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This page lists all program learning goals, alphabetically by program. A separate index organized by type and organization is available on the main Learning Goals page.

Academic Advising: Pre-Major Advising

The student will

  1. Responsibility (Knowledge and Action):
    1. Be familiar with the University’s integrative curriculum, policies, and campus resources;
    2. Know curricular requirements for intended program of study and draft a tentative academic plan leading to major declaration by spring of sophomore year;
    3. Know how to run a degree audit and bring an updated audit to advising meetings;
    4. Monitor academic progress in courses and towards degree completion;
  2. Reflection (Discernment)
    1. Align one’s academic plan with one’s interests, goals, talents, and values;
    2. Recover from mistakes and change plans as necessary;
  3. Engagement (External and Social)
    1. Build connections with the University community; and
    2. Make full use of University resources.

 

Academic Advising: Major Advising

The student will

  1. Establish and Monitor (Direction and Ownership):
    1. Know major requirements and departmental expectations and procedures;
    2. Understand connections between major study and the general education curriculum;
    3. Formulate, monitor, and modify, as necessary, an academic plan that unifies educational, personal, and professional interests, strengths, and aspirations;
    4. Monitor progress toward on-time degree completion by regularly reviewing a degree evaluation in consultation with one’s advisor;
    5. Understand and follow University policies and procedures for Graduation;
  1. Explore and Extend (Enrichment and Reflection):
    1. Explore co-curricular and professional-development opportunities, such as research, study abroad, internships, practicums, and service learning;
    2. Select courses and integrate co-curricular experiences meaningfully and intentionally;
    3. Discuss post-graduation plans, which may include graduate school, careers, or service; and
    4. Reflect on one’s education broadly at the University.

 

Accountancy

Students will

  1. be prepared for a career in professional accounting and licensure as Certified Public Accountants;
  2. have a working knowledge of the functional areas in accounting;
  3. develop an understanding of professional codes of conduct in accounting (e.g., public and managerial accounting);
  4. develop an understanding of various aspects of global business;
  5. develop an understanding of various aspects of information technology; and
  6. solve accounting problems using appropriate analytical techniques.

The academic foundation should allow graduating Accountancy majors to:

  1. enter a career in professional accounting;
  2. enter a quality graduate program in a variety of fields, especially in business; and
  3. obtain professional certification in public accounting or related fields (e.g. Certified Public Accountant (CPA)).

See also the AACSB Accounting Standards.

 

Accountancy (graduate)

Students will

  1. enhance their understanding of accounting concepts and application of appropriate research tools to develop effective solutions to accounting problems;
  2. demonstrate critical thinking skills necessary for identifying and addressing complex interdisciplinary situations including ethical dilemmas;
  3. enhance their ability to communicate effectively through oral presentations and writing assignments;
  4. develop diverse perspectives of global business through civic and global learning; and
  5. gain a broad, integrative, perspective of the functional areas in accounting through applied and collaborative learning.

See also the AACSB Accounting Standards.

 

Actuarial Science (minor)

New Program

 

Adolescent/Young Adult Education: Integrated Language Arts (NCTE)

Content Knowledge

  1. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.
    1. Element 1: Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts.
    2. Element 2: Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments.
  2. Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users.
    1. Element 1: Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.
    2. Element 2: Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.
    3. Element 3: Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments.

Content Pedagogy: Planning Literature and Reading Instruction in ELA

  1. Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.
    1. Element 1: Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.
    2. Element 2: Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.
    3. Element 3: Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.
    4. Element 4: Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.
    5. Element 5: Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
    6. Element 6: Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.

Content Pedagogy: Planning Composition Instruction in ELA

  1. Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.
    1. Element 1: Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
    2. Element 2: Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
    3. Element 3: Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
    4. Element 4: Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.

Learners and Learning: Implementing English Language Arts Instruction

  1. Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.
    1. Element 1: Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.
    2. Element 2: Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.
    3. Element 3: Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.
    4. Element 4: Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.

Professional Knowledge and Skills

  1. Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.
    1. Element 1: Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.
    2. Element 2: Candidates use knowledge of theories and research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they affect students’ opportunities to learn in ELA.
  2. Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.
    1. Element 1: Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.
    2. Element 2: Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.

 

Adolescent/Young Adult Education: Integrated Mathematics (NCTM)

Content Knowledge: Effective teachers of secondary mathematics demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, connections, and applications within and among mathematical content domains.

