| College of Natural and Social Sciences | |
| Student Learning Outcomes | |
| BA Afro-American Studies | ATTITUDE |
| Value for critical thinking | |
| Valuing of diverse perspectives | |
| An appreciation for scholarship and the importance of ideas for personal and community advancement | |
| Value for diversity as a positive attribute of humanity | |
| Value for the interconnections between scholarship and effective social action | |
| Value for lifelong learning | |
| KNOWLEDGE | |
| Understanding of diversity within the Black community (in terms of gender, class, sexual orientation, national origin, etc.) | |
| General grasp of the historical context of contemporary Pan-African challenges. | |
| Understanding of shared experience and contemporary interconnections among people of African descent throughout the world. | |
| Basic knowledge of African history, cultures and politics, including (ancient African kingdoms, colonialism, independence movements, contemporary period) | |
| Basic knowledge of African-American history, culture and politics, including (slavery, Civil Rights, Black Power, Electoral Politics contemporary period) | |
| Basic knowledge of African/African-American cultural expressions, including literature, music, film, art, etc. | |
| Understanding of African/African-American activist traditions and its ramifications for national and global equity and justice | |
| Basic Understanding of the intellectual tradition and seminal thinkers associated with the Black experience | |
| SKILLS | |
| Ability to critically engage in analyses from a Black perspective | |
| Ability to engage in scholarly research, including the gathering of appropriate sources and employment of suitable methodologies | |
| Skilled presentation of research findings through written and oral means. | |
| Ability to historicize and compare contemporary conditions in the Pan African world | |
| Ability to examine intersectional oppressions simultaneously (race, gender, class, etc.) | |
| Ability to relate formal instruction in PAS to practical arenas of endeavor, e.g., career, activism, entrepreneurial, and others | |
| BA MA Anthropology | Knowledge Outcomes: |
| 1. A general understanding of human cultural and biological differences and similarities across the world and through time in terms of anthropological data and theories. | |
| 2. A solid understanding of the nature of the four sub-fields of anthropology (archaeology, physical anthropology, cultural anthropology and anthropological linguistics), and how these interrelate to provide a holistic approach to understanding human differences and similarities across the world and through time. | |
| 3. A proficiency in basic anthropological concepts and terminology. | |
| 3. A proficiency in basic anthropological concepts and ter | |
| 4. Knowledge of the significant findings of archaeology, physical anthropology, cultural anthropology, and anthropological linguistics and familiarity with the important issues in each sub-discipline. | |
| 5. Knowledge of the history of anthropological thought and its place in modern intellectual history. | |
| 6. Comprehension of multiculturalism as a significant phenomenon shaping global society. | |
| Skills Outcomes: | |
| 7. Familiarity with the forms of anthropological data and literature, and working knowledge of how to access such information. | |
| 8. Basic abilities in critical thinking and reasoning as applied to anthropological problems and issues. | |
| 9. Knowledge of the research methods of the sub-disciplines of anthropology, and ability to apply appropriate research methods in at least one sub-discipline. | |
| 10. Ability to write, speak and communicate anthropological knowledge and the results of anthropological research to different audiences. | |
| BS Biology | At the completion of the Bachelor of Science degrees in Biology or Microbiology a graduate will have acquired: |
| - The problem solving, analytical, and communication skills that will provide a strong foundation for lifelong learning and progressive career development (skills and attitudes). | |
| - A clear understanding of the major biological concepts and awareness of how these are connected to various areas of the biological sciences and are applicable to everyday life (knowledge and attitudes). | |
| - A clear understanding of the careers that are available for B.S. graduates. | |
| The following are specific objectives in the areas of attitudes, skills, and knowledge. | |
| A. The student will acquire the following attitudes: | |
| A.1. Learning about both living micro and macro systems is relevant and essential for understanding life. | |
| A.2. All areas of science are integrated and interconnected. | |
| A.2. All areas of science are integrated and interconnected. | |
| A.3. Scientific ethical conduct and ethical implications of scientific issues in society are important. | |
| B. The student will be able to demonstrate that he/she is skilled at: | |
| B.1. Applying the processes and methods of scientific inquiry, including the search and retrieval of scientific information, the formulation of scientific hypotheses, the design and conduct of experiments, and the analysis and interpretation of data; | |
| B.2. Understanding and critically evaluating the scientific work of others; | |
| B.3. Communicating scientific information effectively using oral presentations and written reports; | |
| B.4. Performing laboratory techniques that are appropriate to the major, with an understanding of the principles of laboratory safety; | |
| B.5. Working collaboratively on group projects. | |
| C. The biology student will be able to demonstrate knowledge of the following: | |
| C.1. Molecular and cellular structure and function; | |
| C.2. Basic principles of anatomy, physiology, and development; | |
| C.3. Taxonomy and phylogenetic and evolutionary relationships of major groups of organisms; | |
| C.4. Ecological interactions among organisms and their relationships with their environments; | |
| C.5. Careers and professions available in the biological sciences. | |
| D. The microbiology student will be able to demonstrate knowledge of the following: | |
| MS Biology | At the completion of the Masters of Science degree in Biology a graduate student will have acquired: |
| - The analytical, communication, problem solving, interpersonal, and technical skills that will provide a strong foundation for scientific productivity and progressive career development. | |
