Office of Institutional Research, Assessment, and Analytics
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Examples of Program-Specific Learning Outcomes
The learning outcomes below are examples which may be helpful in providing a starting point for developing learning outcomes for your own syllabi and programs. More than likely they can be improved upon, especially in terms of having specific learning outcomes that are derived from competencies and sub-competencies. If your program has an accrediting agency consider using the learning outcomes they specify, and including additional learning outcomes unique to your program.
If you would like your program’s learning outcomes to be included in this list, please email them to Nicole Spensley (spensley@mailbox.sc.edu).
Sample learning outcomes are provided for:
Arts & Sciences
Business
Engineering
Civil &
Environmental Engineering
Hospitality, Retail, & Sport Management
Industry and Product
Knowledge
Recreation and
Hospitality Services Marketing
Mass Communications & Information Studies
Library &
Information Sciences
Communication Studies (Oral, Written, Visual, Public, Organizational,
Public Relations)
Interpersonal and
Public Communication
Public Health
Health Services and
Policy Management
Health Promotion,
Education, and Behavior
Epidemiology and
Biostatistics
Program-Specific Learning
Outcomes
Arts & Sciences
Knowledge/
Cognitive:
Following Completion of the Microbiology
Course students will be able to:
Use examples of infections, treatment, and
epidemiologic control to compare and contrast the characteristics of prions, viruses, bacteria, protozoans,
and multicellular parasites.
Explain the dynamics of commensal
and pathological relationships that occur between microbes and humans.
Evaluate methods of microbial control and
apply the proper methods necessary when given a scenario.
Briefly describe sample metabolic pathways
found in microorganisms and their implications for food production and human
disease.
Summarize basic bacterial genetic principles
and analyze implications for mutation, genetic recombination, and bacterial
control.
Articulate
and diagram the role of the immune system in maintaining homeostasis,
challenging infections, and fighting cancer.
Skills/ Psychomotor
Following Completion of the Microbiology
Course students will be able to:
Apply the scientific method by stating a
question; researching the topic; determining appropriate tests; performing
tests; collecting, analyzing, and presenting data; and finally
Correctly perform microbiologic lab skills
and display a habit of good lab practices which extends to relevant situations
in the student's homes.
Attitudes and
behavior/ Affective
Following Completion of the Microbiology
Course students will be able to:
Retrieve,
evaluate, and use microbiologic information regarding contemporary issues in
the world and relevant to their everyday lives.
Upon
graduation, students earning any of these degrees should be able to:
Construct drawings through stages of
development from the gesture to the final contour.
Record the human figure through objective
adherence to proportional relationships, notice of negative spaces, value
relationships, and line-sighting as methods essential to building the image.
Create figure drawings that demonstrate
awareness of human anatomy and structure as revealed through the form's
surface.
Produce sustained, investigative drawings
that make accurate visual statements of the figure's form in space.
Orchestrate the visual elements to produce
expressive figure drawings rooted in consideration of strong design principles,
and conveying subjective meaning beyond objective fact.
Select appropriate graphic materials to
influence the expressive content of the figurative form.
Articulate a formal analysis of a drawing and
its interpretation based on that analysis.
http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Goal:
Students should be able to act.
Outcomes:
apply acting theory to characterization;
recognize and perform a wide range of acting
styles; and
act with technical and artistic skill and
understanding.
Goal:
Students should be able to dance.
Outcomes:
recognize and differentiate between various
forms of dance including, but not limited to, jazz, tap, ballet, and modern;
and
dance with technical and artistic skill and
understanding.
design developmentally appropriate
instructional experiences that promote the description and critical analysis of
dance works, using a technical vocabulary based on the common elements of the
discipline, i.e., space, time, force/energy.
design and modify developmentally appropriate dance
instruction for students of different ages and abilities in a variety of
classroom and ensemble settings.
create developmentally appropriate standards-based
curricula that include objectives, instructional strategies, and assessments
for dance instruction.
describe dance and analyze works in their historical
and cultural context.
to analyze how dance and dance education
function within the context of schools and communities
http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Business
Students will think systemically about organizations
and management processes, by showing that they can take a global perspective regarding accounting procedures
and practices, for both descriptive and prescriptive purposes. This perspective
requires that students analyze a system or process according to "the big
picture," moving from the global to the particular or from the particular
to the global.
Students will work effectively in teams, by
exhibiting the kinds of
behaviors that mark an effective team member: working cooperatively with
others, accepting divergent views, encouraging active participation of others,
dealing productively with conflict, and taking leadership roles as the need
arises. This will show that they have
the interpersonal skills necessary to be a successful accountant.