    1. Demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, applications in varied contexts, and connections within and among mathematical domains (Number, Algebra, Geometry, Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as outlined in the NCTM CAEP Mathematics Content for Secondary.
  1. Mathematical Practices: Effective teachers of secondary mathematics solve problems, represent mathematical ideas, reason, prove, use mathematical models, attend to precision, identify elements of structure, generalize, engage in mathematical communication, and make connections as essential mathematical practices. They understand that these practices intersect with mathematical content and that understanding relies on the ability to demonstrate these practices within and among mathematical domains and in their teaching.
    1. Use problem solving to develop conceptual understanding, make sense of a wide variety of problems and persevere in solving them, apply and adapt a variety of strategies in solving problems confronted within the field of mathematics and other contexts, and formulate and test conjectures in order to frame generalizations.
    2. Reason abstractly, reflectively, and quantitatively with attention to units, constructing viable arguments and proofs, and critiquing the reasoning of others; represent and model generalizations using mathematics; recognize structure and express regularity in patterns of mathematical reasoning; use multiple representations to model and describe mathematics; and utilize appropriate mathematical vocabulary and symbols to communicate mathematical ideas to others.
    3. Formulate, represent, analyze, and interpret mathematical models derived from real-world contexts or mathematical problems.
    4. Organize mathematical thinking and use the language of mathematics to express ideas precisely, both orally and in writing to multiple audiences.
    5. Demonstrate the interconnectedness of mathematical ideas and how they build on one another and recognize and apply mathematical connections among mathematical ideas and across various content areas and real-world contexts.
    6. Model how the development of mathematical understanding within and among mathematical domains intersects with the mathematical practices of problem solving, reasoning, communicating, connecting, and representing.
  2. Content Pedagogy: Effective teachers of secondary mathematics apply knowledge of curriculum standards for mathematics and their relationship to student learning within and across mathematical domains. They incorporate research-based mathematical experiences and include multiple instructional strategies and mathematics-specific technological tools in their teaching to develop all students’ mathematical understanding and proficiency. They provide students with opportunities to do mathematics – talking about it and connecting it to both theoretical and real-world contexts. They plan, select, implement, interpret, and use formative and summative assessments for monitoring student learning, measuring student mathematical understanding, and informing practice.
    1. Apply knowledge of curriculum standards for secondary mathematics and their relationship to student learning within and across mathematical domains.
    2. Analyze and consider research in planning for and leading students in rich mathematical learning experiences.
    3. Plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse populations, and mathematics-specific and instructional technologies in building all students’ conceptual understanding and procedural proficiency.
    4. Provide students with opportunities to communicate about mathematics and make connections among mathematics, other content areas, everyday life, and the workplace.
    5. Implement techniques related to student engagement and communication including selecting high quality tasks, guiding mathematical discussions, identifying key mathematical ideas, identifying and addressing student misconceptions, and employing a range of questioning strategies.
    6. Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by reflecting on mathematical proficiencies essential for all students.
    7. Monitor students’ progress, make instructional decisions, and measure students’ mathematical understanding and ability using formative and summative assessments.
  3. Mathematical Learning Environment: Effective teachers of secondary mathematics exhibit knowledge of adolescent learning, development, and behavior. They use this knowledge to plan and create sequential learning opportunities grounded in mathematics education research where students are actively engaged in the mathematics they are learning and building from prior knowledge and skills. They demonstrate a positive disposition toward mathematical practices and learning, include culturally relevant perspectives in teaching, and demonstrate equitable and ethical treatment of and high expectations for all students. They use instructional tools such as manipulatives, digital tools, and virtual resources to enhance learning while recognizing the possible limitations of such tools.
    1. Exhibit knowledge of adolescent learning, development, and behavior and demonstrate a positive disposition toward mathematical processes and learning.
    2. Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded in mathematics education research in which students are actively engaged in building new knowledge from prior knowledge and experiences.
    3. Incorporate knowledge of individual differences and the cultural and language diversity that exists within classrooms and include culturally relevant perspectives as a means to motivate and engage students.
    4. Demonstrate equitable and ethical treatment of and high expectations for all students.
    5. Apply mathematical content and pedagogical knowledge to select and use instructional tools such as manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and mathematics-specific technologies (e.g., graphing tools, interactive geometry software, computer algebra systems, and statistical packages); and make sound decisions about when such tools enhance teaching and learning, recognizing both the insights to be gained and possible limitations of such tools.
  4. Impact on Student Learning: Effective teachers of secondary mathematics provide evidence demonstrating that as a result of their instruction, secondary students’ conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and application of major mathematics concepts in varied contexts have increased. These teachers support the continual development of a productive disposition toward mathematics. They show that new student mathematical knowledge has been created as a consequence of their ability to engage students in mathematical experiences that are developmentally appropriate, require active engagement, and include mathematics-specific technology in building new knowledge.
    1. Verify that secondary students demonstrate conceptual understanding; procedural fluency; the ability to formulate, represent, and solve problems; logical reasoning and continuous reflection on that reasoning; productive disposition toward mathematics; and the application of mathematics in a variety of contexts within major mathematical domains.
    2. Engage students in developmentally appropriate mathematical activities and investigations that require active engagement and include mathematics-specific technology in building new knowledge.
    3. Collect, organize, analyze, and reflect on diagnostic, formative, and summative assessment evidence and determine the extent to which students’ mathematical proficiencies have increased as a result of their instruction.
  5. Professional Knowledge and Skills: Effective teachers of secondary mathematics are lifelong learners and recognize that learning is often collaborative. They participate in professional development experiences specific to mathematics and mathematics education, draw upon mathematics education research to inform practice, continuously reflect on their practice, and utilize resources from professional mathematics organizations.
    1. Take an active role in their professional growth by participating in professional development experiences that directly relate to the learning and teaching of mathematics.
    2. Engage in continuous and collaborative learning that draws upon research in mathematics education to inform practice; enhance learning opportunities for all students’ mathematical knowledge development; involve colleagues, other school professionals, families, and various stakeholders; and advance their development as a reflective practitioner.
    3. Utilize resources from professional mathematics education organizations such as print, digital, and virtual resources/collections.
  6. Secondary Mathematics Field Experiences and Clinical Practice: Effective teachers of secondary mathematics engage in a planned sequence of field experiences and clinical practice under the supervision of experienced and highly qualified mathematics teachers. They develop a broad experiential base of knowledge, skills, effective approaches to mathematics teaching and learning, and professional behaviors across both middle and high school settings that involve a diverse range and varied groupings of students. Candidates experience a full-time student teaching/internship in secondary mathematics directed by university or college faculty with secondary mathematics teaching experience or equivalent knowledge base.
    1. Engage in a sequence of planned field experiences and clinical practice prior to a full-time student teaching/internship experience that include observing and participating in both middle and high school mathematics classrooms and working with a diverse range of students individually, in small groups, and in large class settings under the supervision of experienced and highly qualified mathematics teachers in varied settings that reflect cultural, ethnic, linguistic, gender, and learning differences.
    2. Experience full-time student teaching/internship in secondary mathematics that is supervised by a highly qualified mathematics teacher and a university or college supervisor with secondary mathematics teaching experience or equivalent knowledge base.
    3. Develop knowledge, skills, and professional behaviors across both middle and high school settings; examine the nature of mathematics, how mathematics should be taught, and how students learn mathematics; and observe and analyze a range of approaches to mathematics teaching and learning, focusing on tasks, discourse, environment, and assessment.

Adolescent/Young Adult Education: Integrated Social Studies (NCSS)

Thematic Standards

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of

  • Culture and Cultural Diversity
  • Time, Continuity, and Change
  • People, Places, and Environments
  • Individual Development and Identity
  • Individuals, Groups, and Institutions
  • Power, Authority, and Governance
  • Production, Distribution, and Consumption
  • Science, Technology, and Society
  • Global Connections
  • Civic Ideals and Practices

Pedagogical Standards

  1. Learning and Development: Social studies teachers should possess the knowledge, capabilities, and dispositions to provide learning opportunities at the appropriate school levels that support learners’ intellectual, social, and personal development.
  2. Differences in Learning Styles: Social studies teachers should possess the knowledge, capabilities, and dispositions to create at the appropriate school levels learning experiences that fit the different approaches to learning of diverse learners.
  3. Critical Thinking, Problem Solving, and Performance Skills: Social studies teachers should possess the knowledge, capabilities, and dispositions to use at the appropriate school levels a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
  4. Active Learning and Motivation: Social studies teachers should possess the knowledge, capabilities, and dispositions to create at the appropriate school levels learning environments that encourage social interaction, active engagement in learning, and self-motivation.
  5. Inquiry, Collaboration, and Supportive Classroom Interaction: Social studies teachers should possess the knowledge, capabilities, and dispositions to use at the appropriate school levels verbal, nonverbal, and media communication techniques that foster active inquiry, collaboration, and supportive interaction in the classroom.
  6. Planning Instruction: Social studies teachers should possess the knowledge, capabilities, and dispositions to plan instruction for the appropriate school levels based on understanding of subject matter, students, the community, and curriculum goals.
  7. Assessment: Social studies teachers should possess the knowledge, capabilities, and dispositions to use formal and informal assessment strategies at the appropriate school levels to evaluate and ensure the continuous intellectual, social, and physical development of learners. They should be able to assess student learning using various assessment formats, including performance assessment, fixed response, open-ended questioning, and portfolio strategies.
  8. Reflection and Professional Growth: Social studies teachers should possess the knowledge, capabilities, and dispositions to develop as reflective practitioners and continuous learners.
  9. Professional Leadership: Social studies teachers should possess the knowledge, capabilities, and dispositions to foster cross-subject-matter collaboration and other positive relationships with school colleagues, and positive associations with parents and others in the larger community to support student learning and well-being.

 

Adolescent/Young Adult Education: Science (NSTA)

  1. Content Knowledge: Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
    1. Understand the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
    2. Understand the central concepts of the supporting disciplines and the supporting role of science-specific technology.
    3. Show an understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
  2. Content Pedagogy: Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
    1. Plan multiple lessons using a variety of inquiry approaches that demonstrate their knowledge and understanding of how all students learn science.
    2. Include active inquiry lessons where students collect and interpret data in order to develop and communicate concepts and understand scientific processes, relationships and natural patterns from empirical experiences. Applications of science-specific technology are included in the lessons when appropriate.
    3. Design instruction and assessment strategies that confront and address naïve concepts/preconceptions.
  3. Learning Environments: Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources–including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
    1. Use a variety of strategies that demonstrate the candidates’ knowledge and understanding of how to select the appropriate teaching and learning activities – including laboratory or field settings and applicable instruments and/or technology- to allow access so that all students learn. These strategies are inclusive and motivating for all students.
    2. Develop lesson plans that include active inquiry lessons where students collect and interpret data using applicable science-specific technology in order to develop concepts, understand scientific processes, relationships and natural patterns from empirical experiences. These plans provide for equitable achievement of science literacy for all students.
    3. Plan fair and equitable assessment strategies to analyze student learning and to evaluate if the learning goals are met. Assessment strategies are designed to continuously evaluate preconceptions and ideas that students hold and the understandings that students have formulated.
    4. Plan a learning environment and learning experiences for all students that demonstrate chemical safety, safety procedures, and the ethical treatment of living organisms within their licensure area.
  4. Safety: Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
    1. Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
    2. Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students.
    3. Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms.
  5. Impact on Student Learning: Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
    1. Collect, organize, analyze, and reflect on diagnostic, formative and summative evidence of a change in mental functioning demonstrating that scientific knowledge is gained and/or corrected.
    2. Provide data to show that P-12 students are able to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
    3. Engage students in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
  6. Professional Knowledge and Skills: Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.
    1. Engage in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community.
    2. Engage in professional development opportunities such as conferences, research opportunities, or projects within their community.