| - An in-depth understanding of biological concepts that apply to the student’s area of concentration. | |
| - Experience with the peer scientific review process. | |
| The following are specific objectives in the areas of attitudes, skills, and knowledge. | |
| A. The student will acquire the following attitudes: | |
| A.1. Scientific research plays a crucial role in the development of policy and decision-making for the benefit of society. | |
| A.2. Scientific progress should be based on the unbiased collection, analysis, and interpretation of evidence. | |
| A.3. The biological sciences, by their nature, are interdisciplinary. | |
| A.4. Understanding science is a life-long learning process. | |
| A.5. Scientific ethical conduct and ethical implications of scientific issues in society are important. | |
| B. Upon completion of the Master of Science degree, the student will be able to demonstrate that he/she is skilled at: | |
| B.1. Developing a coherent research prospectus. | |
| B.2. Carrying out a research project which includes mastery of appropriate techniques and the collection, organization and analysis of data. | |
| B.3. Synthesizing the results of their work in a master’s thesis. | |
| B.4. Understanding and critically evaluating the scientific work of others and discussing new results in the context of what is already known and what should still be done. | |
| B.5. Communicating his/her work, as well as that of others, in a seminar and thesis defense. | |
| B.6. Developing teaching skills. | |
| C. Upon completion of the Master of Science degree, the student will be able to demonstrate knowledge in: | |
| C.1. Scientific concepts, recent developments, and areas for future research efforts in his or her chosen field. | |
| C.2. Traditional, modern, and emerging techniques and approaches used to conduct research in his or her chosen field of research. | |
| C.3. Practical applications of his or her research field and potential career opportunities. | |
| BA/BS Chemistry/ Biochemistry | Students obtaining a baccalaureate degree should have upon graduation: |
| · general familiarity with the following areas in chemistry: analytical, biochemistry, inorganic, organic and physical. | |
| · the ability to work effectively and safely in a laboratory environment. | |
| · the ability to use the power of computers in applications in chemistry. | |
| · the ability to communicate effectively, both orally and in writing. | |
| · the ability to think critically and analyze chemical problems. | |
| · the ability to work in teams as well as independently. | |
| · the understanding of how science and society are linked and the importance of science in modern society. | |
| · the ability to initiate their career following graduation. | |
| Program Goal 1. Knowledge of Chemical Principles and Facts; Appreciation for Chemistry and Biochemistry as Disciplines | |
| · demonstrate a mastery of critical thinking skills, problem-solving skills and data analysis skills leading to the ability to develop and test a hypothesis | |
| · design experiments or model systems to test hypotheses; | |
| · apply fundamental chemical principles to gather and explain data; | |
| · assess the relative validity of several possible solutions to a problem. | |
| · demonstrate knowledge of chemical principles appropriate to a chemistry degree program | |
| · demonstrate a mastery of factual chemical knowledge concerning the properties of substances, molecules and atoms. | |
| Program Goal 2. Laboratory Knowledge and Skills | |
| · the basic analytical and technical skills to work effectively in the various fields of chemistry. | |
| · the skill to perform accurate quantitative measurements with an understanding of the theory and use of contemporary chemical instrumentation, interpret experimental results, perform calculations on these results and draw reasonable, accurate conclusions. | |
| · the ability to synthesize, separate and characterize compounds using published reaction protocols, standard laboratory equipment, and modern instrumentation. | |
| · knowledge and understanding of the issues of safety regulations, ethics and societal issues in the use of chemicals in their laboratory work. | |
| Program Goal 3. Computer, Library and Oral and Written Communication Information Skills | |
| · should be able to demonstrate effective use of the library and other information resources in chemistry, including: | |
| o finding chemical information utilizing the primary literature. | |
| o critically and ethically evaluating chemical information. | |
| o finding and evaluating chemical information utilizing secondary sources such as the Internet. | |
| · should be able to demonstrate effective use of computers in chemistry applications, including: | |
| o the use of a computer as a tool in writing, drawing chemical structures and data analysis to communicate scientific information. | |
| o being versed with the applications of computers in the modeling and simulation of chemical phenomena. | |
| o demonstrating an appreciation of the applications of computers in data acquisition and processing. | |
| · be able to communicate scientific information via technical writing and oral presentations. Students must practice effective writing and oral communication throughout the chemistry curriculum. | |
| · be able to communicate scientific information in oral and written formats to both scientists and nonscientists. | |
| Program Goal 4. Ethics and Society in Science | |
| · have an understanding of current ethical issues in chemistry and be able to apply ethical principles in classes and research. | |
| · Be able to express the impact of science and society in both specific and general terms. | |
| Program Goal 5. Quantitative Reasoning Skills | |
| · demonstrate quantitative reasoning skills (proficiency in algorithmic and calculation skills, ability to accurately collect and interpret numerical data, ability to solve problems competently using extrapolation, approximation, precision, accuracy, rational estimation and statistical validity, ability to relate theories involving numbers and the practice of the theory, understanding application of in the scientific method (formulating hypotheses and arriving at appropriate answers and conclusions) | |
| MS Chemistry | The ability to work effectively and safely in a laboratory. |
| Ability to use the powers of computers. | |
