demonstrate insight into practice through ethical, critical, and developmental self-reflection.
* Advanced Curriculum 8 - Advanced Curriculum 8: When students complete the advanced-year curriculum, they will be able to synthesize and apply scientific knowledge of both normal and abnormal development and psychopathology to individuals and families
* EPAS Foundation Objective 1 - EPAS Foundation Objective 1: Apply critical thinking skills within the context of professional social work practice
* EPAS Foundation Objective 5 - EPAS Foundation Objective 5: Understand and interpret the history of the social work profession, describe and analyze past and present social welfare policy/ policy research, and formulate and advocate for social policies against discriminatory oppressive systems that advance social and economic justice.
* EPAS Foundation Objective 8 - EPAS Foundation Objective 8: Analyze, formulate, and influence social policies.
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* Critical Thinking - The students will develop critical thinking skills and apply them to their biology studies.
* Critical Analysis - The graduate of the MS in Biology degree program will be able to critically examine the research of others.
* Critical Analysis - The graduate of the MS in Biology degree program will be able to critically examine the research of others.
* Critical Analysis - The graduate of the MS in Biology degree program will be able to critically examine the research of others.
* Critical thinking - Demonstrate effective critical thinking skills.
* Reasoning - Demonstrate effective quantitative reasoning skills.
* Literature - Locate, synthesize, and critically assess information from the primary literature.
* Problem solving - Integrate and apply knowledge to solve complex scientific problems.
* Analysis - Students will analyze problems and pose solutions in a logical, unambiguous manner
* Analysis - Students will analyze problems and pose solutions in a logical, unambiguous manner
* Advanced Programming and Problem Solving - The graduate of the M.S. Computer Science degree program will be able to function effectively at an advanced level in programming and problem solving.
* Critical Analysis Skills - Graduates will be able to demonstrate the ability to critically analyze environmental issues from a multi-disciplinary perspective.
* Critical Analysis Skills - Graduates will be able to demonstrate the ability to critically analyze environmental issues from a multi-disciplinary perspective.
* Analytical Skills - Graduates will be able to demonstrate the ability to critically analyze environmental issues from a multi-disciplinary perspective.
* Solve mathematical problems -- read, interpret, analyze - The graduate of the B.S. Mathematics degree program will possess the skills to read, interpret, and analyze mathematical problems.
* Solve mathematical problems -- apply solution methods - The graduate of the B.S. Mathematics degree program will possess the ability to employ appropriate techniques, methods, and procedures in solving mathematical problems.
* Solve mathematical problems -- read, interpret, analyze - The graduate of the B.S.E. Mathematics degree program will possess the skills to read, interpret, and analyze mathematical problems.
* Solve mathematical problems -- apply solution methods - The graduate of the B.S.E. Mathematics degree program will possess the ability to employ appropriate techniques, methods, and procedures in solving mathematical problems.
* Solve mathematical problems -- read, interpret, analyze - The graduate of the M.S. Mathematics degree program will possess the skills to read, interpret, and analyze advanced mathematical problems.
* Solve mathematical problems -- apply solution methods - The graduate of the M.S. Mathematics program will possess the ability to employ appropriate techniques, methods, and procedures in solving advanced mathematical problems.
* Analytical Analysis - The graduate of the M.S. Mathematics degree program will be able to research and analyze complex and intellectually challenging problems in advanced mathematics or statistics.
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* Solve mathematical problems -- read, interpret, analyze - The graduate of the M.S. Mathematics degree program will possess the skills to read, interpret, and analyze advanced mathematical problems.
* Solve mathematical problems -- apply solution methods - The graduate of the M.S. Mathematics program will possess the ability to employ appropriate techniques, methods, and procedures in solving advanced mathematical problems.
* Problem Solving Skills - Students will demonstrate professional-level critical thinking skills including workplace problem-solving.
* Predictive modeling - Software will be utilized to target student populations most likely to enroll, such as ACT Educational Information Service, and the Banner reporting instance.
* Global Issues - Comprehension - Students will be able to demonstrate an understanding of the major patterns of interactions (such as, social, political, environmental, and economic) among nations, regions, and ethnic groups.
* Global Issues - Resource Allocation - Students will be able to demonstrate an understanding of the historical background and the current and future implications of the use of resources globally.
* Collaborative Skills - Students will develop teamwork and leadership abilities through organization, planning, and execution of multi-disciplinary projects.
* Collaborative Skills - Students will develop teamwork and leadership abilities through organization, planning, and execution of multi-disciplinary projects.
* Collaborative Skills - Students will develop teamwork and leadership abilities through organization, planning, and execution of multi-disciplinary projects.
* Domestic Diversity - Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications.
* Global Diversity - Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society.
* Domestic Diversity - Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications.
* Global Diversity - Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society.
* Diversity - The graduate of the SCCT program will be able to analyze, characterize, and make interpersonal connections with the breadth of student diversity on a community college campus.
* Family/ Community Involvement - Collaborate with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
* Ecological Content - Influence the larger political, social, economic, legal, and cultural context.
* Family/ Community Involvement - Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community
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