Adolescent/Young Adult Education: Science Content—Biology

All candidates must demonstrate competency in the following biological topics:

  • Life processes in living systems including organization of matter and energy.
  • Similarities and differences among animals, plants, fungi, microorganisms, and viruses
  • Ecological systems including the interrelationships and dependencies of organisms with each other and their environments.
  • Population dynamics and the impact of population on its environment.
  • General concepts of genetics and heredity
  • Organizations and functions of cells and multi-cellular systems.
  • Behavior of organisms and their relationships to social systems.
  • Regulation of biological systems including homeostatic mechanisms
  • Fundamental processes of modeling and investigating in the biological sciences
  • Applications of biology in environmental quality and in personal and community health
  • Bioenergetics including major biochemical pathways
  • Molecular genetics and heredity and mechanisms of genetic modification
  • Molecular basis for evolutionary theory and classification
  • Biochemical interactions of organisms and their environments
  • Causes, characteristics, and avoidance of viral, bacterial, and parasitic diseases
  • Molecular genetics
  • Issues related to living systems such as genetic modification, uses of biotechnology, cloning, and pollution from farming.
  • Historical development and perspectives in biology including contributions of significant figures and underrepresented groups, and the evolution of theories in biology
  • How to design, conduct, and report research in biology

All candidates must demonstrate competency in the following scientific topics:

  • Chemistry (biochemistry; basic chemistry laboratory techniques)
  • Physics (light, sound, optics, electricity, energy and order, magnetism)
  • Earth and space sciences (energy and geochemical cycles, climate, oceans, weather, natural resources, changes in the Earth)
  • Mathematics (probability, statistics)

Adolescent/Young Adult Education: Science Content—Chemistry

All candidates must demonstrate competency in the following chemical topics:

  • Fundamental structures of atoms and molecules
  • Basic principles of ionic, covalent, and metallic bonding
  • Periodicity of physical and chemical properties of elements
  • Laws of conservation of matter and energy
  • Fundamental of chemical kinetics, equilibrium and thermodynamics
  • Kinetic molecular theory and gas laws
  • Mole concept, stoichiometry, and laws of composition
  • Solutions, colloids, and colligative properties
  • Acids/base chemistry
  • Fundamental oxidation-reduction chemistry
  • Fundamental organic chemistry and biochemistry
  • Nature of science: Fundamental processes in chemistry
  • Applications of chemistry in personal and community health and environmental quality
  • Fundamentals of nuclear chemistry
  • Historical development and perspectives in chemistry
  • Principles of electrochemistry
  • Transition elements and coordination compounds
  • Molecular orbital theory, aromaticity, metallic and ionic structures, and correlation to properties of matter
  • Advanced concepts in chemical kinetics, equilibrium, gas laws, and thermodynamics
  • Lewis structures and molecular geometry
  • Advanced concepts in acid/base chemistry, including buffers
  • Major biological compounds and reactions
  • Solvent system concepts
  • Chemical reactivity and molecular structure including electronic and steric effects
  • Organic chemistry including syntheses, reactions, mechanisms, and aromaticity
  • Green chemistry and sustainability
  • How to design, conduct, and report research in chemistry

All candidates must demonstrate competency in the following scientific topics:

  • Biology (molecular biology, ecology)
  • Earth science (geochemistry, cycles of matter, energetics of Earth systems)
  • Physics (energy; properties and function of waves, motions, and forces; electricity; magnetism)
  • Mathematics (statistics, calculus, use of differential equations)

Adolescent/Young Adult Education: Science Content—Physics

All candidates must demonstrate competency in the following physical topics:

  • Energy, work, and power
  • Motion, major forces, and momentum
  • Newtonian physics w/engineering applications
  • Conservation mass, momentum, energy, and charge
  • Physical properties of matter: solids, liquids, and gases
  • Kinetic-molecular motion and atomic models
  • Radioactivity, nuclear reactors, fission, and fusion
  • Wave theory, sound, light, the electromagnetic spectrum and optics
  • Electricity and magnetism
  • Fundamental processes of investigating in physics
  • Applications of physics in environmental quality and to personal and community health
  • Thermodynamics and energy-matter relationships
  • Nuclear physics including matter-energy duality and reactivity
  • Angular rotation and momentum, centripetal forces, and vector analysis
  • Quantum mechanics, space-time relationships, and special relativity
  • Models of nuclear and subatomic structures and behavior
  • Light behavior, including wave-particle duality and models
  • Electrical phenomena including electric fields, vector analysis, energy, potential, capacitance, and inductance
  • Issues related to physics such as disposal of nuclear waste, light pollution, shielding communication systems and weapons development
  • Historical development and cosmological perspectives in physics including contributions of significant figures and underrepresented groups, and evolution of theories in physics
  • How to design, conduct, and report research in physics
  • Applications of physics and engineering in society, business, industry, and health fields.

All candidates must demonstrate competency in the following scientific topics:

  • Biology (organization of life, bioenergetics, biomechanics, cycles of matter)
  • Chemistry (organization of matter and energy, electrochemistry, thermodynamics, bonding)
  • Earth sciences and/or astronomy (structure of the universe, energy, interactions of matter)
  • Mathematics (statistics, calculus, use of differential equations)

 

Arrupe Scholars Program

Students will

  1. Develop their intellectual curiosity;
  2. Be reflective learners;
  3. Demonstrate a commitment to social action grounded in sustained engagement with people facing injustice; and
  4. Apply their knowledge and abilities to advocate for positive social change.

 

Biology

Students will

  1. demonstrate a broad knowledge of biology and develop competency in specific areas of interest;
    • Understand the basic chemical principles, cell structure and organization, and metabolism of living organisms.
    • Understand plant and animal anatomy and physiology, with an emphasis on form and function.
    • Understand the diversity of organisms, systematic biology and phylogeny, and biological interactions over geological time.
    • Understand the principles of molecular, transmission, quantitative, evolutionary, and population genetics.
    • Understand the theory of evolution by natural selection.
  2. use an empirical approach to evaluate biological phenomena; and
  3. communicate biological knowledge effectively.

 

Biology (M.A.)

Students will

  1. demonstrate a deep knowledge of biology and develop advanced competency in specific areas of interest consistent with the primary focus of the program that the students develop with their faculty-based committee;
  2. demonstrate a deep knowledge of how to use an empirical approach (with appropriate methods, experimental design, and data analysis) to evaluate biological phenomena in new ways; and
  3. communicate new biological knowledge effectively in written, oral, and visual formats.

 

Biology (M.S.)

Students will

  1. demonstrate a deep knowledge of biology and develop advanced competency in specific areas of interest consistent with the primary focus of the program that the students develop with their faculty-based committee;
  2. demonstrate a deep knowledge of how to use an empirical approach (with appropriate methods, experimental design, and data analysis) to evaluate biological phenomena in new ways;
  3. communicate new biological knowledge (typically obtained during thesis research) effectively in written, oral, and visual formats; and
  4. demonstrate the ability to conceive, design, implement, and complete original scientific research.

 

Biology (minor)

Students will

  1. demonstrate a broad knowledge of biology and develop competency in specific areas of interest;
    • Understand the basic chemical principles, cell structure and organization, and metabolism of living organisms.
    • Understand plant and animal anatomy and physiology, with an emphasis on form and function.
    • Understand the diversity of organisms, systematic biology and phylogeny, and biological interactions over geological time.
    • Understand the theory of evolution by natural selection.
  2. use an empirical approach to evaluate biological phenomena; and
  3. communicate biological knowledge effectively.