| Ability to communicate effectively, both orally and written. | |
| Ability to think critically and analyze chemicals. | |
| Ability to work in teams, as well as independently. | |
| Develop formal (abstract) thinking skills | |
| Ability to initiate their career following graduation. | |
| MS Environmental Science | Concepts of human and physical geography. Geographic skills (Information literacy) |
| BA Geography | 1. Basic concepts of cultural, human, and physical geography and related environmental issues. |
| 2. Geographic skills including field, map reading, aerial photo interpretation, and basic geographic data management, presentation, and analysis (statistics and GIS). INFORMATION LITERACY (UNIVERSITY-WIDE OUTCOME) | |
| 3. Principles and applications of locational models. | |
| 4. Understanding of local, regional, and global issues. | |
| 5. Geographic methodology, research and writing skills, including documentation and presentation of Geographic materials. CRITICAL THINKING SKILLS (UNIVERSITY-WIDE OUTCOME) | |
| 6. A basic knowledge of the contents of the major subfields of Geography including systematic, human, physical, and regional geography. | |
| MA Geography | 1. In-depth understanding of one or more geographic specializations. |
| 2. Suitable qualitative and quantitative skills for conducting geographic research. | |
| 3. The ability to analyze complex geographic questions and to integrate them with the theoretical underpinnings of the discipline. | |
| 4. The ability to integrate and present research findings in written, oral and visual formats. | |
| 5. Successfully completed an original piece of geographic research or a written comprehensive examination. | |
| BS Geology | 1. Students will understand basic geological concepts and terminology. |
| 2. Students will learn to identify minerals, rocks, and other Earth materials. | |
| 3. Students will learn the geological history of the Earth | |
| 4. Students will learn the significance of geology to society. | |
| 5. Students will develop skills, including geological descriptions and mapping, required for practical geological field study. | |
| 6. Students will learn the variety of basic tools used in geologic studies, including microscope, Jacob’s staff, and Brunton compass | |
| 7. Students will learn to analyze geologic data to reach interpretations and conclusions | |
| 8. Students will learn to complete a comprehensive geological study and paper integrating knowledge and skills from a variety of geological tools. | |
| MS Geology | 1. Students will develop in-depth understanding of one or more subfields in geological science. |
| 2. Students will develop qualitative and quantitative skills for conducting and executing research in geology. | |
| 3. Students will be able to critically analyze geological findings and conclusions presented in professional publications. | |
| 4. Students will learn to integrate and present research findings. | |
| 5. Students will undertake and defend an original piece of geological research at the culmination of their degree program. | |
| BA History | Acquire historical content knowledge, including an understanding of cause and effect, and distinctions between facts and interpretations |
| Understand the basic themes and issues of the history of the United States, Europe, and at least one other region of the world (Africa, Asia, Latin America) | |
| Learn to identify arguments in historical scholarship and to evaluate them through critical thinking skills | |
| Acquire a mastery of the basic principles of historical research, analysis, and discourse | |
| Understanding of scholarly differences among historians and the nature of historiographic debate and change | |
| Understand the nature and goals of history as a discipline | |
| Recognize and understand the leading schools of twentieth-century historical discourse | |
| First-hand exposure to primary sources in a majority of class sessions | |
| Participate in active learning in the majority of class sessions. Active learning includes student involvement in class discussion, one-minute papers, group work, or other creative projects | |
| Develop oral communication skills through a class presentation | |
| Develop written communication skills through writing assignments that form a substantial part of the overall grade | |
| Show understanding of academic honesty in history, especially proper and improper uses of other authors’ work | |
| Demonstrate proper citation and bibliographic skills | |
| Develop information literacy skills using campus library resources, with special focus on the effective use and critical understanding of print and electronic research resources | |
| Create an extended, original theoretical or historiographical review essay | |
| Create an extended original primary-source research project | |
| Understand pedagogical debates and strategies for K-12 history and social science teaching | |
| Create a lesson plan for K-12 classroom use | |
| Demonstrate skills for life-long learning through the pursuit of an independent project, beginning with the formulation of an important problem or question and ending with a polished and professional written report and/or oral presentation | |
| MA History | 1. Disciplinary Goal: Students should understand the nature and goals of History as a discipline. |
| 2. Program Goal: Students should understand the basic themes and issues of the history of three historical fields selected from at least two geographical/national areas of study represented in the department’s program. | |
| 3. Historiographical Goal: Students should be able to demonstrate a grasp of the conversations/debates between scholars about a particular discipline/field/general topic. | |
| 4. Methodological Goal : Students should be able to demonstrate familiarity with different types of primary and secondary sources and be able to interpret, analyze, and use them in constructing an argument/thesis. | |
| 5. Content Goal: Students should be able to deploy a rich body of appropriate data in the construction of theses and arguments. | |
| 6. Historical Presentation: Students should be able to demonstrate that they know how to use standard English to construct an argument and to use evidence to support a thesis/argument. | |
| Achievement of these goals will be demonstrated, if the papers selected for evaluation demonstrate that History students are able to: | |
