| College of Health and Human Services | |
| Student Learning Outcomes | |
| BA Child Development | Developing knowledge based on fundamental principles underlying child and family |
| development; develop abilities to think critically and write critically about developmental | |
| processes; enhance effective speaking skills' develop abilities to evaluate, plan and conduct | |
| research; act as advocates on behalf of children and families; develop a philosophy about | |
| working with children and families that emphasizes ethical issues and values; develop skills | |
| to collaborate, cooperate and consult as a team member in planning and implementing programs for children and families; develop leadership skills to facilitate collaboration and consultation among professionals. | |
| MA Child Development | Discuss contemporary issues in the field of Child Development; Explain |
| the interconnections between child development theory, observations/findings | |
| regarding development and practice involving children and families; Prepare scientifically | |
| written reports related to children's development; Plan and conduct research involving children and families. | |
| BA/MA Communicative Disorders | Knowledge Areas |
| 1.The applicant must demonstrate knowledge of the principles of biological sciences. | |
| 2. The applicant must demonstrate knowledge of the principles of physical sciences. | |
| 3. The applicant must demonstrate knowledge of the principles of mathematics. | |
| 4. The applicant must demonstrate knowledge of the principles of social/behavioral sciences. | |
| 5. The applicant must demonstrate knowledge of the biological bases of basic human communication processes. | |
| 6. The applicant must demonstrate knowledge of the neurological bases of basic human communication processes. | |
| 7. The applicant must demonstrate knowledge of the acoustic bases of basic human communication processes. | |
| 8. The applicant must demonstrate knowledge of the psychological bases of basic human communication processes. | |
| 9. The applicant must demonstrate knowledge of the developmental/lifespan bases of basic human communication processes. | |
| 10. The applicant must demonstrate knowledge of the linguistic bases of basic human communication processes. | |
| 11. The applicant must demonstrate knowledge of the cultural bases of basic human communication processes. | |
| 12. The applicant must demonstrate knowledge of the biological bases of the swallowing process. | |
| 13. The applicant must demonstrate knowledge of the neurological bases of the swallowing process. | |
| 14. The applicant must demonstrate knowledge of the acoustic bases of the swallowing process. | |
| 15. The applicant must demonstrate knowledge of the psychological bases of the swallowing process. | |
| 16. The applicant must demonstrate knowledge of the developmental/lifespan bases of the swallowing process. | |
| 17. The applicant must demonstrate knowledge of the linguistic bases of the swallowing process. | |
| 18. The applicant must demonstrate knowledge of the cultural bases of the swallowing process. | |
| 19. The applicant must demonstrate knowledge of the etiologies of articulation disorders and differences. | |
| 20. The applicant must demonstrate knowledge of the etiologies of fluency disorders. | |
| 21. The applicant must demonstrate knowledge of the etiologies of voice and resonance disorders and differences, including respiration and phonation. | |
| 22. The applicant must demonstrate knowledge of the etiologies of receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) disorders and differences in speaking, listening, reading, writing, and manual modalities. | |
| 23. The applicant must demonstrate knowledge of the etiologies of hearing disorders, including the impact on speech and language. | |
| 24. The applicant must demonstrate knowledge of the etiologies of swallowing disorders (oral, pharyngeal, esophageal, and related functions, including oral function for feeding and orofacial myofunction). | |
| 25. The applicant must demonstrate knowledge of the etiologies of disorders in the cognitive aspects of communication (attention, memory, sequencing, problem-solving, and executive functioning). | |
| There are a total of 194 Knowledge and Skills Acquisition (KASA) outcomes. Others available upon request. | |
| BS Criminal Justice | Knowledge |
| 1.To learn the basics of constitutional, substantive, and procedural criminal law. | |
| 2.To study the institutions of the criminal justice system and the distinction between formal and informal justice decision-making | |
| 3.To learn the differences between the adult and juvenile justice systems | |
| 4.To study various means for measuring crime and relationships between victims and offenders | |
| 5.To learn sociological, psychological, and behavioral theories of crime causation | |
| 6. To learn the fundamentals of forensic science methods | |
| Skills | |
| 1.To acquire the necessary skills to read, digest, interpret and write about criminal justice functions, agencies, and research. | |
| 2.To work with qualitative and quantitative research information | |
| 3.To critically think and express oneself orally and in writing | |
| MS Criminal Justice | The student learning outcomes for the M.S. in Criminal Justice are similar to those identfied in the B.S. in Criminal Justice program, but show more emphasis on theoretical issues that explain crime and justice, mastery of qualitative and quantitative research methods, and demonstration of oral and writing skills. |
| MS Criminalistics | Knowledge |
| Students acquire advanced, discipline specific knowledge in the chemical and biological sciences. They learn about various forms of scientific evidence, the information that can be derived from each, and the strengths and limitations of the various laboratory techniques used to examine them. Students learn the fundamentals of criminal law, the rules of evidence, chain of custody and the legal basis for the admissibility of scientific evidence in courts of law. | |
| Skills | |
| Critical thinking skills in evaluating evidence and laboratory methods for examining physical evidence. | |
| Technical skills in manipulating and examining evidence and interpreting the significance of analytical results. | |
| BS Health Science | Community Health Option: |
| *Obtain health related data about social and cultural environments, needs and interests of different communities. | |
| *Plan and implement effective health education programs. | |
| *Evaluate health programs. | |
| *Identify or recruit community organizations, resource people, and potential participants for support and assistance in planning a health program. | |
| *Coordinate health programs and services. | |
| *Act as a resource person in community health programs and activities. | |
| *Communicate health needs, concerns, and resources. | |