Students will demonstrate that they can present the results of their
observations and research in a way that is objective, technically accurate, and
legally acceptable.
Students
will demonstrate that they can document clearly and precisely their own
procedures of observation and research to satisfy both the client's needs and
the requirements of the legal system.
Students may demonstrate these abilities in reports to management,
memoranda, working papers, and other similar documents.
Students will make appropriate recommendations based
on acute critical analysis.
Students will identify existing problems, both long-term and short-term problems, by
bringing appropriate standards and procedures to bear on information.
Students will make valid and viable
recommendations for solving problems in a way that is useful and convincing for
the intended audience or audiences. Students should demonstrate these abilities
in one or more appropriate forms: report to management, memorandum, feasibility
report, and proposal.
Students will explain accounting information to lay audiences.
Students will translate technical accounting material and terminology into terms that
can be understood by a variety of audiences not trained in accounting in such a
way that it meets the needs of those audiences. Students should demonstrate
that they can provide this information in various appropriate forms, such as
letters, memos, informal and formal presentations, and executive summaries.
Students
will provide explanations that are suitably brief and organized in a way that
clearly reflects the purpose of the explanation and satisfies the needs of the
audience.
Students will give effective oral presentations to a
variety of audiences to show
that in professional occasions that call for speaking students can conduct
themselves with the confidence and naturalness that mark a successful
professional and a careful attention to the value of the presentation for the
audience.
Students
will use effective technology appropriately, such as PowerPoint, slides,
posters, handouts, and transparencies in oral presentations.
Students
will present information in a form that is useful, clear, and well organized
and in a manner that inspires confidence in the audience. This ability is
especially important when explaining accounting information to lay audiences.
Students
will speak persuasively in situations that require the speaker to argue for a
recommendation or to sell a product or service. Students may demonstrate this
ability in reports to management, feasibility reports, proposals, etc.
Adapted from: http://www2.chass.ncsu.edu/cwsp/docs/accounting_out.pdf
Students will analyze and evaluate positions on
economic issues, showing that they can break an economic issue down into the various
economic principles and concepts that form the basis of the position and
identify the competing sides on the issue.
Students will critique an economic position
in terms of the accuracy of its representations of economic principles and
concepts and the soundness of its use of those concepts and principles to make
a claim about economics.
Students will solve real-world economic problems
effectively in the context of an industry or field of study, showing that they
can identify and collect the
appropriate economic data, analyze data in terms of costs and benefits, present
economic data and solutions to problems in a way that is clear and accurate,
and come to a reasoned judgment concerning benefits within the constraints of
costs and can express that judgment convincingly for an audience who must act
on it.
Students will explain economics to lay audiences,
showing that they can translate
economic concepts and principles into terms that can be understood by both
general and specific audiences.
Adapted from: http://www2.chass.ncsu.edu/cwsp/docs/ARE_out.pdf
identify, and describe to the lay person, the
important institutions and determinants of economic activity at the local,
regional, national, and international levels, including the basics of fiscal
and monetary policy and how each affects the economy.
explain to the non-economist the fundamental
economic problem of scarcity (and tradeoffs); the meaning of a market economy
and how markets allocate society's scarce resources; what it means for markets
to fail and the role of government in finding solutions for market failure.
analyze the ethical and social justice dimensions of
market and policy outcomes.
identify key relationships between important
variables understand the difference between correlation and cause-and-effect
apply algebraic, graphical, and statistical tools to analyses of problems and
issues in business and public policy identify the relationship between
assumption and interpretation.
think critically, for example, be able to:
summarize low-level articles from professional journals. articulate
the connections between the different sub-disciplines of economics. automatically compare and contrast different economic
theories.
employ their discipline knowledge and skills in
service to the community, for example, present themselves and interact with
others in a professional manner. communicate economic
concepts orally .convey economic ideas in a variety of written forms.
http://www.seattleu.edu/assessment/Albers%20Plans/Economics.htm
Students will be able to apply small business
accounting and finance concepts and practices in new venture and small business
environments.
Students will understand and be able to apply
basic human resource management concepts and practices in new venture and small
business environments.
Students will be able to use microcomputers
for decision support and information retrieval in new venture and small
business environments.
Source:
Collaborate effectively with others in situations requiring teamwork, leadership, and negotiation
· Demonstrate the ability to organize and present business-related information in written reports
Identify a business-related problem, consider alternatives, and
reach a conclusion based on logical analysis.