 

Boler College of Business

GOAL 1: Our students will have ethical reasoning skills.

Objectives:
a. Our students will recognize and explain ethical issues that arise in business.
b. Our students will apply relevant ethical knowledge to ethical issues they identify.
c. Our students will analyze various positions (including the Jesuit, Catholic perspective) one might hold regarding ethical issues in business.
d. Our students will evaluate various positions (including the Jesuit, Catholic perspective) one might hold regarding ethical issues in business.

GOAL 2: Our students will have and use knowledge of all functional areas in business.

Objectives:
a. Our students will identify relevant basic business knowledge and institutions.
b. Our students will use appropriately key business knowledge and measures.
c. Our students will assemble and organize appropriate information for business decision making.
d. Our students will generate and justify business decisions.

GOAL 3: Our students will have communication skills.

Objectives for oral presentations:
a. Our students will know and recognize relevant basic components of an effective oral presentation.
b. Our students will apply basic standards/skills in delivering an oral presentation.
c. Our students will differentiate levels of effectiveness in oral presentations.
d. Our students will evaluate and create oral presentations that achieve intended outcomes.

Objectives for written documents:
a. Our students will know and recognize relevant basic components of a well written document.
b. Our students will apply basic standards/skills in developing a written document.
c. Our students will differentiate levels of effectiveness in written documents.
d. Our students will evaluate and create written documents that achieve intended outcomes.

GOAL 4: Our students will have critical thinking and problem solving skills.

Objectives:
a. Our students will identify and define relevant authentic problems and significant questions for investigation.
b. Our students will use multiple processes and diverse perspectives to explore alternative solutions.
c. Our students will collect and analyze data to identify solutions and/or make informed decisions.
d. Our students will plan and manage activities to develop a solution or complete a project.

GOAL 5: Our students will have a global perspective.

Objectives:
a. Our students will display knowledge of global ideas and institutions.
b. Our students will use appropriately key global knowledge and measures.
c. Our students will analyze implications of global policies.
d. Our students will generate and justify business decisions in a global context.

GOAL 6: Our students will have knowledge, skills, and abilities appropriate to their major. (These vary by major)

These learning goals apply to all students in programs offered by the Boler College of Business, in International Business with Language and Culture, and in the Business minor.

See also the AACSB Business Standards.

 

 

Campus Ministry

  • see dedicated site

 

Catholic Studies (minor)

Students will:

  1. Think critically about Catholicism by
    1. assessing the strengths and weaknesses of theological and historical arguments;
    2. examining critically core texts, works of literature, or works of art that originate in the Catholic intellectual and cultural traditions;
    3. employing these sources properly in fashioning their own understanding of Catholicism;
  2. Articulate multiple perspectives on current issues in catholic life, drawing on scholarly and professional perspectives.
  3. Become effective writers and public speakers who can clearly and elegantly express a complex argument on major issues facing contemporary Catholic life.

Demonstrate the qualities necessary for leadership and service within Catholic contexts that are increasingly diverse.

 

Cell and Molecular Biology

Students will

  1. demonstrate a broad knowledge of biology and develop competency in specific areas of interest;
  2. Understand the basic chemical principles, cell structure and organization, and metabolism of living organisms.
  3. Understand plant and animal anatomy and physiology, with an emphasis on form and function.
  4. Understand the principles of molecular, transmission, quantitative, evolutionary, and population genetics.
  5. Understand cell signaling, regulation of protein function, eukaryotic cell cycle control, and cancer.
  6. Understand gene and genome analysis, genome organization, transposable elements, chromosome structure, replication and expression of genetic information in eukaryotes.
  7. use an empirical approach to evaluate biological phenomena; and
  8. analyze biological data and communicate its importance through effective oral and written presentation.

 

Center for Career Services

undergoing restructuring

 

Center for Global Education

undergoing restructuring

 

The Center for Service and Social Action

Students will:

  • Apply and deepen knowledge through engaged experiential learning.
  • Increase students’ knowledge of community issues, needs, strengths, challenges, and resources.
  • Develop competency to challenge uncritical assumptions about the lives of others, especially those living in poverty and on the margins.
  • Cultivate a habit of reflection about the meaning of service in their lives and how their service experience informs their vocation.
  • Develop an awareness of civic responsibility.
  • Engage in advocacy work that fosters solidarity.
  • Engage in activities that advance the promotion of justice and social action.
  • Create a genuine understanding of others’ lived experiences through significant, ongoing personal interactions.
  • Communicate skillfully in multiple forms of expression.

 

Chemistry

Students will

  1. Demonstrate a working knowledge in the sub-disciplines of chemistry where they have completed coursework: organic, analytical, physical, and inorganic or biochemistry;
  2. Apply their integrative knowledge of chemistry to solve problems;
  3. Demonstrate competency in the laboratory skills necessary to acquire, analyze and interpret experimental results; and
  4. Effectively communicate scientific information in a variety of forms (written, oral, mathematical).

See also the ACS Guidelines.

 

Chemistry: Biochemistry

Students will

  1. Demonstrate a working knowledge in the sub-disciplines of chemistry where they have completed coursework: organic, analytical, physical, and biochemistry;
  2. Apply their integrative knowledge of chemistry to solve problems;
  3. Demonstrate competency in the laboratory skills necessary to acquire, analyze and interpret experimental results; and
  4. Effectively communicate scientific information in a variety of forms (written, oral, mathematical).

See also the ACS Guidelines.

 

Chemistry: Chemical Physics

Students will

  1. Demonstrate a working knowledge in the sub-disciplines of chemistry where they have completed coursework: organic, analytical, physical, inorganic, and biochemistry;
  2. Apply their integrative knowledge of chemistry to solve problems;
  3. Demonstrate competency in the laboratory skills necessary to acquire, analyze and interpret experimental results; and
  4. Effectively communicate scientific information in a variety of forms (written, oral, mathematical).

See also the ACS Guidelines.

 

Chemistry (minor)

Students will

  1. Demonstrate a working knowledge in the sub-disciplines of chemistry where they have completed coursework: organic, analytical, and physical;
  2. Apply their integrative knowledge of chemistry to solve problems;
  3. Demonstrate competency in the laboratory skills necessary to acquire, analyze and interpret experimental results; and
  4. Effectively communicate scientific information in a variety of forms (written, oral, mathematical).

See also the ACS Guidelines.

 

Classical Languages

Students will be able to

  1. Communicate
    1. At the superior level in interpretive reading in Latin and/or Greek;
    2. At the advanced high level in presentational writing in Latin and/or Greek;
    3. Skillfully in English.
  2. Demonstrate knowledge about the literature of ancient Mediterranean societies and one of the following areas:
    1. History,
    2. Art history/material culture, and
    3. Philosophy;
  3. Apply critical analysis and aesthetic appreciation; and
  4. Explore modes of religious experience in the ancient world by reading religious texts (such as the New Testament or Augustine) in the original language.

Note: Proficiency levels are explained here.

 

Classical Studies

Students will be able to

  1. Communicate
    1. At the advanced low level in interpretive reading in Latin or Greek;
    2. At the intermediate high level in presentational writing in Latin or Greek;
    3. Skillfully in English.
  2. Demonstrate knowledge about ancient Mediterranean societies in at least three of the following areas:
    1. History,
    2. Art history/material culture,
    3. Philosophy, and
    4. Literature;
  3. Apply critical analysis and aesthetic appreciation; and
  4. Explore modes of religious experience in the ancient world by completing a course in theology and religious studies.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance. Proficiency levels are explained here.

 

Clinical Mental Health Counseling (M.A.)