| 1. identify a historical problem | |
| 2. formulate a historical thesis | |
| 3. place the problem in its appropriate historical context | |
| 4. place the problem in its appropriate historiographical context | |
| 5. identify primary and secondary sources relevant to the problem | |
| 6. formulate an historical argument using appropriate primary sources and methodology | |
| 7. apply rules of historical style and form in their papers. | |
| BA Latin American Studies | historical origins of Latin America, similarities and differences among the nations of the Latin America |
| understanding and appreciation of the artistic and cultural heritage of region | |
| critical understanding of social and economic issues facing the region and its position in the world economic system | |
| knowledge of the contributions of different academic disciplines to the study of Latin America | |
| ability to understand and apply a range of theoretical perspectives relevant to the study of the Global North and South | |
| understanding of the ethnic, religious, racial, cultural diversity found in Latin America | |
| general knowledge of the geography and ecology of Latin America | |
| understanding of the migration of Latin Americans to the United States and their relationships to their countries of origin | |
| understanding of the history of Latin American Studies as a discipline and its relation to other areas of study | |
| ability to apply critical analysis to issues related to Latin America | |
| familiarity with forms of information and data related to the Latin American region and the ability to access that information | |
| ability to write a lucid, well-organized research paper | |
| ability to use the Spanish (or another Latin American language) as a research tool | |
| ability to collect, organize, and analyze qualitative and quantitative data | |
| ability to read, compare and contrast, and critically assess a wide range of theoretical perspectives on social, economic, and political issues | |
| ability to critically read and reflect upon a range of scholarly literature from various disciplines | |
| knowledge of research methods in social sciences | |
| MA Latin American Studies | Demonstrate knowledge of the Latin American region |
| Demonstrate insight of social science disciplines | |
| Show appreciation for diverse cultures of the region | |
| Converse and conduct research in a language of the regio | |
| Engage in research on subjects related to the region | |
| Apply critical thinking and writing skills | |
| Write a thesis or take a comprehensive exam in three aca | |
| BA/BS Math | 1. Use techniques of differentiation and integration (in one or more variables). |
| 2. Find local and absolute extrema of functions of one or more variables. | |
| 3. Sketch graphs of functions of one variable and identify basic functions from their graphs (one or two variables). | |
| 4. Solve systems of linear equations with the use of matrices and their inverses. | |
| 5. Recognize and work with basic algebraic structures (groups, vector spaces, homomorphisms). | |
| 6. Give direct proofs, proofs by contradiction, and proofs by induction. | |
| 7. Formulate definitions and theorems. | |
| 8. Write a simple computer program. | |
| 9. Use mathematics to model and solve problems in other areas. | |
| 10. Gain competency in other areas of mathematics (which ones and how many depends on the selected option). | |
| 11. Demonstrate basic competency in both oral and written communication. | |
| MS Math | In the Mathematics MS program students choose one of two options: Option 1 (General Mathematics) and Option 2 (Applied Mathematics). The learning outcomes are somewhat different for each as seen below. |
| Graduating students in both options will: | |
| 1. Have a broad exposure to advanced mathematics through electives chosen from a wide range of topics including abstract algebra, advanced calculus, geometry, differential equations, linear algebra, probability, number theory, and topology. | |
| 2. Understand and devise proofs of mathematical theorems. This includes understanding the role of definitions, axioms, logic, and particular proof techniques such as proof by induction, proof by contradiction, etc. | |
| 3. Be able to write a coherent, clear article on a mathematical theme, and to present this orally. | |
| 4. Be able to search the mathematical literature to research a topic of interest. | |
| 5. Understand and be able to apply basic results of complex analysis including: the relationship between complex analytic functions and harmonic functions, conformal mapping, and applications to Dirichlet problems; Cauchy’s integral formulas and their consequences including the fundamental theorem of algebra; series expansions, classification of singularities, and the application of residue calculus to definite integrals and sums. | |
| Graduating students in Option 1 (General Math) will: | |
| 1. Have a broad understanding at the graduate level of the content of the required courses of the option. This includes the theory of groups, rings and fields, topology, complex analysis, and real or functional analysis. | |
| 2. Understand the basic theories of groups, rings and fields, including the structure of finite groups, polynomial rings and Galois theory. | |
| 3. Understand how the main topological concepts (connectedness, compactness, products and separation properties) are introduced and used in abstract spaces where the topological structure is not derived from an underlying metric. | |
| 4. Understand basic set theory including axiom of choice, basic topological properties of the real line; properties of real functions, sequences of real functions and various notions of convergence such as pointwise and uniform convergence. | |
| 5. Understand the notions of outer-measure, measurability of sets, non-measurable sets, Riemann and Lebesgue integrability, convergence in measure, differentiation of functions, functions of bounded variation, absolutely continuous functions, basic properties of L^p spaces. | |
| 6. Have an understanding of metric spaces, sequences, completeness; normed linear spaces, Banach spaces, classical sequence spaces, linear functionals and linear operators and their representations; the Hahn-Banach, Banach-Steinhaus and Open Mapping theorems; innerproduct and Hilbert spaces, orthonormal sets and sequences, representation of linear functionals on Hilbert spaces, Fourier series. | |