Source:
Engineering
Civil & Environmental Engineering
Upon satisfactory
completion of a MS degree in ESE, graduates will be able to:
Identify sources of environmental
contaminants and processes that affect the movement, fate, and health effects
of such contaminants in environmental/human systems;
Describe the rationale for and the approaches
used to measure relevant properties of environmental/human systems;
Develop and/or apply
theoretical/computational models to represent important aspects of
environmental/human systems and assess their uncertainty;
Explain the relationships among scientific
knowledge, exposure and risk assessment, and environmental management and
policy; and
Demonstrate written and oral communication
skills related to environmental sciences and engineering issues.
http://www.sph.unc.edu/envr/degree_details_1235_1886.html#PhD
Civil Engineering
Students will be able to:
Identify
the broad context of civil engineering problems, including describing the
problem conditions, identifying possible contributing factors, and generating alternative
solution strategies.
Design
the fundamental elements of civil engineering systems, system components and
processes, with a good understanding of associated safety, quality, schedule
and cost considerations.
Undertake
laboratory, field and other data collection efforts using commonly used
measurement techniques to support the study and solution of civil engineering
problems.
Employ
mathematics, science, and computing techniques in a systematic, comprehensive,
and rigorous manner to support the study and solution of civil engineering
problems.
Synthesize
analysis results to provide constructive and creative engineering solutions
that reflect social and environmental sensitivities.
Exhibit
good teamwork skills and serve as effective members of multidisciplinary
project teams.
Articulate
and justify technical solutions to diverse audiences through oral, written, and
graphical communication.
Modified
from "BS Civil Engineering Educational Outcomes," Department of Civil
Engineering,
Students will be able:
to critically
evaluate alternate assumptions, approaches, procedures, tradeoffs, and results
related to engineering problems.
to design a variety
of electronic and/or computer-based components and systems for applications
including signal processing, communications, computer networks, and control
systems.
to lead a small
team of student engineers performing a laboratory exercise or design project;
to participate in the various roles in a team and understand how they
contribute to accomplishing the task at hand.
to use written
and oral communications to document work and present project results.
Modified
from Electrical Engineering Objectives and Outcomes," Department of Electrical
and Computer Engineering, University of
What students are expected to know at the
time of graduation:
Apply
energy, momentum, continuity, state and constitutive equations to thermal,
fluids and mechanical systems in a logical and discerning manner.
Design
and perform laboratory experiments for thermal, fluid and mechanical systems to
gather data and test theories.
Design
thermal, fluid, mechanical and control systems to meet specifications.
Participate
effectively in the same-discipline and cross-disciplinary groups.
Identify,
formulate, and solve thermal, fluid and mechanical engineering problems by
applying first principles, including open-ended problems.
Develop
practical solutions for mechanical engineering problems under professional and
ethical constraints.
Communicate
effectively with written, oral, and visual means in a technical setting.
Recognize
the fact that solutions may sometimes require non-engineering considerations
such as art and impact on society.
Recognize
environmental constraints and safety issues in engineering
Use
modern modeling and simulation techniques, and computing tools.
Modified
from "Program Outcomes and Objectives," Department of Mechanical Engineering,
By the end of the educational experience our
students should have learned to:
solve
open ended problems,
complete
a design project,
design a
mechanical or thermal system,
use
calculus and differential equations in solving engineering problems,
solve
engineering problems involving basic chemistry and physics
solve
engineering problems using basic industrial engineering principles and methods,
communicate
effectively in writing,
effectively
communicate orally in small and large groups,
work
effectively in teams,
apply
current knowledge and adapt to emerging applications of mathematics, science
and technology;
Conduct,
analyze and interpret experiments concerning mechanical engineering technology;
Use
creativity in the design and use of mechanical systems and processes;
Identify,
analyze and solve technical problems associated with mechanical engineering
technology;
Modified
from "Bioengineering: Student Outcomes,"
Desired outcomes of the Bioengineering program are:
Apply
knowledge of life sciences, advanced mathematics (including differential
Design,
conduct and document laboratory experiments involving biological or medical
systems
Design
systems, devices and processes for use in medicine, health care or biological
applications
Identify,
formulate, and solve problems at the interface of engineering and biology
Communicate
effectively their work and ideas in oral and written forms
A
recognition of the need for and the ability to engage in life-long learning
Use
modern techniques, skills and tools necessary for bioengineering practice and
for disseminating the results of their work
The
ability to obtain, analyze and interpret data from living systems, addressing
the problems associated with the interaction between living and non-living
materials and systems
Modified
from "Bioengineering: Student Outcomes,"
Upon
graduation, Honors students will be able to:
Assess the existing knowledge, concepts,
techniques, and methodology appropriate to the graduate's chosen discipline.
Conceive and plan a high-quality research
and/or creative capstone project in the appropriate disciplinary or
multi-disciplinary context.
Apply discipline-based and/or
cross-discipline-based knowledge to design a problem-solving strategy.