Students will

  1. Identify as a clinical mental health counselor who is knowledgeable about the history and development of the clinical mental health counseling profession, is aware of the challenges facing the profession, and is prepared to advocate for the profession.
  2. Assess, evaluate, and diagnose clients using assessment instruments and the DSM.
  3. Determine, based on the assessment and diagnosis, an appropriate treatment plan for clients.
  4. Implement interventions and treatment plan, and continuously assess the effectiveness of the intervention.

Note: The Counseling (graduate) learning goal also apply to students in this program.

 

Communication

  1. Create, present, and advocate ethical messages in a variety of communication forms for diverse audiences.
  2. Evaluate message effectiveness and ethics.
  3. Analyze how audiences receive, interpret, and react to messages.
  4. Apply communication theories and perspectives to specific contexts.
  5. Implement a research methodology appropriate to their area of study.

 

Communication: Communication Advocacy

  1. Create, present, and advocate ethical messages in a variety of communication forms for diverse audiences.
  2. Evaluate message effectiveness and ethics.
  3. Analyze how audiences receive, interpret, and react to messages.
  4. Apply communication theories and perspectives to specific contexts.
  5. Implement a research methodology appropriate to communication advocacy.

 

Communication: Digital Media

  1. Create, present, and advocate ethical messages in a variety of communication forms for diverse audiences.
  2. Evaluate message effectiveness and ethics.
  3. Analyze how audiences receive, interpret, and react to messages.
  4. Apply communication theories and perspectives to specific contexts.
  5. Implement a research methodology appropriate to digital media.

 

Communication: Integrated Marketing Communication

  1. Create, present, and advocate ethical messages in a variety of communication forms for diverse audiences.
  2. Evaluate message effectiveness and ethics.
  3. Analyze how audiences receive, interpret, and react to messages.
  4. Apply communication theories and perspectives to specific contexts.
  5. Implement a research methodology appropriate to integrated marketing communication.

 

Computer Science

Students will

  1. Develop problem-solving and critical thinking skills and use these skills to solve complex computing problems;
  2. Acquire a working knowledge of the theoretical foundations of computer science;
  3. Acquire both a working knowledge and a theoretical understanding of the professional practice and formal methodologies of development of large software projects; and
  4. Acquire communication and interpersonal skills necessary to perform effectively in a technical environment.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Computer Science with Healthcare Information Technology

Students will

  1. Develop problem-solving and critical thinking skills and use these skills to solve complex computing problems;
  2. Acquire a working knowledge of the theoretical foundations of computer science;
  3. Acquire both a working knowledge and a theoretical understanding of the professional practice and formal methodologies of development of large software projects; and
  4. Acquire communication and interpersonal skills necessary to perform effectively in a technical environment.

 

Counseling (graduate)

Students will

  1. Demonstrate an understanding of the major principles of research design and program evaluation. Evaluate research reports for methodological and statistical appropriateness.
  2. Apply basic counseling and facilitative communication skills in individual and small group settings.
  3. Demonstrate an understanding of counseling theories, and evidence-based counseling approaches. Appropriately apply various theoretical approaches when working with clients and/or students.
  4. Demonstrate understanding of the psychosocial foundations of human development, behavior and learning, and apply that knowledge when working with clients and/or students.
  5. Counsel and advocate for individuals from diverse social, cultural, sexual orientation and economic backgrounds with an awareness of how discrimination and societal expectations can impact healthy psychological development and the counseling process.
  6. Demonstrate knowledge of group process and procedures by describing and analyzing group process, and by applying basic techniques of group counseling.
  7. Conduct a developmentally appropriate career exploration and assessment that demonstrates an understanding of career development theory and the career counseling process.
  8. Demonstrate the ability to select and evaluate assessment instruments for possible use with clients and/or students.
  9. Model legal and ethical understanding of the ASCA or ACA ethical standards. Demonstrate knowledge of the appropriate ethical code and of the ethical decision making process.

 

Data Science

  1. Data Acquisition: Students will collect, store, preserve, manage, and share data in a distributed environment through practical, hands-on experience with programming languages and big data tools.
  2. Problem Exploration: Students will develop problem-solving skills through experiences that foster computational and data analytic thinking.
  3. Analysis: Students will develop an in-depth understanding of the key technologies in data science: data mining, machine learning, visualization techniques, predictive modeling, and statistics.
  4. Domain knowledge: Students will experience discipline-specific data use cases in order to solve real-world problems of high complexity.
  5. Interpretation: Students will learn methods for effective data communication and visualization, and demonstrate their use in data representation.
  6. Social Value: Students will explore social and ethical implications of the use of data and technology.

 

Early Childhood Education (NAEYC)

  1. Promoting Child Development and Learning: Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
    1. Knowing and understanding young children’s characteristics and needs, from birth through age 8.
    2. Knowing and understanding the multiple influences on early development and learning
    3. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
  2. Building Family and Community Relationships: Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.
    1. Knowing about and understanding diverse family and community characteristics
    2. Supporting and engaging families and communities through respectful, reciprocal relationships
    3. Involving families and communities in young children’s development and learning
  3. Observing, Documenting, and Assessing to Support Young Children and Families
    1. Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
    2. Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children
    3. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
    4. Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
    5. Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.
  4. Using Developmentally Effective Approaches: Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
    1. Understanding positive relationships and supportive interactions as the foundation of their work with young children
    2. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
    3. Using a broad repertoire of developmentally appropriate teaching /learning approaches
    4. Reflecting on own practice to promote positive outcomes for each child
  5. Using Content Knowledge to Build Meaningful Curriculum: Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
    1. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
    2. Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
    3. Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.
  6. Becoming a Professional: Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
    1. Identifying and involving oneself with the early childhood field
    2. Knowing about and upholding ethical standards and other early childhood professional guidelines
    3. Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
    4. Integrating knowledgeable, reflective, and critical perspectives on early education
    5. Engaging in informed advocacy for young children and the early childhood profession

Early Childhood Education Generalist Endorsement

In addition to the Early Childhood Education learning goals, the candidate demonstrates competency in pedagogy, development, and subject matter content knowledge appropriate for grades four and five

Economics

Students will have the

  1. Knowledge of microeconomic and macroeconomic theory;
  2. Skills necessary to define and analyze economic problems;
  3. Ability to articulate economic problems and pose appropriate solutions to problems that are unfamiliar to them; and
  4. Ability to recognize limitations of suggested solutions and deal with ambiguity that surrounds many situations.

Upon graduation, the program embodied in the Economics major should create a sufficiently strong knowledge base and skill set that graduates are well prepared to pursue the following options:

  1. enter a career in the private sector;
  2. enter a quality graduate program in economics, business, or law, among other options; or
  3. enter a career in the not-for-profit sector.

Note: These learning goals apply to both the B.A. and the B.S.E. degree in Economics. Students receiving the B.S.E. must take the Boler core; and, therefore, learning goals differ between the two degrees because B.S.E. students are also expected to meet the Boler learning goals.

 

Education

Initial Licensure Overview

John Carroll University offers initial teacher licensure programs in three distinct ways: undergraduate programs, school-based M.Ed. programs, and initial licensure M.Ed. programs.

Learning Goals by Type of Program

Type of Program State Education Area JCU Grad
Undergraduate Ohio Education (Initital) Area (see below) JCU Core
School-Based M.Ed. Ohio Education (Initital) Area (see below) JCU Grad
Initial Licensure M.Ed. Ohio Education (Initital) Area (see below) JCU Grad
         

The school-based M.Ed. and initial licensure M.Ed. do not differ in learning goals but rather in coursework and mode of delivery.

Learning Goals by Licensure Area

The learning goals for each licensure area are embedded in the standards provided by Specialized Professional Associations as part of CAEP accreditation.

Education: Early Childhood – NAEYC and Reading

Education: Middle Childhood – AMLE and Reading

Education: Adolescent/Young Adult

Endorsements

Early Childhood Generalist Endorsement

Reading (Pre-K to 12) Endorsement (see also below)

 

Graduate Degrees and Certificates Overview

Advanced Studies in Education (M.A./M.Ed.)

