College of Health and Human Services - HHS Student Learning Outcomes

BA Child Development

 

1. Knowledge Base in Child & Family Studies

Students will demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, and empirical findings related to human development and family processes in exams, writing assignments and oral presentations.

2. Critical Thinking, Problem Solving, and Quantitative Reasoning

Students will use critical thinking, problem solving, and quantitative reasoning to interpret and contribute to the field of human development and family studies.

3. Ethical and Social Responsibility and Commitment to Diverse Communities

Students will identify and demonstrate ethical principles and social responsibility to exhibit leadership in multilingual, multi-ethnic and global communities.

4. Communication

Students will demonstrate competence in writing, oral, and interpersonal communication skills, exemplifying professional behavior that promotes the development of children and families.

5. Integrative Learning and Professional Development

Students will integrate personal awareness and professional knowledge to serve and advocate for developmentally appropriate and culturally responsive practices in diverse communities.



MA Child Development
 

1. Students will critique advanced concepts and theories related to human development through exams, writing assignments and oral presentations.

2. Students will analyze and apply knowledge of advanced developmental concepts related to their indvidual career goals within professional settings.

3. Students will apply quantitative reasoning to formulate and conduct research showing sensitivity to ethical standards and diversity.

4. Students will articulate advanced concepts to promote awareness of the needs of today’s diverse children and families to stakeholders at the local, state, and national levels.

 

BA/MA Communicative Disorders
 

Note: The Knowledge and Skills Acquisition (KASA) requirements for the American Speech-Language Hearing Association include 194 separate learning outcomes that include learning at both the bachelor’s and master’s degree levels. Generally, bachelor’s level learning outcomes focus on knowledge of etiology and phenomenology, while those at the master’s level focus mostly on skill acquisition in the areas of evaluation and treatment. However, as might be expected, bachelor’s level courses include some introduction to skill acquisition and master’s level courses include advanced knowledge acquisition in a variety of content areas.

Examples of B.A. level learning outcomes:

1. Students will describe and explain basic human communication processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.
2. Students will acquire, evaluate, and use qualitative and quantitative information to compare and contrast typical communication, communication differences, and communication disorders.
3. Students will communicate effectively, both orally and in writing, to different audiences (clients, families, other professionals, community members) and for different purposes (counseling, reporting, educational).
4. Students will interpret intercultural experiences from the perspectives of their own and more than one community view.
5. Students will recognize professional and ethical issues in a variety of settings related to communication disorders and compare and contrast the ramifications of different actions.

 

 

Examples of M.A. level learning outcomes:

1. Students will demonstrate current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.
2. Students will effectively conduct evaluation procedures (including the collection of case history information, the selection and administration of appropriate evaluation procedures, and appropriate adaptation of evaluation procedures) and interpret, integrate, and synthesize all information to develop diagnoses and make appropriate recommendations for intervention.
3. Students will effectively conduct intervention procedures, including the development of intervention plans and goals, the selection and use of appropriate materials, the modification of intervention plans when needed, and appropriate measurement and evaluation of client performance.

4. Students will communicate effectively, both orally and in writing, to different audiences (clients, families, other professionals, community members) and for different purposes (counseling, reporting, educational).

5. Students will demonstrate knowledge of processes used in research and integrate research principles into evidence-based clinical practice.

 

Doctor of Audiology (AuD) Program

1. Upon completion of the program, graduates will demonstrate knowledge specific to the anatomy, physiology, genetics, and disease processes of auditory and vestibular systems.
2. Upon completion of the program, graduates will perform and apply evidence-based practice to the identification and diagnosis of hearing loss and other disorders.
3. Upon completion of the program, graduates will perform and apply evidence-based practice to the identification and diagnosis of hearing loss and other disorders.
4. Upon completion of the program, graduates will demonstrate oral and written language skills necessary to engage in entry-level clinical practice.
5. Upon completion of the program, graduates will apply the professional code of ethics and appropriate business practices in service delivery. 