Identify major issues, debates, or approaches
appropriate to the discipline.
Synthesize complex information appropriate
to the discipline.
Select and organize credible evidence to
support converging arguments.
Develop an argument in accordance with the
methods of the discipline.
Solve discipline-based and/or
cross-discipline-based problems using strategies appropriate to the subject.
Employ writing conventions appropriate to the
discipline.
Exhibit disciplined work habits as an
individual.
http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/CWP.htm
Hospitality, Retail, & Sports Management
Examine the functions of human resource management, with special
attention to strategic human resource alliances and developing trends.
Apply accounting and financial information to executive decision
making in the hospitality industry.
Develop marketing & advertising systems for hospitality
industries based on the need to create new markets and the need to respond to
significant shifts in social and economic patterns.
Examine service marketing and management concepts relevant to the
hospitality industry and explore how these concepts can be applied to service
delivery systems.
Examine research methods including: scientific method, literature review,
sampling, statistics, research design and analytical technique.
Examine
mechanisms and techniques employed in the management of hotel management,
convention and meetings management, casino management, or food service
management.
Develop
strategies to address the challenges of a specific problem in hospitality
management on basis of interest and preparation and apply this to their current
work environment.
Conduct
independent research in their major area of work on the analysis of a problem
for a hospitality organization.
At the end of this
program, the students should be able to:
Describe
the "typical" retail stores organizational structure, position
responsibilities, and chain-of-command protocol.
Explain
the role of store management in today's multi-retail environments and identify
the skills needed to be successful in store operations management.
Read,
interpret, and use "typical" retail financial data in store operations
management
Describe
the basic principles of effective store planning and visual display standards
commonly used in the retail industry.
At the end of this
program, the students should be able to:
Identify
and describe the roles the merchant "team" (management, merchant, planner,
allocator, support staff) play in the procurement and distribution of
merchandise to the multiple channels of retail outlets.
Read,
interpret, and use "typical" retail financial data in the execution of retail
merchandising principles.
Identify
the competitive retail markets in which a merchant must function.
Use
basic retail math skills and common inventory planning methods in the daily
operation of a merchandising function.
Describe
the inventory sourcing process and methods used to procure merchandise both
domestically and internationally.
Identify
the factors that lead to the selection of a retail assortment.
At the end of this
program, the students should be able to:
Conduct
merchandising research.
Locate
pertinent secondary information related to fashion merchandising.
Solve
merchandising problems using acquired knowledge.
Analyze
information resulting from a merchandising research study.
Evaluate,
interpret, and apply information available to fashion merchandisers.to
recommend a plan of action.
Industry and Product Knowledge
At the end of this
program, the students should be able to:
Identify
garment styles and components, including fiber, fabric, and construction
details.
Describe
the apparel pipeline; the progression from fiber to consumer.
Kent
Recreation and Hospitality Services Marketing
Upon completion of this course each student
should be able to:
Summarize major trends affecting the parks,
recreation, tourism & hospitality industry.
Distinguish marketing from selling.
Discuss in general terms the benefits of a
marketing plan.
Summarize the typical positions in a sales
office.
Describe several types of personal sales
calls.
Describe the basics of good telephone
communication.
Discuss internal marketing.
Identify and explain common advertising
strategies.
List and explain the factors involved in
creating a brochure.
Cite three important factors in selecting
newspapers for ads.
Identify two types of direct mail campaigns.
List types of radio and television ads.
Discuss a public relations plan.
Discuss baby boomers and other individual
leisure consumers.
Identify three types of consumers served by a
variety of PRT related agencies.
Describe types of association and corporate
meetings.
Describe how agencies can market in a manner
to communicate with people with disabilities.
Utah http://www.cc.utah.edu/~lsr16170/syllabi/prt3211_object.htm
Mass Communications
& Information Sciences
Library & Information Sciences
Students will be
able to:
Develop a viable research topic for which
information can be successfully located in a variety of college-level
resources.
Construct a research strategy that will lead
to an effective and efficient search for the required information using a
variety of appropriate print and electronic sources and based on a working
knowledge of the topic gathered from preliminary, background research.
Identify the appropriate Library of Congress
Subject Headings, and the essential key words, synonyms, and Boolean search
statements that will retrieve relevant information on a topic in the library
catalog, online databases, and on the Internet.
Customize a search in the library catalog,
electronic databases, and the Internet using the truncation, limiters, and
other advanced searching features that will narrow the results to the most
relevant materials.
Locate the information using in-library
methods such as the library catalog, classification system, periodical
citations and holdings lists, and online methods such as searching a range of
full-text databases, catalogs from other libraries, and conducting appropriate
Internet searches.