| Environmental Health Option: | |
| *Identify the important areas of environmental health under the responsibility of a county health department. | |
| *Provide environmental health education, consultation, and service to the community in general. | |
| *Assess, evaluate, and control environmental hazards. | |
| *Demonstrate familiarity with federal, state, and local environmental regulations and ordinances. | |
| *Promote and advocate for environmental issues. | |
| *Build environmental health coalitions and partnerships. | |
| Oral Health Option | |
| *Foster communication between health care providers and clients. | |
| *Collaborate with other oral health practitioners in assessing individual and community oral health needs. | |
| *Create innovative dental health programs and dental policies for a diverse society. | |
| *Promote and provide educational programs and services in oral health. | |
| *Participate in research studies in oral health. | |
| *Provide consultation and training to dental office staff. | |
| *Interpret results of a dental/health research and share with staff and clients. | |
| *Function well within the culture of the organization as an effective team member. | |
| *Form partnerships and alliances with other individual and organizations to enhance oral health practices. | |
| BS Kinesiology | Exercise and Human Performance option |
| 1. Deliver a factual, accurate professional presentation to clients | |
| 2. Obtain a passing grade of better than 70% on national certification exam | |
| 3. Accurately deliver various modes of exercise tests to clients | |
| 4. Develop and deliver accurate and appropriate exercise prescriptions to clients | |
| 5. Develop and implement exercise or exercise-related programs to clients | |
| Physical Education Subject Matter Option | |
| 1. Accurately assess student performances related to the execution of motor skills and physical fitness | |
| 2. Select/Design developmentally appropriate learning activities | |
| 3. Use varied teaching strategies and curricular models to effect student learning | |
| 4. Efficiently manage the learning environment to ensure optimal time-on-task and skill practice | |
| 5. Create and maintain a safe, positive learning environment | |
| 6. Clearly communicate concepts related to the science of human movement | |
| 7. Motivate students to engage in regular physical activity | |
| 8. Create and modify learning activities as necessary to ensure student success, including those with disabilities | |
| Rehabilitation and Therapeutic Exercise Option | |
| 1. Student is competent in implementing basic exercise therapies including flexibility, range of motion manual resistance | |
| 2. Student is competent in implementing "functional" therapies including posture and gait training, body weight supported treadmill training | |
| 3. Student has adequate knowledge of movement disorders requiring exercise therapy and the physiological bases for exercise therapies | |
| 4. Student is competent in implementing and evaluating level appropriate exercise protocols with older adult populations | |
| 5. Student is competent in developing exercise programs that are psychologically, socially, and culturally appropriate to older adults and individuals with disabilities | |
| 6. Student has experience in critically reviewing research in the variety of disciplines relevant to rehabilitiation and therapeutic exercise, including exercise physiology, neuromuscular physiology, exercise and sport psychology and sociology, disability studies and aging | |
| 7. Student has achieved a practical understanding of the function, design, and selection of exercise machines | |
| 8. Student has achieved a practical understanding of the human interface characteristics of a variety of exercise machines including Treadmill, Stepin Machine, Weight Training, Spinning and Resistant Machines | |
| MS Kinesiology | Physical Education Instruction Option |
| 1. Communicate an understanding of stages of teaching (e.g., induction, years 3-5, National Board Cerficiation, etc.) and self-reflect upon his/her professional development | |
| 2. Mentor beginning physical education teachers and physical activity professionals and provide feedback aligned to that considered 'good' physical education teaching and programming (and aid in the process of induction). | |
| 3. Analyze physical education programming using protocol established and based within physical education literature. | |
| 4. Design/write curricula aligned to principles evidenced in physical education literature as able to effect student learning in physical education. | |
| BS Nursing | Applies empirical and theoretical nursing knowledge. Critiques nursing research. Collaborates as a member of a health care team. Utilizes the nursing process in patient care. Functions in the nursing role: provider of care, patient advocate, coordinator of care. Assesses one’s own capabilities and limitations. Accepts responsibility for action. Applies information technology. Communicates therapeutically. |
| MS Nursing | Evaluate theoretical and empirical nursing knowledge. Demonstrates advanced competence practice. Critiques and utilizes nursing research. Demonstrates creativity in planning care. Demonstrates accountability in practice. Demonstrates cultural competency. |
| BS/MS Nutritional Science | Didactic Program in Dietetics (DPD) (BS or MS): |
| To prepare students to be competent entry-level dietitians and/or food/nutrition or health related professionals. | |
| Coordinated Dietetics Program (CDP) (BS or MS): | |
| To prepare students to be competent entry-level dietitians. | |
| Both Programs (BS or MS): | |
| The program will prepare students to interact in a culturally diverse community setting | |
| MS Learning Outcomes: | |
| 1. Demonstrate competence in the design and interpretation of research in Nutritional Science. | |
| 2. Demonstrate critical thinking skills in solving complex problems in Community Nutrition, Foodservice, Food Science and Nutritional Science areas. | |
| 3. Graduates will have the academic preparation to obtain entrance into a doctoral program, a professional program or a professional position. | |
| BA Social Work | Knowledge of Generalist SW practice with systems. professional use of self, communication skills |
| MSW Social Work | knowledge and skills in adv generalist SW practice. Conduct comprehensive bio-psychosocial assessment. Professional use of self, communication skills. Employ cultural competence. |
| Understand oppression and discrimination. Support and uphold NASW profess. Code of Ethics. | |
| Demonstrate knowledge of human behavior. Knowledge of social policies effecting clients. | |
| Familiar with social research methods. Develop practice techniques under field supervision. | |
| Demonstrate self-evaluative skills. Demonstrate critical thinking skills. | |