| Graduating students in Option 2 (Applied Math) will: | |
| 1. Have a broad understanding at the graduate level of the content of the required courses of the option. This includes numerical analysis, linear analysis, mathematical modeling and complex analysis. | |
| 2. Be able to use a variety of mathematical tools (differential equations, linear algebra, etc) to formulate a mathematical model of real world problems. Understand the balance between the complexity of a model and its mathematical tractability. Understand the iterative process of modeling and the necessity to test a model against data. | |
| 3. Be able to apply numerical methods to solve problems, such as large systems of linear equations, eigenvalue/eigenvector problems, and understand the theoretical underpinnings of these methods. | |
| 4. Be able to solve partial differential equations numerically and be able to analyze the stability and convergence of these approximate solutions. This includes the understanding of the fundamental differences among parabolic, elliptic and hyperbolic partial differential equations, the Max/Min principle for certain elliptic partial differential equations and the method of characters for and second order hyperbolic partial differential equations. | |
| 5. Understand metrics, norms, and inner products on important spaces of functions, including Banach spaces and Hilbert spaces and be able to use important applications including Fourier series and solutions of integral equations by contraction. They will be familiar with basic properties of linear operators, especially on Hilbert spaces, invertiblity and spectrum, and be able to apply these to solution of integral equations and differential equations. | |
| BA Mexican American Studies | 1. Compose essays in more than one genre (e.g. expository, argumentative, research, creative) about the Chicano(a)/Latino(a) experience. |
| 2. Construct an interpretive analysis of the social, economic, and political condition of Chicanos(as) and Latinos(as) in the US. | |
| 3. Demonstrate familiarity with various qualitative and quantitative research methods. | |
| 4. Select among cultural theories to explore the Chicano(a) and Latino(a) condition. | |
| 5. Critically synthesize the relationship between globalization, migration, and imperialism in the context of Los Angeles and California. | |
| 6. Appraise the internal diversity among Chicanos(as)/Latinos(as), especially region, class, generation, language use, nation, gender, immigrant status, sexuality, race, and educational background. | |
| 7. Balance appreciation of human diversity with a commitment to social justice. | |
| MA Mexican American Studies | 1. Compose essays in more than one genre (e.g. expository, argumentative, research, creative) about the Chicano(a)/Latino(a) experience. |
| 2. Construct an interpretive analysis of the social, economic, and political condition of Chicanos(as) and Latinos(as) in the US. | |
| 3. Demonstrate familiarity with various qualitative and quantitative research methods. | |
| 4. Select among cultural theories to explore the Chicano(a) and Latino(a) condition. | |
| 5. Critically synthesize the relationship between globalization, migration, and imperialism in the context of Los Angeles and California. | |
| 6. Appraise the internal diversity among Chicanos(as)/Latinos(as), especially region, class, generation, language use, nation, gender, immigrant status, sexuality, race, and educational background. | |
| 7. Balance appreciation of human diversity with a commitment to social justice. | |
| BS Microbiology | Knowledge |
| 1. Biological diversity | |
| 2. Microbial evolution | |
| 3. Microbial cell biology | |
| 4. Microbial genetics | |
| 5. Interactions of microorganisms with the environmen | |
| 6. Interactions of microorganisms with humans | |
| 7. Microbial technology | |
| 8. Careers and professions available in microbiology. | |
| Skills | |
| 1. Applying the scientific process, including designing and conducting experiments and testing of hypotheses; | |
| 2. Performing laboratory techniques, including specific laboratory skills and techniques that are appropriate to the major and option; | |
| 3. Understanding of principles of laboratory safety; | |
| 4. Locating and retrieving appropriate information; | |
| 5. Reading, understanding, and critically reviewing scientific papers and presentations; | |
| 6. Using computers and scientific work; | |
| 7. Working in groups; | |
| 8. Giving and oral presentation; | |
| 9. Keeping a laboratory notebook; | |
| 10. Using mathematics and statistics to evaluate scientific evidence; | |
| 11. Interpreting graphs and tables; | |
| 12. Evaluating scientific evidence and distinguishing between fact an opinion; | |
| 13. Writing a scientific paper. | |
| Attitudes | |
| 1. Learning about both living micro and macro systems is interesting and rewarding; | |
| 2. Studying life science is relevant to everyday life and can be applied to daily life experiences; | |
| 3. All areas of science are integrated and interconnected; | |
| 4. The ethical implications of scientific issues in society are important; | |
| 5. Ethical conduct in science is important. | |
| BS Natural Science | At the completion of the B.S. degree of the Natural Science Program, each graduate will have acquired: |
| The problem solving, analytical, and communication skills that provide a strong foundation for lifelong learning and progressive career development | |
| A clear understanding of major science concepts and an awareness of how these connect various areas of the life and physical sciences | |
| Specific Objectives of the program are that: | |
| Students will have the following attitudes: | |
| Studying science is relevant to everyday life and can be applied to daily life | |
| All areas of science are integrated and interconnected | |
| Ethical conduct in science is important | |
| Students will be able to demonstrate the following skills: | |
| Apply the scientific process, including inquiry, hypotheses building, designing and conducting investigative experiments | |
| Principles of laboratory safety | |
| Work in groups | |
| Can give an oral presentation | |
| Can locate and retrieving information | |
| Can use mathematics and statistics to evaluate evidence | |
| Can interpret graphs and tables | |
| Can distinguish between fact and opinion with scientific evidence | |