Evaluate the credibility of print, online
database, and Internet information using established criteria including the
author's credentials, published reviews, currency, sources cited, scholarship,
etc.
Demonstrate an understanding of the legal and
ethical issues of information use including plagiarism, documentation of
sources, and copyright.
Students will organize and utilize various
information resources within the context of library and information services,
for the purposes of access, instruction and implementation.
Students will articulate the philosophy and
principles governing selection and procurement of library materials to serve
diverse communities and address cultural uniqueness.
Students will operate successfully in a
library or other information environment as cooperative and productive members
of the work unit.
Student will demonstrate technology skills
and applications appropriate to the modern library.
Source: University of Southern Mississippi
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Upon
graduation, students earning any of these degrees should be able to:
Goal: To provide students with a body of
knowledge and a system of inquiry and scholarship that inform
and enrich their professional preparation.
Outcomes:
describe how ideas, knowledge and
understanding are created and communicated;
explain how technology affects the
availability, communication and use of information and ideas;
explain how government, commerce,
philanthropy and multicultural diversity have evolved and function in their
communities; and
explain the history, functions, processes, law and
ethics of journalism and mass communication.
Goal: To prepare students for jobs in which
they are accountable to their employers.
Outcomes:
gather, analyze, organize, synthesize
and communicate information to particular audiences and through specific
delivery systems;
edit their own work and the work of others;
identify credible and diverse sources of
information and commentary; and
Goal: To prepare students for a craft in
which they are accountable for their competencies and quality of work to
citizens, clients and consumers.
Outcomes:
describe how race, gender and class interact
with law, public policy, employment, social relations and culture in American
society; and
describe how government, business and industry, and
philanthropy function to serve public and private interests.
Source: http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Learning Outcomes
for Basic Communication Skills for all Communication Degrees:
Oral Communication Skills Learning Outcomes:
Invention: Student is able to prepare a
speech with a clearly developed purpose. The selection of ideas and materials
is good. There are established relationships among all the disparate materials.
Ideas are clearly related to a well identified audience.
Delivery: Student is able to deliver a speech
with accurate pronunciation, clear articulation, good control of voice, and
emotional control.
Style: Student is able to prepare and deliver
a speech in which the use of language (word choice, figures of speech,
rhetorical tropes, etc.) provide clarity, vividness and concreteness to
subject. Style of speaking is appropriate to clearly identified audience.
Arrangement: Student is able to prepare and
deliver a speech in which the pattern of arrangement and the ordering of ideas is clear and appropriate for topic and audience.
Command: Student is able to prepare and
deliver a speech that demonstrates a command of the subject and materials by
the use of a variety of methods for establishing relationships between ideas.
Written Communication Skills Learning
Outcomes:
Focus: Student can prepare a written message
that has a clear central idea.
Development and Support: Student can prepare
a written message in which the major idea is sufficiently and logically
developed.
Organization: Student can prepare a written
message with a clear organization. There is a reasonable and readable sequence
of ideas with appropriate transitions and/or headings.
Mechanics: Student is able to write a paper
that conforms to accepted standards of grammar, spelling, punctuation, and
capitalization.
Professional Appearance: Student is able to
prepare a professional looking paper with appropriate selection of fonts, high
quality paper, high quality printing, and correct use of APA style.
Visual Communication Skills Learning Outcomes:
Color: Student is able to use color in visual
images to create a second strand of meaning to smoothly accompany the verbal
message. Images contain planned variety in hue and tone and use of color
symbolism.
Composition: Student is able to use visual
images to create a second strand of meaning to smoothly accompany the verbal
message. These images are well composed with careful attention to direction,
balance, and the use of the frame.
Contrast/Scale/Dimension: Student is able to
use visual images that demonstrate control of visual meaning through contrasts
of color or composition including contrasts of scale. Student uses size
appropriate to the audience. Images, whether slides, transparencies, or tape,
show the three-dimensional scale of objects.
Line/Shape: Student is able to create images
made up of a variety of lines and shapes. Lines are used to express direction,
purpose, and a definitive goal. Shapes are used appropriate for their symbolic
meaning and for the audience which will view them.
Unity/Emphasis: Student is able to create
visual images that have a balance of the diverse elements into one totality
that is visually of one piece. One message element stands out from the rest as
the most important concept of the image.
Learning Outcomes for Each Degree Path:
Public Communication Learning Outcomes
Analytical Skills: Student is able to analyze
discourse for artistic merit, practical effect, philosophical standards, and
underlying structure.
Application and Practice: Student is able to construct messages that are logical, persuasive, elegant, and effective.