Note: The M.A. and the M.Ed. have the same learning goals but different assessment measures (i.e., the M.A. uses the thesis or essay). The various concentrations represent only possible ways to complete the program, but students are allowed to design their own course of study within certain parameters. For this reason, the same learning goals apply to the following concentrations: Child and Adolescent Health and Wellness, and Middle/Secondary Education. These concentrations have the same learning goals but are differentiated in assessment via emphasis within goals, different measures, rubric dimensions and/or expected levels of performance.

Assessment, Research, and Measurement (Certificate of Advanced Studies)

Educational Psychology (M.A./M.Ed.)

Note: The M.A. and the M.Ed. have the same learning goals but different assessment measures (i.e., the M.A. uses the thesis or essay).

School Psychology (M.Ed.)

School Psychology (Ed.S.)

Education (Initial Teacher Licensure)

Contexts: The candidate

  1. Understands the central concepts, tools of inquiry, competing perspectives, and the structure of the disciplines taught;
  2. Recognizes the value of understanding the interests and cultural heritage of each student;
  3. Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals;
  4. Creates a learning environment of respect and rapport.

Learner Development: The candidate

  1. Understands how children/youth develop and learn;
  2. Provides learning opportunities that acknowledge and support the cognitive and social development of learners;
  3. Understands how learners differ in their approaches to learning;
  4. Demonstrates flexibility, responsiveness, and persistence in adapting to diverse learners.

Practice: The candidate

  1. Understands and uses a variety of instructional strategies; designs coherent instruction;
  2. Creates a learning environment that encourages social interaction, active engagement, and self-motivation;
  3. Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction;
  4. Understands and uses formative and summative assessment approaches and strategies.

Person: The candidate

  1. Reflects upon professional practices;
  2. Fosters relationships with colleagues, parents, and agencies in the larger community;
  3. Grows and develops professionally.

 

Education (Advanced Studies)

Contexts: The candidate

  1. Understands the contexts of professional practices.
  2. Demonstrates accuracy, organization, and persistence in achieving intellectual and professional goals.
  3. Contributes to the school, district, and the broader professional community.
  4. Engages in systematic inquiry.

Learner Development: The candidate

  1. Assumes responsibility in data-based decision-making and helps to ensure that decisions are based on the highest professional standards.
  2. Demonstrates knowledge of clients/students.

Practice: The candidate

  1. Demonstrates knowledge of content and pedagogy.
  2. Demonstrates knowledge of resources.
  3. Designs coherent, evidence-based interventions.
  4. Establishes favorable conditions for instruction and intervention.
  5. Uses knowledge of communication techniques to foster collaboration and supportive interactions.

Person: The candidate

  1. Takes initiative in assuming leadership roles.
  2. Initiates activities that contribute to the profession.
  3. Seeks out opportunities for professional development and growth.
  4. Actively participates in professional events and projects.
  5. Challenges negative attitudes and practices; is proactive in serving clients/students/colleagues.
  6. Assists and supports fellow professionals.

 

Emerging Leaders M.B.A.

The Emerging Leaders MBA program is designed to develop in students the skill sets necessary to be successful in a variety of management situations. Specifically, the program is designed so that graduates of our program will demonstrate:

  1. Managerial level knowledge of the functional areas of business;
  2. The application of analytic and quantitative teachniques to solving business problems;
    1. The identification of appropriate analytical techniques for defining and understanding a problem;
    2. The ability to identify multiple solutions to a problem based on analytical insights;
    3. The ability to connect activities of an organization to the financial performance of the firm.
  3. Effective influential communication skills for oral presentations and written communication;
    1. The ability to effectively communicate quantitative and qualitative information during oral presentations
    2. The ability to effectively communicate quantitative and qualitative information in written form
  4. Effective leadership of self and others in problem solving situations;
    1. An understanding of their own personal work style and the factors that affect their effectiveness in different work settings
    2. The ability to craft an effective leadership plan of action for a given situation
  5. The evaluation of the ethical dimensions of business problems and the application of an ethical framework while solving business problems;
    1. The identification of ethical aspects of business problems
    2. The inclusion of ethical aspects of business problems during analysis of business problems
    3. The application of an ethical framework while effectively solving business problems
  6. The application of multiple aspects of social responsibility in solving business problems
    1. The application of the triple bottom line (financial, social, environmental) while solving business problems
    2. Consideration during problem solving for those who are marginalized in society

 

Engineering Physics

Students will

  1. Demonstrate a solid understanding of the core principles and concepts of physics, and gain understanding in selected additional advanced topics in engineering;
  2. Apply mathematical, analytical, computational, and experimental skills to model the behavior of physical systems, solve a wide range of physics problems, design and conduct experiments to measure and interpret physical phenomena, and to critically evaluate scientific results and arguments, both of their own and that of others;
  3. Effectively communicate scientific hypothesis, research methods, data and analysis both orally and in writing and in a variety of venues;
  4. Demonstrate awareness of professional responsibilities and good citizenship as members of the scientific community; and
  5. Be prepared to enter graduate school or employment appropriate to their chosen career path.

 

English (M.A.)

Students will

  1. Analyze and evaluate texts to form and articulate accomplished interpretations of those texts.
  2. Produce extended written analyses of literary texts, informed by research, that demonstrate awareness of audience, knowledge of critical theory, understanding of formal elements of language and genre, formulation of an original question or thesis within the field, sophisticated organization, and clear and persuasive argumentation.
  3. Build oral communication skills by listening to others’ ideas and articulating their own responses and questions clearly to situate themselves in a larger critical and/or theoretical conversation that begins in but extends beyond the classroom.
  4. Incorporate knowledge of cultural and historical contexts of Anglophone and translated creative works into original interpretations of those works.

 

English: Creative Writing

Students will

  1. Read texts with active, critical skill to form and articulate accomplished interpretations of those texts.
  2. Produce multiple drafts of original creative works that are honed and revised through the peer workshop process.
  3. Produce written analyses of creative texts that demonstrate awareness of audience, artistic form, organizational sophistication, and clear argumentation.
  4. Recognize the employment and contextual use of the formal elements of language and genre.
  5. Build oral communication skills by listening to others’ ideas and articulating their own responses and questions clearly to situate themselves in the conversation.
  6. Show knowledge of cultural and historical contexts of Anglophone and translated creative works.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

English: Literature

Students will

  1. Read texts with active, critical skill to form and articulate accomplished interpretations of those texts.
  2. Produce written analyses of literary texts that demonstrate awareness of audience, organizational sophistication, and clear argumentation.
  3. Recognize the employment and contextual use of the formal elements of language and genre.
  4. Build oral communication skills by listening to others’ ideas and articulating their own responses and questions clearly to situate themselves in the conversation.
  5. Show knowledge of cultural and historical contexts of Anglophone and translated creative works.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

English: Professional Writing

Students will

  1. Read texts with active, critical skill to form and articulate accomplished interpretations of those texts.
  2. Produce written texts that represent professional genres and demonstrate awareness of audience, artistic form, organizational sophistication, and clear argumentation.
  3. Recognize the employment and contextual use of the formal elements of language and genre.
  4. Build oral communication skills by listening to others’ ideas and articulating their own responses and questions clearly to situate themselves in the conversation.
  5. Complete at least one professional internship that employs writing, editing, and communicating skills learned in PRW courses.

 

Entrepreneurship (minor)

Students will

  1. Develop creativity/innovative thinking;
  2. Develop critical thinking analysis;
  3. Develop group collaborative skills;
  4. Communicate skillfully in presenting entrepreneurship projects; and
  5. Demonstrate knowledge of the business model concept.