 

 

BS Criminal Justice
 

Criminal Justice

1. Students will explain and apply social scientific concepts, theories, and research to examine contemporary problems of the justice systems

2. Students will discuss and analyze how theory, research, law, ethics, and history informs current practices within the justice systems in oral and written formats.

3. Students will evaluate how justice systems practices are applied in diverse communities both locally and nationally through active learning, civic engagement, and service learning opportunities.

4. Students will identify and propose innovative responses to contemporary problems within the justice systems at local, state, and national levels.


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
 

Criminalistics

1. Students will demonstrate proficiency in the scientific methods, experimentation, and measurement techniques that relate to forensic science practice.

2. Students will evaluate experimental results to articulate theoretical predictions about forensic science evidence in oral and written formats.

3. Students will analyze how forensic science research, policy, and practice is influenced by law, ethics, history, and contemporary politics in the local and national contexts.

4. Students will create innovative responses to forensic research, policy, and practice.

BS Exercise Science

 

Upon completion of the program the students will be able to:
1. Understand the anatomical and biomechanical bases of human movement.
2. Understand the physiological and biophysical bases of human movement.
3. Use an array of technologies to support inquiry and professional practice.
4. Understand and apply the principles of exercise testing and prescription to diverse populations at various developmental stages and under a range of health conditions.
5. Evaluate the scientific literature in the discipline, understand and synthesize relevant information from it, and be able to convey this information both orally and in writing.
6. Pursue Graduate degrees in related fields such as Kinesiology/Exercise Science, Nutritional Science and Allied Health.
7. Pursue post graduate professional studies in one of the Allied Health fields

 

BS Food Science Technology


 

The program will prepare student to be competitive for the entry level food science positions in private and public sector and also prepare students for advanced degree in a Food Science and Technology program.

1. Students will develop theoretical and practical knowledge.

2. To understand the basic food safety issues in the food market.

3. To develop and evaluate quality of new food products using objective and subjective methodologies.

4. To understand the basic concepts in food chemistry and food analysis.

 

BS Kinesiology

 

Knowledge Outcomes - The students will:  
1. Understand the anatomical and biomechanical bases of human movement.
2. Understand the physiological bases of human movement.
3. Understand the behavioral, historical, psycho-social and philosophical aspects of human movement.
4. Use an array of technologies to support inquiry and professional practice.
5. Understand and apply the principles of exercise testing and prescription to diverse populations at various developmental stages and under a range of health conditions. 
6. Be able to critically evaluate the scientific literature in the discipline, understand and synthesize relevant information from it, and be able to convey this information both orally and in writing.


MS Kinesiology
 

1. Students will apply their Kinesiology-related knowledge to think critically and ethically in examining issues and solving problems associated with their chosen sub-discipline.
2. Students will communicate effectively and persuasively, both verbally and in writing, in academic and professional settings.
3. Students will interpret, and apply the professional literature of their chosen Kinesiology sub-discipline.

 

BS Nursing
 

Level II

Provider of Care:

1. Builds on a foundation of liberal arts and generalist nursing education, demonstrates the knowledge and skill to holistically assess, client needs and capabilities for self-care and provides comprehensive evidence based nursing care to diverse individuals, families, groups and populations across the lifespan and across the continuum of health care environments.

2. Develops, implements, and evaluates a safe evidence-based  plan of care reflecting various levels of complexity in collaboration with clients and other health care providers that promote maximum health and well being.

Teacher:

1. Demonstrates the necessary knowledge and skills related to the teaching-learning process.

2. Communicates and collaborates with the inter professional team to develop, implement, and evaluate a comprehensive health education plan for diverse clients, families, groups and populations.

Advocate:

1. Acts to empower clients as related to their rights and responsibilities as health care consumers, continuously monitors level of empowerment and acts as their spokesperson if necessary.

2. Demonstrates knowledge of organizational systems and skills in leadership through communicating and collaborating with other health care professionals brokering and negotiating for client’s needs and preferences insofar as necessary to provide high quality care.