Organizational Communication Learning
Outcomes [Bachelor of
Science Degree]
Analytical Skills: Student is able to assess
and describe communication problems in organizations, message and information
flow in organizations, significant symbols in organizations, communication
barriers and effective techniques in superior-subordinate communication relationships
and work groups and criteria for value clarification and
ethical-decision-making in organizations.
Application and Practice: Student is able to
develop and implement plans for improving message and information flows within
organizations, the use of persuasive messages in organizations, the proper
strategies for managerial communication and the techniques of team leadership.
Public Relations Outcomes [Bachelor of Science Degree]
Analytical Skills: Student is able to monitor
the organizational environment, analyze and select the important organizational
concerns within the environment, and develop an organizational response to
these concerns.
Application and Practice: Student is able to
implement plans to manage flow of information to and from an organization, to
work effectively with electronic and print media, to prepare clear and
persuasive messages, and to do all this in communication campaigns with
long-term goals.
Adapted from:
Eastern Washington College [on that UNCG website, http://assessment.uncg.edu/departmentplans.htm
]
Interpersonal and Public Communication
Specifically,
graduates should be able to:
identify and explain the theoretical concepts central to the study of interpersonal, public, and organizational communication and identify the communication behaviors that reflect those concepts; and
identify and explain the different methods used to study communication.
Specifically,
graduates should be able to:
locate, synthesize, and evaluate information from relevant print, electronic, and human sources;
evaluate the validity of arguments in oral and written messages;
argue the ethical implications of a given communication behavior in a specific context; and
evaluate the message strategies in interpersonal, public, and organizational contexts.
Specifically,
graduates should be able to:
construct reasoned arguments;
solve communication problems systematically, creatively, and effectively
Source: http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Interpersonal Communication Learning Outcomes [Bachelor of Arts Degree]
Analytical Skills: Student is able to analyze
the patterns, roles, rules, strategies and goals of public discourse, social
interaction, and conversation.
Application and Practice: Student is able to
plan, monitor, and manage a variety of social interactions to accomplish
multiple goals, including: relational goals, task goals, and
identity-management goals.
Adapted from: Eastern Washington College [on that UNCG website, http://assessment.uncg.edu/departmentplans.htm
]
Upon
graduation, students earning this degree should be able to:
Cognitive/Knowledge
Name and explain theories central to the
communication discipline;
Compare and contrast the different research
methods used when conducting communication research;
Recognize ethical issues in the discipline
and when conducting research;
Behavioral/Skills
Critically analyze and communicate knowledge
of the discipline orally and/or in writing;
Collect and synthesize current research in
the discipline;
Affective/Dispositions
Describe the importance and complexity of
human communication
Source: http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Upon graduation,
students earning this degree should be able to:
Goal: Students should be able to sing.
Outcomes:
recognize and perform a wide range of musical
theatre vocal repertoire;
sing with technical and artistic skill; and
Goal: Students should be able to sing,
dance and act simultaneously.
Outcomes:
integrate
singing, dancing and acting, or any combination of the three in performance.
Goal:
Students should understand the unique demands of the musical theatre on
performers.
Outcomes:
recognize and appreciate the skills required
for musical theatre performance; and
recognize the skills necessary for a career in the
musical theatre.
http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Music
Upon
graduation, students earning any of these degrees should:
Hear, identify, and work conceptually with
the elements of music -- rhythm, melody, harmony, and structure;
Identify types and
characteristics of music (including instruments) from traditions that have
influenced music in the
Apply techniques of
conducting to a given school situation.
Apply techniques of
scoring and arranging in a school music situation.
Identify stylistic
performance practices for vocal and instrumental music.
http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Public Health
Public Health –
identify sources of environmental contaminants and processes that affect the movement, fate, and health effects of such contaminants in environmental/human systems;
describe the rationale for and approaches used to measure and model relevant properties of environmental/human systems;
explain the relationships among scientific knowledge, exposure and risk assessment, and environmental management and policy;
identify sources of environmental contaminants and processes that affect the movement, fate and health effects of such contaminants in environmental/human systems;
explain the relationships among scientific knowledge, exposure and risk assessment, and environmental management and policy
Source: http://www.sph.unc.edu/envr/degree_details_1235_1886.html#PhD
Health Services and Policy Management -
Upon graduation, students earning this degree
should be able to:
assess individual and community needs for
health education;
plan effective health education programs;
implement health education programs ;
evaluate effectiveness of health education
services;
coordinate provisions of health education
services;
act as a resource person in health education;
apply appropriate research principles and
methods in health education;
administer health education programs
Source:
http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Health Promotion, Education, and Behavior - Central Michigan
Evaluate strategies to met the individual
needs and promote healthy development at different stages of development
Analyze causes and effects of malnutrition on
individuals, families, and society.