 

Environment Science

Students will

  1. demonstrate a broad knowledge of environmental science and develop competency in biology, chemistry, and Earth science;
  2. Understand the basic chemical principles, cell structure and organization, and metabolism of living organisms.
  3. Understand plant and animal anatomy and physiology, with an emphasis on form and function.
  4. Understand the diversity of organisms, systematic biology and phylogeny, and biological interactions over geological time.
  5. Understand the role of evolution in generating the diversity of form and function seen in life on Earth.
  6. Understanding the role of the environment in determining the outcome of biological interactions.
  7. Identifying the consequences of environmental changes arising from human activities.
  8. use critical thinking to evaluate and interpret biological and environmental phenomena;
  9. Critically assess and accurately interpret scientific data presented in visual or tabular form.
  10. Identify the scientific underpinnings of current environmentally-themed news. And
  11. collect and analyze scientific data and communicate its importance through effective oral and written presentation.
  12. Demonstrate competence in conducting original research.
  13. Present research results orally and in writing.

 

Exercise Science

Students will demonstrate

  1. Knowledge of the structure and function of the human body;
  2. Knowledge of history, philosophy, mission, personal and professional identity;
  3. Knowledge of lifespan development, developmental disabilities, and developmental regression;
  4. Knowledge of movement skills, motor skills, fitness skills and sports skills development and learning;
  5. Knowledge of health, lifestyle wellness, lifestyle disabilities and working with diverse populations;
  6. Knowledge of organization, Leadership and Planning for a variety of situations;
  7. Knowledge of research and the appropriate use of research in papers, projects, and for problem-solving and critical thinking;
  8. Knowledge in applied settings; and
  9. Knowledge related to moral and ethical behavior for a movement professional

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.


Finance

Students will have

  1. knowledge of financial accounting, financial markets, financial instruments, and financial theories;
  2. skills necessary to define and solve familiar financial management problems;
  3. ability to articulate financial problems and pose appropriate solutions to problems that are unfamiliar;
  4. ability to recognize limitations of suggested solutions and deal with ambiguity inherent in many situations.

The academic foundation should allow graduating Finance majors to:

  1. enter a career in financial management and have the potential to lead;
  2. enter a quality graduate program in a variety of fields, especially in business; and
  3. seek further professional certification in the field of finance or a related field. (Examples include Chartered Financial Analyst (CFA), Certified Financial Planner (CFP), Certified Financial Manager (CFM), and Certified Managerial Accountant (CMA)).

 

French: French Language

Students will be able to

  1. Communicate skillfully and effectively at the advanced mid level of proficiency in French:
    1. engage in effective interpersonal communication;
    2. engage in effective interpretive listening;
    3. engage in effective interpretive reading;
    4. engage in effective presentational speaking;
    5. engage in effective presentational writing.
  2. Demonstrate foundational cultural and linguistic knowledge of a target-language area;
    1. demonstrate knowledge of features of the culture of a target-language area, such as its art, literature, music, film, popular culture, tradition, and customs;
    2. demonstrate knowledge of how aspects of the history, politics, religion, or geography of a target-language area relate to its culture;
    3. compare linguistic features of the target language with those of English;
    4. compare the culture and society of the target-language area with one’s own.
  3. Demonstrate emerging intercultural competence.
    1. demonstrate an awareness of the interplay of personal identity and culture;
    2. interpret an event, cultural product, or issue from the perspective of a worldview outside their own.

 

French: French Studies

Students will be able to

  1. Communicate skillfully and effectively at the advanced low level of proficiency in French:
    1. engage in effective interpersonal communication;
    2. engage in effective interpretive listening;
    3. engage in effective interpretive reading;
    4. engage in effective presentational speaking;
    5. engage in effective presentational writing.
  2. Demonstrate foundational cultural and linguistic knowledge of a target-language area;
    1. demonstrate knowledge of features of the culture of a target-language area, such as its art, literature, music, film, popular culture, tradition, and customs;
    2. demonstrate knowledge of how aspects of the history, politics, religion, or geography of a target-language area relate to its culture;
    3. compare linguistic features of the target language with those of English;
    4. compare the culture and society of the target-language area with one’s own.
  3. Demonstrate emerging intercultural competence.
    1. demonstrate an awareness of the interplay of personal identity and culture;
    2. interpret an event, cultural product, or issue from the perspective of a worldview outside their own.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Gender, Sexuality, & Women’s Studies

Students will

  1. Recognize how the social and cultural constructions of gender have shaped the experiences of men and women historically and geographically;
  2. Understand connections between gender and power in a global context;
  3. Examine gender roles from multiple perspectives and disciplines;
  4. Evaluate feminist critical scholarship and methodologies;
  5. Analyze the connections between gender inequalities and other forms of discrimination (race, class, ethnicity, etc.);
  6. Develop abilities and skills to deal positively and effectively with gender issues; and
  7. Appreciate the ethical and social justice dimensions and implications of the study of gender.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

German Studies (minor)

Students will be able to

  1. Communicate skillfully and effectively in German:
    1. engage in effective interpersonal communication;
    2. engage in effective interpretive listening;
    3. engage in effective interpretive reading;
    4. engage in effective presentational speaking;
    5. engage in effective presentational writing.
  2. Demonstrate foundational cultural and linguistic knowledge of a target-language area;
    1. demonstrate knowledge of features of the culture of a target-language area, such as its art, literature, music, film, popular culture, tradition, and customs;
    2. demonstrate knowledge of how aspects of the history, politics, religion, or geography of a target-language area relate to its culture;
    3. compare linguistic features of the target language with those of English;
    4. compare the culture and society of the target-language area with one’s own.
  3. Demonstrate emerging intercultural competence.
    1. demonstrate an awareness of the interplay of personal identity and culture;
    2. interpret an event, cultural product, or issue from the perspective of a worldview outside their own.

 

Graduate Studies Learning Goals

All graduate programs at John Carroll University are committed to living the University Learning Goals in a manner appropriate for graduate education. Intellectual goals reflect the disciplinary focus and greater depth of post-baccalaureate education. Character is developed and shaped through emphases on globalism and diversity and expressed through service. Leadership, conceived broadly, encompasses ethical decision making and collaborative skills.

All graduates of John Carroll University graduate programs will:

  • Demonstrate an integrative knowledge of the discipline that extends beyond that attained at the undergraduate level
  • Develop habits of critical analysis that can be applied to essential questions, issues, and problems within the field
  • Apply creative and innovative thinking to critical issues in the field
  • Communicate skillfully in multiple forms of expression
  • Understand and promote social justice
  • Apply a framework for examining ethical dilemmas of a particular field of study
  • Employ leadership and collaborative skills

 

Grasselli Library

Students will

  1. Utilize library resources virtually and through their coursework;
  2. Evaluate information and use it ethically; and
  3. Find information efficiently and effectively.

 

History

Students will

  1. Think critically by a) assessing the strengths and weaknesses of historical arguments, b) critically interrogating primary and secondary sources, and c) employing these sources properly in fashioning their own historical arguments;
  2. Become competent researchers who can discover pertinent primary and secondary sources;
  3. Become effective writers who can clearly and elegantly express a complex, thesis-driven historical argument;
  4. Develop skills in public speaking and oral presentation.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Honors Program

Honors Program graduates are characterized by excellence in

  1. Critical and integrative thinking.
  2. Active engagement within and beyond the classroom.
  3. Reflection and discernment in the Ignatian tradition.
  4. Effective and eloquent communication.

 

Interdisciplinary Neuroscience (concentration)

The students will have

  1. Fundamental knowledge of the core areas of neuroscience;
  2. Development of critical thinking skills related to neuroscience and applied to a neuroscience research topic;
  3. Proficiency in the use of the language of neuroscience in both written and oral forms;
  4. Mastery of the experimental method and statistical analysis;and
  5. Readiness for graduate study, professional school, or for transition into the work force.