Coordinator of Care:

1. Utilizes health care providers and community resources in order to provide safe cost-effective services focused on health promotion and disease prevention to diverse individuals, groups and populations within the constraints of the health care delivery system.

2. Plans, implements, and evaluates outcomes of coordination of client’s care.  Incorporating knowledge and skills in quality improvement.

3. Employs knowledge gained regarding information management and patient care technology to ensure delivery of safe care.

Members of the Profession:

1. Promotes accountability within the health care system demonstrating legal and ethical and professional values fundamental to the discipline of nursing.

2. Advances professional nursing practice by analyzing current trends in health care and translating research and theory into practice.

 

MS Nursing
 

1. Integrate the scientific background for nursing by applying scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.

2. Apply organizational and systems leadership to current healthcare issues for the promotion of high quality and safe patient care, including the emphasis on ethical and critical decision making, effective working relationships, and a systems-perspective approach.

3. Critique methods, tools, performance measures, and standards related to quality, and apply quality principles within organizations.

4. Apply nursing research outcomes within the practice setting, resolve practice problems, work as a change agent, and disseminate evidence-based results.

5. Provide integrated and coordinated care utilizing communication technologies.

6. Demonstrate the ability to intervene at the system level through policy development processes and advocacy strategies to influence health and health care.

7. Provide leadership of interprofessional teams by communicating, collaborating and consulting with other health professionals.

8. Synthesize broad organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.

9. Demonstrate nursing practice interventions including both direct and indirect care components that influence health care outcomes for individuals, populations, or systems.

 

BS Nutritional Science


 

Didactic Program in Dietetics (DPD) (BS):
To prepare students to be competent entry-level dietitians and/or food/nutrition or health related professionals.
Coordinated Dietetics Program (CDP) (BS):
To prepare students to be competent entry-level dietitians.
Both Programs (BS):
The program will prepare students to interact in a culturally diverse community setting.

 

MS Nutritional Science


 

Didactic Program in Dietetics (DPD) (MS):
To prepare students to be competent entry-level dietitians and/or food/nutrition or health related professionals.
Coordinated Dietetics Program (CDP) (MS):
To prepare students to be competent entry-level dietitians.
Both Programs (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.

 

BS Public Health/Health Science

Community Health Option:
1. Obtain health related data about social and cultural environments, needs and interests of different communities.
2. Plan and implement effective health education programs.
3. Evaluate health programs.
4. Identify or recruit community organizations, resource people, and potential participants for support and assistance in planning a health program.
5. Coordinate health programs and services.
6. Act as a resource person in community health programs and activities.
7. Communicate health needs, concerns, and resources.

 

Social Work (BSW/MSW) 

 

Competency 1: Demonstrate Ethical and Professional Behavior

 

·         Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research additional codes of ethics as appropriate to context.

·         Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

·         Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication. 

·         Use technology ethically and appropriately to facilitate practice outcomes. 

·         Use supervision and consultation to guide professional judgment and behavior.

 

Competency 2: Engage Diversity and Difference in Practice

 

·         Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.

·         Present themselves as learners and engage clients and constituencies as experts of their own experiences.

·         Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. 

 

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice 

 

·         Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

·         Engage in practices that advance social, economic, and environmental justice.

 

Competency 4: Engage In Practice-informed Research and Research-informed Practice 

 

·         Use practice experience and theory to inform scientific inquiry and research.

·         Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.

·         Use and translate research evidence to inform and improve practice, policy, and service delivery.

 

Competency 5: Engage in Policy Practice

 

·         Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services. 

·         Assess how social welfare and economic policies impact the delivery of and access to social services.

·         Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities

 

·         Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.

·         Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities

 

·         Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.

·         Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

·         Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies.

·         Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities

 

·         Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies.

·         Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies.

·         Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.

·         Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.

·         Facilitate effective transitions and endings that advance mutually agreed-on goals.

 

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

 

·         Select and use appropriate methods for evaluation of outcomes.

·         Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.

·         Critically analyze, monitor, and evaluate intervention and program processes and outcomes.

·         Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.