Plan and evaluate a personal weight
management program through diet and exercise.
Analyze drug (including tobacco and alcohol)
and nutrient interaction on health and wellness.
Identify varying nutritional needs throughout
the life cycle.
Use technology to assess and evaluate
wellness.
Identify health problems, disease prevention
strategies, and determine appropriate responses.
Identify strategies for effective
communication with health care providers.
Source: http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Explain a variety of research statistics,
study designs and methodologies specific to nutrition.
Evaluate emerging concepts in nutritional
science, clinical nutrition, nutrition assessment and behavioral sciences
related to nutrition.
Evaluate emerging concepts in specialty areas
of dietetics (geriatrics, obesity, eating disorders, pediatrics, etc.).
Synthesize merging concepts in nutrition for
improved outcomes using new research techniques for outcome based measurement.
Synthesize best practice concepts in
dietetics.
Source: http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Health Administration -
Apply concepts, principles, models, and
frameworks from disciplines that contribute to management theory-leadership,
law, ethics, organizational theory, organizational behavior, organizational
design, and strategic management-to the analysis of management problems in
healthcare organizations.
Critically review, synthesize, and utilize
rigorous and up-to-date research from a variety of interdisciplinary fields
(e.g., communication, administration, public administration, and management) to
improve health administration through problem-solving, collaboration of diverse
specialists in healthcare, and validation of current and proposed
administrative practices.
Independently design and conduct original
health services research using a variety of qualitative and quantitative
research methods, leading to recommendations for improving the practice of
administration in the healthcare industry.
Source: http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Exercise Science -
articulate the basic principles of developing
and implementing appropriate, safe exercise programs for low risk
(non-clinical) clients;
engage in technically proficient exercise testing, risk assessment and
interact effectively with patients;
Source: http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Physical Therapy -
Engage in effective screening procedures and
a review of systems for patients/clients, and accurately determine if they are
appropriate candidates for physical therapy services (recognize scope and
limits of practice) or if referral to or consultation with another health care
professional or agency is necessary.
Effectively and efficiently conduct and accurately
document an examination/re-examination of a patient/client, including:
gathering relevant patient history from the patient and other sources,
subjective data and patient goals, and selecting and performing appropriate
objective tests and measures of impairment, function and disability, while
maintaining patient safety and dignity.
Systematically evaluate and interpret data
collected through patient examination and make accurate clinical judgments
regarding the patient's physical therapy diagnosis and prognosis, and to guide
clinical decision-making about an appropriate plan of care.
In collaboration with patients, caregivers
and other health care professionals, develop a plan of care for
patients/clients that addresses patient goals,
incorporates the skillful application of interventions that are appropriate and
safe based on patient presentation, supported by evidence, and that are
consistent with legal, regulatory, ethical, and administrative guidelines
governing the practice environment.
Design a plan of care for patients/clients
that incorporates methods/tools for monitoring and assessment of patient
response to treatment and attainment of patient and therapy goals/outcomes,
addresses the adequacy of resources to meet goals, and is accurately and
appropriately documented according to administrative, regulatory, and payer
guidelines.
Effectively educate patients/clients and
others (caregivers, colleagues, other health care professionals, students, the
public) using culturally sensitive and appropriate teaching methods that are
adapted to individual or group learning needs, the content being conveyed, and
the educational context for teaching/learning.
Communicate expressively and receptively
(verbally, non-verbal, in writing) with patients, caregivers, colleagues, other
health care practitioners, and others in ways that are respectful, culturally and
linguistically sensitive and competent, and that take into consideration the
individual differences, values, preferences and needs of those with whom they
are communicating.
Consistently accesses, uses and critically
evaluates resources from a variety of sources (published literature,
information technology, web-based materials) to examine the scientific basis
for physical therapy practice and integrates scientific evidence with clinical
judgment and patient/client values and needs to determine the best care for
patients.
Source:
http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Speech Pathology -
Students will demonstrate the ability to
appropriately describe therapeutic and diagnostic clinical sessions as related
to the field of Communication Disorders.
Students will be able to explain neuroanatomical structures and functions associated with
the production and perception of speech and language
Students will identify the pathological
conditions of the outer, middle and inner ear that can affect auditory function
Students will transcribe verbal utterances
into phonetic symbols
Adapted from:
Communication Disorders -
Upon graduation,
students should be able to:
Discuss basic human communication processes
including their biological, neurological, acoustic, psychological,
developmental, and linguistic and cultural bases.
Explain the communication disorders and
swallowing disorders, including etiologies, characteristics,
anatomical/physiological, acoustic, psychological, developmental, and
linguistic and cultural correlates.
Apply the principles and methods of
prevention, assessment, and intervention for people with communication and
swallowing disorders.
