HHS Student Learning Outcomes

1. Knowledge Base in Child & Family Studies
Students will articulate the major concepts, theoretical perspectives, and empirical findings related to human development and family processes.

1. 1 Describe major transitions and developmental achievements across the lifespan in physical, cognitive, linguistic, and socioemotional domains within diverse cultural and social contexts.

1. 2 Define and evaluate major theoretical perspectives on human development and family processes, including classic frameworks and intersectional and strengths-based models.

1. 3 Identify and analyze research methods and empirical findings in developmental science.

1. 4 Describe systems of oppression and historical antecedents that impact human development. 

2. Critical Thinking, Problem Solving, and Quantitative Reasoning
Students will investigate, critically question, and analyze current perspectives, research, contemporary challenges, and applications (policies & programs) related to human development and family studies.

2. 1 Study children and families using rigorous scientific methods and processes, entailing critically conscious introspection and awareness of positionality.

2. 2 Evaluate research and common understandings in the field and their limitations, acknowledging the importance of contextualized interpretations and the existence of complexity.

2. 3 Analyze the ways in which the developing person and family are embedded within diverse cultural, local, global, and historical contexts, which are nested and interconnected, as well as systems of power that impact those contexts.

3. Ethical and Social Responsibility and Commitment to Diverse Communities 
Students will identify and demonstrate ethical principles and social responsibility using strength-based perspectives to exhibit leadership in multilingual, multi-ethnic, and global communities. 

3. 1 Apply ethical standards and social responsibility to analyze child and family programs and practices in diverse contexts.

3. 2 Adopt values that use strength-based perspectives and critical consciousness to build and enhance local, national, and global interpersonal relationships.

3. 3 Students will demonstrate leadership skills and advocacy by creating, evaluating, and implementing programs and practices that promote well-being in multilingual, multi-ethnic, and global communities.

4. Communication
Students will demonstrate competence in written, oral, and interpersonal communication skills, exemplifying attitudes and behaviors that promote the development of children and families, valuing and including a diversity of communication styles and mediums.

4. 1 Develop written products that conform to accepted standards of communication in the field and practice (i.e., use of scholarly, field, and community-based literacy) and are relevant and culturally affirming to the communities they serve.

4. 2 Orally communicate theoretical, empirical, and practical ideas to show consideration of the audience and practice disseminating information to the families and communities they serve.

4. 3 Employ interpersonal communication skills to build mutual, collaborative relationships with community members and colleagues, including perspective-taking, collaborating, leveraging strengths, and soliciting and integrating feedback.

5. Integrative Learning and Professional Development
Students will integrate personal awareness and professional knowledge to advocate for developmentally appropriate and culturally responsive practices and collaborate with diverse communities.

5. 1 Analyze their social positions, personal biases, strengths, and opportunities for self-development in relation to academic and practitioner-based knowledge in diverse communities.

5. 2 Synthesize their personal, academic, and community experiences and academic and practitioner-based knowledge to deepen their understanding of children and families and broaden their viewpoints.

5. 3 Integrate perspectives across disciplines about the development of children and families, the strengths of diverse communities, and systems of oppression and historical antecedents to conclude about developmentally appropriate and culturally responsive practices.

5. 4 Adapt and apply personal, academic, and community skills, abilities, theories, or methodologies gained in one situation to a new situation.
 

PLOs

PLO 1): Students will describe and explain basic human communication processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

PLO 2): Students will acquire, evaluate, and use qualitative and quantitative information to compare and contrast typical communication, communication differences, and communication disorders.

PLO 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).

PLO 4): Students will interpret intercultural experiences from the perspectives of their own and more than one community view.

PLO 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.

SLOs

SLO 1): Students will describe and explain the biological and neurological bases of basic human communication processes.

SLO 2): Students will describe and explain acoustic and psychological bases of basic human communication processes.

SLO 3): Students will describe and explain developmental, linguistic, and cultural bases of basic human communication processes.

SLO 4): Students will acquire and evaluate qualitative and quantitative information related to communication.

SLO 5): Students will use qualitative and quantitative information to compare and contrast typical communication, communication differences, and communication disorders.

SLO 6). Students will effectively communicate orally to different audiences (clients, families, other professionals, community members) and for different purposes (counseling, reporting, educational).

SLO 7). Students will effectively communicate in writing to different audiences (clients, families, other professionals, community members) and for different purposes (reporting, educational).

SLO 8). Students will identify and reflect on intercultural experiences from their own perspectives.

SLO 9). Students will interpret intercultural experiences from more than one community view.

SLO 10). Students will recognize professional standards and ethical issues in a variety of settings related to communication disorders.

SLO 11). Students will compare and contrast the ramifications of different professional actions and ethical decisions.