| Can write a scientific paper | |
| Computer literacy | |
| BA/BS Physics | 1) Classical Mechanics |
| 2) Classical Electricity and Magnetism | |
| 3) Thermodyamics | |
| 4) Special Relativity | |
| 5) Nonrelativistic Quantum mechanics | |
| 6) Modern Physics | |
| Experimental and Analytical Skills | |
| 1) Experimental techniques | |
| 2) Problem solving and physical intuition (Critical Thinking) | |
| 3) Mathematical skills | |
| 4) Computational skills | |
| 5) Researching a problem (Information Literacy) | |
| 6) Communication skills | |
| MS Physics | Core Content Knowledge |
| 1) Mathematical Physics | |
| 2) Classical Mechanics | |
| 3) Classical Electrodynamics | |
| 4) Nonrelativistic Quantum Mechanics | |
| Experimental and Analytical Skills | |
| 1) Advanced Experimental Techniques | |
| 2) Advanced Problem Solving and Physical Intuition (Critical Thinking) | |
| 3) Advanced Mathematical Skills | |
| 4) Computational Skills | |
| 5) Researching a Problem (Information Literacy) | |
| 6) Communication Skills | |
| BA Political Science | 1. Students should have a basic knowledge of the political institutions and processes of the government of the United States. |
| 2. Students should have a basic knowledge of the methods, approaches, or theories used in accumulating and interpreting information applicable to the discipline of political science. | |
| 3. Students should have a basic knowledge of the dynamics of politics and power at work in the modern world. | |
| 4. Students should be able to demonstrate critical thinking skills or formulate and defend a thesis in a written or oral format. | |
| 5. Students should be able to demonstrate the basic research skills necessary to write a paper in the discipline of political science. | |
| 6. Students should have a basic knowledge of the content of the major subfields in political science: American Politics, Comparative Politics, International Relations, and Political Theory. Note: Courses that address this outcome provide knowledge in one of these subfields. | |
| MA Political Science | 1. Students will develop in-depth understanding of one or more subfields in political science. |
| 2. Students will develop qualitative and quantitative skills for conducting and executing research on the political process. | |
| 3. Students should be able to analyze complex political questions. | |
| 4. Students should be able to integrate theoretical and substantive materials. | |
| 5. Students will learn to integrate and present research findings. | |
| 6. Students will undertake and defend an original piece of political research at the culmination of their degree program. | |
| BA Psychology | Goal 1. Theory and Content of Psychology |
| Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |
| 1.1 Describe the nature of psychology as a discipline. | |
| 1.2 Use the concepts, language, and major theories of the discipline to account for psychological phenomena. | |
| 1.3 Explain major perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural). | |
| 1.4 Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology: | |
| Goal 2. Research Methods in Psychology | |
| Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation. | |
| 2.1 Describe the basic characteristics of the science of psychology. | |
| 2.2 Explain different research methods used by psychologists. | |
| 2.3 Evaluate the appropriateness of conclusions derived from psychological research. | |
| 2.4 Design and conduct basic studies to address psychological questions using appropriate research methods. | |
| 2.5 Follow the APA Code of Ethics in the treatment of human and nonhuman participants in the design, data collection, interpretation, and reporting of psychological research. | |
| 2.6 Generalize research conclusions appropriately based on the parameters of particular research methods. | |
| Goal 3. Critical Thinking Skills in Psychology | |
| Students will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes. | |
| 3.1 Use critical thinking effectively. | |
| 3.2 Engage in creative thinking. | |
| 3.3 Use reasoning to recognize, develop, defend, and criticize arguments and other persuasive appeals. | |
| 3.4 Approach problems effectively. | |
| Goal 4. Application of Psychology | |
| Students will understand and apply psychological principles to personal, social, and organizational issues. | |
| 4.1 Describe major applied areas of psychology (e.g., clinical, counseling, industrial/organizational, school, health | |
| 4.2 Identify appropriate applications of psychology in solving problems, such as | |
| 4.3 Articulate how psychological principles can be used to explain social issues and inform public policy. | |
| 4.4 Apply psychological concepts, theories, and research findings as these relate to everyday life. | |
| 4.5 Recognize that ethically complex situations can develop in the application of psychological principles. | |
| Goal 5. Values in Psychology | |
| Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science. | |
| 5.1 Recognize the necessity for ethical behavior in all aspects of the science and practice of psychology. | |
| 5.2 Demonstrate reasonable skepticism and intellectual curiosity by asking questions about causes of behavior. | |
| 5.3 Seek and evaluate scientific evidence for psychological claims. | |
| 5.4 Tolerate ambiguity and realize that psychological explanations will often be complex and tentative. | |
| 5.5 Recognize and respect human diversity and understand that psychological explanations may vary across populations and contexts. | |
| 5.6 Assess and justify their engagement with respect to civic, social, and global responsibilities | |
| 5.7 Understand the limitations of their psychological knowledge and skills. | |
| Goal 6. Information and Technological Literacy | |
| Students will demonstrate information competence and the ability to use computers and other technology for many purposes. | |
| 6.1 Demonstrate information competence at each stage in the following process: | |
| 6.2 Use appropriate software to produce understandable reports of the psychological literature, methods, and statistical and qualitative analyses in APA or other appropriate style, including graphic representations of data. | |
| 6.3 Use information and technology ethically and responsibly. | |
| 6.4 Demonstrate these computer skills: | |
| Goal 7. Communication Skills | |
| Students will be able to communicate effectively in a variety of formats. | |