Define and describe the standards of
professional and ethical conduct.
Collect case history information and
integrate information from all relevant sources in planning speech, language,
child clients with speech-language disorders.
Select and administer appropriate evaluation
procedures such as behavioral observations, non-standardized and standardized
tests.
Interpret, integrate and synthesize all
information to develop diagnosis and make appropriate recommendations for
intervention.
Develop and implement setting-appropriate
intervention plans with measurable and achievable goals that meet client's
needs.
Select or develop and use appropriate
materials for prevention and intervention.
Communicate effectively, recognizing the
needs, values, preferred mode of communication, and cultural/linguistic
background of the client, family, caregivers, and relevant others.
http://academicaffairs.cmich.edu/caa/assessment/program/outcomes/ccfa.htm
Upon satisfactory completion of the MPH degree in Biostatistics, graduates will be able to:
Effectively communicate statistical results
to persons without specialized statistical training
Describe the foundations of public health
(including physical, biological, and social or behavioral factors affecting the
health of communities) and systems for health services delivery
Explain and apply basic biostatistical
techniques to a variety of estimation and hypothesis testing situations
Use a variety of statistical computing
programs to analyze data from studies on health
Participate in drawing conclusions from data
and in the presentation and writing of reports and papers
Epidemiology and Biostatistics
Develop an appropriate study design to
explore a public health research question. Specifically, the student should be
able to formulate testable specific aims, select an appropriate study design,
critique data collection methods, and assess the potential role of bias and
confounding.
Develop and execute a general statistical
analysis plan for data collected in an etiologic epidemiologic study, health
survey, or health services program evaluation. Specifically, the student should
be able to select the appropriate statistical tests, perform them using a
statistical computing program, and to summarize findings and interpret the
results.
Source:
Advise fellow investigators on the design, conduct and data analysis for studies in the health sciences
Serve as data coordinators, managers and analysts for epidemiologic studies or public health-related projects, e.g., multi-center clinical trials, government surveys, outcome databases, etc.
Design and implement studies related to public health problems
Describe and discuss the important risk factors for major chronic and infectious diseases
Assist in the investigation of an infectious disease outbreak
Determine the appropriate study design to analyze a community health problem
Locate and access existing sources of data including vital statistics records, disease registries, and clinic and hospital records that might bring light to the problem
Analyze basic relationships between risk factors and outcome data using data management and statistical software
Seek additional biomedical, statistical, and computing assistance when appropriate
Interpret the results of research reports that focus on public health and/or policy implications
Identify potential bias in research reports and evaluate the likelihood that these potential biases actually explain the findings
Write the results of data analysis in a coherent report that can be used to guide public policy
Identify behavioral/social/cultural and epidemiological factors in a particular setting/problem and analyze how these factors affect disease
Apply principles of cultural competence in the research process through the use of appropriate data collection instruments, methodologies and analysis techniques
Student Learning
Outcomes
At the conclusion of
the educational experience, social work students will be able to:
Discuss the historical development of the
social work profession that impacts on current structure and services.
Link people with and assist in the
development of resources, services, and opportunities.
Identify and assess interactions of people
within their social environment.
Explain how systems promote or deter people
in the maintenance or attainment of optimal health and well-being.
Explain the effect of policy on social work
practice in helping or deterring people in the maintenance or attainment of
optimal health and well-being.
Explain the knowledge of bio-psycho-social
variables that affect individual development and behavior, and use theoretical
frameworks to understand the interactions among individuals, and between individuals
and social systems (i.e. families, groups, organizations, and communities).
Define issues, collect and assess data, plan
and contract, identify alternative interventions, select and implement
appropriate course of action, using appropriate research-based knowledge and
technological advances, and termination.
Assist and empower people to develop and use
problem-solving, coping, and networking capacities.
Recognize the forms and mechanisms of
oppression and discrimination and apply the strategies and skills of change
that advance social and economic justice.
Explain and evaluate research studies that
are critical for understanding client systems of various sizes and shapes.
Identify and use professional written and
verbal communication skills that are effective when working with client groups,
colleagues, and members of the community.
Employ generalist practice skills sensitive
to diverse, oppressed, and at-risk populations.
Apply critical thinking skills within the
context of professional social work practice.
Apply knowledge of research studies to
practice, and, under supervision, evaluate one's own practice interventions and
those of other relevant systems.
Explain the values and ethics that guide
professional social workers in their practice.
Discuss factors that are critical for
continual professional growth and development.
Explain attributes that are critical to the
professional use of self.
Adapted from: http://programs.weber.edu/assessment/participants/student%20learning%20outcomes/socwrklist.htm
Weber