PLOs

PLO 1): Upon completion of the program, graduates will demonstrate knowledge specific to the anatomy, physiology, genetics, and disease processes of auditory and vestibular systems.

PLO 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.

PLO 3): Upon completion of the program, graduates will advise patients, families, and caregivers on treatment options and provide rehabilitation to minimize hearing loss and utilize residual hearing.

PLO 4): Upon completion of the program, graduates will demonstrate oral and written language skills necessary to engage in entry-level clinical practice.

PLO 5): Upon completion of the program, graduates will apply the professional code of ethics and appropriate business practices in service delivery

SLOs

SLO 1): Students will explain theoretical and applied principles of acoustics, psychoacoustics, non-acoustic stimuli, and electronics as applied to the normal and disordered auditory and vestibular systems.

SLO 2): Students will identify and describe the various localized and systemic disease processes, disorders, and abnormalities and the effect on body and major systems with special emphasis on the auditory and vestibular systems.

SLO 3): Students will explain and demonstrate the impact of genetics on the development and preservation of auditory function as well as the impact on the development of disorders of the auditory, vestibular, and related systems across the lifespan.

SLO 4): Students will prescribe, perform, apply evidence-based practice methods to triage, interpret clinical and laboratory procedures to diagnose auditory and vestibular/balance conditions and diseases for patients over the lifespan in diverse settings.

SLO 5): Students will interpret and synthesize the findings from the patient’s history, examination and other diagnostic tests and procedures in order to identify the etiology, the pathogenesis of the condition, the diagnosis, and any relevant limitation for diagnosis and treatment.

SLO 6): Students will discuss the findings, diagnosis and treatment options, and relevant limitations using acoustic systems or pharmacological agents, with the patient, parent or guardian, family, or service providers, and formulate a treatment plan with an explanation of any modifications or consequences that may occur over the course of treatment.

SLO 7): Students will plan and implement treatment and rehabilitation methods used for the management of auditory and vestibular disorders, including pharmacological treatment options and all forms of personal amplification and hearing assistance technology.

SLO 8): Students will communicate effectively, both orally and in written form, and demonstrate empathy and active listening behaviors with patients, families, caregivers, and other healthcare and service providers.

SLO 9): Students will produce professional written reports and chart notes on the diagnoses, evaluations and consultations encountered during clinical experiences.

SLO 10): Students will demonstrate understanding and respect for all individuals encountered in audiologic practice, regardless of disability, income, gender, sexual orientation, race, religion, culture or national origin, and the forces that affect diverse populations.

SLO 11): Students will adhere to professional ethics and understand the professional, legal, public health, and public policy issues as they pertain to the practice of audiology.

SLO 12): Students will describe and apply business, personnel management, financial, reimbursement, and contemporary practice management strategies and principles necessary for operating an audiology practice.

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

SLO 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.

SLO 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.

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

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.

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

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

SLO 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.

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

PLOs

PLO 1): Apply food science principles to the development, processing and preservation of food
products

PLO 2): Utilize advanced instruments and technologies to process and analyze food products for food
quality and safety

PLO 3): Design food products that meet the current food regulations and laws

PLO 4): Critically assess and analyze food science information available in the public domain in an
ethical way by reading and critiquing peer-reviewed literature

PLO 5): Communicate technical and other relevant information effectively in both oral and written formats to a diverse audience including other professionals, colleagues, and consumers

SLOs

SLO 1.1): Apply food chemistry principles in product development and quality control

SLO 1.2): Demonstrate food microbiology and food engineering knowledge in foodborne illness
prevention, food processing and preservation

SLO 1.3): Apply sensory evaluation techniques in food product development

SLO 2.1): Demonstrate understanding of the advanced instruments and technologies to process and
analyze food products

SLO 2.2): Apply knowledge in instrumentation and technology in the quality control of food products

SLO 3.1): Interpret the current food regulations and laws and explain the role of regulatory agencies in
implementing them

SLO 3.3): Design and develop food products that meet regulatory requirements

SLO 4.1): Analyze information on the public domain with critical thinking by reading and critiquing peer-
reviewed literature

SLO 4.2): Identify and distinguish between scientific and popular information available on public domain

SLO 5.1): Create effective oral and visual presentations

SLO 5.2): Demonstrate sufficient understanding of scientific writing and distinguish it from popular
writing methods

Level II

Provider of Care:

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

Advocate:

1. Acts to empower clients related to their rights and responsibilities as health care consumers, continuously monitor the level of empowerment, and act 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 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. We are 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.

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

2. Apply organizational and systems leadership to current healthcare issues to promote 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 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 direct and indirect care components that influence health care outcomes for individuals, populations, or systems.

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 the 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 analyze 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 levels that impact the 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 to analyze 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 the 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 to evaluate 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.