| 7.1 Demonstrate effective writing skills in various formats (e.g., essays, correspondence, technical papers, note taking) and for various purposes (e.g., informing, defending, explaining, persuading, arguing, teaching). | |
| 7.2 Demonstrate effective oral communication skills in various formats (e.g., group discussion, debate, lecture) and for various purposes (e.g., informing,. defending, explaining, persuading, arguing, teaching). | |
| 7.3 Exhibit quantitative literacy. | |
| 7.4 Demonstrate effective interpersonal communication skills. | |
| 7.5 Exhibit the ability to collaborate effectively. | |
| Goal 8. Sociocultural and International Awareness | |
| Students will recognize, understand, and respect the complexity of sociocultural and international diversity. | |
| 8.1 Interact effectively and sensitively with people from diverse backgrounds and cultural perspectives. | |
| 8.2 Examine the sociocultural and international contexts that influence individual differences. | |
| 8.3 Explain how individual differences influence beliefs, values, and interactions with others and vice versa. | |
| 8.4 Understand how privilege, power, and oppression may affect prejudice, discrimination, and inequity. | |
| 8.5 Recognize prejudicial attitudes and discriminatory behaviors that might exist in themselves and others. | |
| Goal 9. Personal Development | |
| Students will develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement. | |
| 9.1 Reflect on their experiences and find meaning in them. | |
| 9.2 Apply psychological principles to promote personal development. | |
| 9.3 Enact self-management strategies that maximize healthy outcomes. | |
| 9.4 Display high standards of personal integrity with others. | |
| Goal 10. Career Planning and Development | |
| 10.1 Apply knowledge of psychology (e.g., decision strategies, life span processes, psychological assessment, types of psychological careers) to formulating career choices. | |
| 10.2 Identify the types of academic experience and performance in psychology and the liberal arts that will facilitate entry into the work force, post-baccalaureate education, or both. | |
| 10.3 Describe preferred career paths based on accurate self-assessment of abilities, achievement, motivation, and work habits. | |
| 10.4 Identify and develop skills and experiences relevant to achieving selected career goals. | |
| 10.5 Demonstrate an understanding of the importance of lifelong learning and personal flexibility to sustain personal and professional development as the nature of work evolves. | |
| Goal 11. Professional Competence (Graduate level) | |
| Students will demonstrate mastery of the competencies required in their profession or field. | |
| 11.1 Demonstrate advanced competency in psychological research: | |
| 11.2 Demonstrate advanced competency in the practice of psychology: | |
| 11.3 Demonstrate an advanced degree of professional responsibility: | |
| 11.4 Pursue alternate career paths, including doctoral training, in the future | |
| MA Psychology | No student learning outcomes at this time |
| MS Psychology (Applied Behavior Analysis) | 1. Define behavior analysis and describe its origins, including the problem of explaining behavior with mental events. |
| 2. Say what behavior is and what a behavioral definition is. | |
| 3. Describe the methods of observing and recording behavior, including reliability and validity of observations. | |
| 4. Describe the experimental designs for studying behavior and the visual analysis of behavioral experiments. | |
| 5. Define and describe positive and negative (and unconditioned and conditioned) reinforcement – including the types of reinforcers – and extinction. | |
| 6. Describe the factors (immediacy, contingency, magnitude, and deprivation) that influence reinforcer effectiveness, as well as continuous and intermittent (ratio and interval) schedules of reinforcement. | |
| 7. Describe positive and negative (and unconditioned and conditioned) punishment. | |
| 8. Describe and define differential reinforcement, and how it can be used to decrease behavior, and shaping and how it utilizes (differential) reinforcement and extinction. | |
| 9. Describe motivational operations, stimulus discrimination and generalization and the concept of stimulus control as well as fading. | |
| 10. Describe imitation, shaping, and chaining as procedures for creating new behavior. | |
| 11. Describe antecedent interventions for problem behavior. | |
| 12. Describe functional behavior assessment, including the different types. | |
| 13. Describe ethical considerations in ABA, including what ethics and social validity are, the standards of professional practice for applied behavior analysts, and ethical issues in client services. | |
| 14. Describe and discuss the contemporary development of single-case methodology. | |
| 15. Describe single-case research (also called within-subject) designs, including withdrawal (ABAB), multiple-baseline, changing criterion and multi-element designs | |
| 16. Describe and discuss what behavioral assessment is including the strategies and conditions of assessment. | |
| 17. Describe what interobserver agreement is in single-case research designs, the ways in which it is estimated, possible sources of bias and acceptable levels. | |
| 18. Describe experimentation, its purposes, and what factors affect the validity of inferences, as well as to describe pre-experimental and single-case designs. | |
| 19. Describe single-case research and designs, including their general requirements, especially ABAB designs, including their basic characteristics, variations, problems and limitations and evaluation. | |
| 20. Describe multiple-baseline designs, including their basic characteristics, variations, problems and limitations and evaluation. | |
| Other SLOs available upon request | |
| MSC Psychology (Marriage and Family Therapy) | 1. demonstrate familiarity with well known individual and family psychotherapy models including their particular theory of personality development, theory of psychopathology and treatment techniques |
| 2. be able to formulate a case (individual, couple or family) using well known psychotherapy theories | |
| 3. be able to develop an appropriate and effective treatment plan that includes referrals, crisis intervention techniques and demonstrates knowledge of pertinent case management issues for individuals, couples and families presenting with the broad range of psychological problems that fall with the scope of treatment for a marriage and family therapist | |
| 4. demonstrate the ability to evaluate, assess and diagnose mental health clients according to DSM-IV criteria and provide differential diagnoses, if applicable | |
| 5. demonstrate familiarity with psychological theories commonly applied to the stages of human development and the typical psychosocial problems presenting at these stages | |
| 6. demonstrate knowledge of the California laws and ethical standards related to their profession including the implications for professional practice | |
| 7. be able to identify the basic psychological tests used for assessing intelligence, vocational aptitude, scholastic ability, personality and cognitive skills, and be aware of their strengths and limitations | |
| 8. be familiar with practice issues related to common drugs of abuse, and the medications prescribed for the treatment of common psychological problems | |
| 9. demonstrate awareness of how culture affects mental health, and mental health treatment, and how their own personal background affects their ability to understand and work with clients from diverse backgrounds, and/or with sensitive presenting problems | |
| 10. demonstrate familiarity with latest research in the field of marriage and family therapy | |
| 11. demonstrate the ability to work effectively with individuals, couples and families presenting with the broad range of psychological problems that fall with the scope of treatment for a marriage and family therapist | |
| MS Public Administration | 1. Students will develop knowledge about the elements of public administration. |
| 2. Students will develop qualitative and quantitative skills for designing and conducting small scale empirical research. | |
| 3. Students should be able to integrate theoretical and empirical findings. | |
| 4. Students will learn to integrate and present research. | |
| 5. Students will develop an understanding of the ethical basis for public service.. | |
| 6. Students will undertake an defend an original piece of political research at the culmination of their degree program. | |
| BA Social Science | Learn to identify arguments in historical scholars. Understanding of scholarly differences among historians. Develop oral communication skills through a class. Develop written communication skills. Show understanding of academic honesty in history. Demonstrate proper citation and bibliographic skills. Create an extended original primary-source research. Understand pedagogical debates. Create a lesson plan for K-12 classroom use. Demonstrate skills for life-long learning. |
| BA/MA Sociology | 1. Critical Thinking – demonstrated by student ability to: |
| § Identify premises in given arguments | |
| § Recognize underlying assumptions | |
| § Present opposing views | |
| § Integrate materials | |
| § Move from content to analysis to evaluation | |
| 2. Effective Communication – demonstrated by student ability to: | |
| § Write a clear and focused account of a social event, issue, topic, or problem | |
| § Write a clear and appropriate analysis of sociological issues and concepts | |
| § Write clear and appropriate evaluation of theoretical or empirical knowledge-claims | |
| § Appropriately present or discuss theoretical or empirical knowledge-claims | |
| § Summarize the results of a sociological research process in an articulate manner (verbally or in writing) | |
| 3. Acquisition of the “Sociological Imagination” – demonstrated by student ability to: | |
| § Understand that culture and social structure vary across time and place | |
| § Comprehend the interplay between certain “vested interests” and a particular social order | |
| § Describe how a person’s biography interrelates with social context, social structure, and historical period | |
| 4. Apprehension of Sociology as a Discipline – demonstrated by student ability to: | |
| § Distinguish between data and ideology | |
| § Describe what is meant by social institutions and social systems | |
| § Describe how sociology differs from other social and behavioral sciences | |
| 5. Appreciation of how Social Structures Operate – demonstrated by student ability to: | |
| § Provide examples of the impact of social institutions on human groups | |
| § Understand that there is an interplay among social institutions | |
| § Understand some of the processes by which inequalities are created and perpetuated | |
| § Understand that broad factors (e.g., urbanization or population) affect social structures and individuals. | |
| 6. Basic Understanding of the Dynamic Relationship between Individuals and Society – demonstrated by student ability to: | |
| § Describe how individual and group social interaction influences society/social structure | |
| § Describe how structural factors contribute to individual behavior and self-development | |
| 7. Comprehension of Basic Concepts in Sociology – demonstrated by student ability to: | |
| § Define and provide key examples of socialization | |
| § Define and provide key examples of stratification, inequality, etc. | |
| § Define and provide key examples of social structure, social institutions and social systems | |
| 8. Comprehension of the Role of Theory in Sociology – demonstrated by student ability to: | |
| § Understand what a theory is and how it contributes to sociological knowledge | |
| § Apply theoretical perspective to social event or idea | |
| § Describe basic aspects of key theoretical orientations (conflict, interactionist, structural-functionalist) | |
| 9. Comprehension of the Role of Evidence in Sociology – demonstrated by student ability to: | |
| § Recognize scientific method in sociology | |
| § Describe the difference between dependent and independent variables | |
| § Describe the general role of methods in social research | |
| § Appropriately apply basic statistical tests | |
| § Interpret sociological findings expressed through data | |
| § Describe basic ethical issues pertinent in sociological research | |
| 10. Enhanced sense of occupational/personal development – demonstrated by student ability to: | |
| § Express broader concept of post-degree options | |
| § Express greater awareness/understanding of engagement with one’s social environment | |
| § Describe an awareness of the sociological imagination on a day-to-day basis | |
| § Demonstrate facility with working in groups | |