 

Interdisciplinary Physics

Students will

  1. Demonstrate a solid understanding of the core principles and concepts of physics and gain additional knowledge from complementary areas of biology, chemistry, mathematics, computer science, psychological science, or business;
  2. Apply mathematical, analytical, computational, and experimental skills to model the behavior of physical systems, solve a wide range of physics problems, design and conduct experiments to measure and interpret physical phenomena, and to critically evaluate scientific results and arguments, both of their own and that of others;
  3. Effectively communicate scientific hypothesis, research methods, data and analysis both orally and in writing and in a variety of venues;
  4. Demonstrate awareness of professional responsibilities and good citizenship as members of the scientific community; and
  5. Be prepared to enter graduate school or employment appropriate to their chosen career path.

 

International Business with Language and Culture

Students will

  1. Demonstrate proficiency in a second language.
    1. Demonstrate proficiency in speaking a second language at the Intermediate High Level.
    2. Demonstrate proficiency in reading and writing a second language at the Intermediate High Level.
  2. Achieve a level of intercultural competency.
    1. Express an understanding of cultural variations in behavior and values.
    2. Students will exhibit sensitivity to those cultural variations.
  3. Acquire the ability to analyze international business contexts
    1. Have basic functional knowledge of international business contexts (e.g., markets & market structures, financial arrangements, currencies, transactions, logistics, regulatory issues, etc.).
    2. Be able to use their knowledge of international business contexts to define the constraints and opportunities in international business contexts.
  4. Be able to analyze change, risk and uncertainty in international settings.
    1. Understand the unique aspects of change, risk and uncertainty in international business settings.
    2. Understand how change, risk and uncertainty will affect the performance of people, products, and organizations across cultures.
  5. Be able to problem solve in organizations across cultures.
    1. Be able to identify the layers of complexity in defining a business problem across different cultures.
    2. Be able to develop effective solutions to business problems in varied international settings.

 

Leadership Development (minor)

Students will

  1. Possess a conceptual understanding of leadership theory and practices;
  2. Be aware of personal strengths they bring to leadership roles;
  3. Understand leadership roles and change in various contexts; and
  4. Have demonstrated significant leadership and reflected on the experience(s).

Note: All students in the Leadership Scholars program complete the Leadership Development minor.

 

The Learning Commons

Students will

  1. Seek out academic support services as necessary.

 

Library Instruction

Students will

  1. Evaluate information ethically;
  2. Use and cite information sources accurately; and
  3. Find information efficiently and effectively.

 

Management and Human Resources

Students will have

  1. knowledge of critical management and human resource topics, including organizational behavior, human resource strategy, recruitment, staffing, employment law, training & development, leadership, performance management, compensation and employee and labor relations.
  2. the ability to manage interactions with team members to support team goals
  3. the ability to demonstrate behaviors consistent with course objectives on a group or individual level.
  4. the skills to analyze MHR challenges and offer solutions based on best practices and research.

 

Marketing

Students will have

  1. A command of the primary marketing content areas including the marketing environment, segmentation, targeting, positioning, the marketing mix and socially responsible marketing;
  2. The skills necessary to identify and solve problems in marketing;
  3. The ability to navigate the complexities of marketing problems in the dynamic market environments of for-profit and non-profit organizations;
  4. The ability to apply data-driven decisions to address marketing problems and develop effective marketing strategies to sustain the success of an organization. This includes the following:
    1. The ability to identify and analyze marketplace needs
    2. The ability to recognize organizational resources that can fulfill marketplace needs
    3. The ability to develop marketing strategy to effectively connect organizational resources to marketplace needs

The academic foundation should allow graduating Marketing majors to:

  1. enter a career in marketing, or managerial area requiring functional skills in marketing, in either a for-profit, non-profit, or entrepreneurial setting; or enter a quality graduate program in a variety of interdisciplinary fields;
  2. augment their marketing foundation with career choices that enable the student to design and innovate sustainable marketing solutions in complex marketplaces; and
  3. be able to ethically address complex marketing issues

 

Mathematics

Students will

  1. Develop an in-depth integrated knowledge in algebra, geometry, and analysis;
  2. Be able to communicate mathematical ideas and present mathematical arguments both in writing and orally using proper use of mathematical notation and terminology;
  3. Be able to distinguish coherent mathematical arguments from fallacious ones, and to construct complete formal arguments of previously seen or closely-related results;
  4. Be able to give complete solutions to previously seen or closely-related problems;
  5. Be able to use definitions, theorems, and techniques learned to solve problems they haven’t seen before;
  6. Be able to synthesize material from multiple perspectives and make connections with other areas; and
  7. Be able to use technology appropriate to each topic.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Middle Childhood Education (AMLE)

The Learner and Learning

  1. Young Adolescent Development: Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice. They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for all young adolescents.
    1. Knowledge of Young Adolescent Development: Middle level teacher candidates demonstrate a comprehensive knowledge of young adolescent development. They use this understanding of the intellectual, physical, social, emotional, and moral characteristics, needs, and interests of young adolescents to create healthy, respectful, supportive, and challenging learning environments for all young adolescents, including those whose language and cultures are different from their own.
    2. Knowledge of the Implications of Diversity on Young Adolescent Development: Middle level teacher candidates demonstrate their understanding of the implications of diversity on the development of young adolescents. They implement curriculum and instruction that is responsive to young adolescents’ local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They participate successfully in middle level practices that consider and celebrate the diversity of all young adolescents.
    3. Implications of Young Adolescent Development for Middle Level Curriculum and Instruction: Middle level teacher candidates use their knowledge of young adolescent development when planning and implementing middle level curriculum and when selecting and using instructional strategies.
    4. Implications of Young Adolescent Development for Middle Level Programs and Practices: Middle level teacher candidates apply their knowledge of young adolescent development when making decisions about their respective roles in creating and maintaining developmentally responsive learning environments. They demonstrate their ability to participate successfully in effective middle level school organizational practices such as interdisciplinary team organization and advisory programs.

Content

  1. Middle Level Curriculum: Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter. They use their knowledge and available resources to design, implement, and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes. Middle level teacher candidates demonstrate their ability to assist all young adolescents in understanding the interdisciplinary nature of knowledge. They design and teach curriculum that is responsive to all young adolescents’ local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).
    1. Subject Matter Content Knowledge: Middle level teacher candidates demonstrate a depth and breadth of subject matter content knowledge in the subjects they teach (e.g., English/language arts, mathematics, reading, social studies, health, physical education, and family and consumer science). They incorporate information literacy skills and state-of-the-art technologies into teaching their subjects.
    2. Middle Level Student Standards: Middle level teacher candidates use their knowledge of local, state, national, and common core standards to frame their teaching. They draw on their knowledge of these standards to design, implement, and evaluate developmentally responsive, meaningful, and challenging curriculum for all young adolescents.
    3. Interdisciplinary Nature of Knowledge: Middle level teacher candidates demonstrate the interdisciplinary nature of knowledge by helping all young adolescents make connections among subject areas. They facilitate relationships among content, ideas, interests, and experiences by developing and implementing relevant, challenging, integrative, and exploratory curriculum. They provide learning opportunities that enhance information literacy (e.g., critical thinking, problem solving, evaluation of information gained) in their specialty fields (e.g., mathematics, social studies, health).
  2. Middle Level Philosophy and School Organization: Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within middle level organizational components.
    1. Middle Level Philosophical Foundations: Middle level teacher candidates demonstrate an understanding of the philosophical foundations of developmentally responsive middle level programs and schools.
    2. Middle Level Organization and Best Practices: Middle level teacher candidates utilize their knowledge of the effective components of middle level programs and schools to foster equitable educational practices and to enhance learning for all students (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They demonstrate their ability to apply this knowledge and to function successfully within a variety of school organizational settings (e.g., grades K-8, 6-8, 7-12). Middle level teacher candidates perform successfully in middle level programs and practices such as interdisciplinary teaming, advisory programs, flexible block schedules, and common teacher planning time.

Instructional Practice

  1. Middle Level Instruction and Assessment: Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and technologies to meet the learning needs of all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).
    1. Content Pedagogy: Middle level teacher candidates use their knowledge of instruction and assessment strategies that are especially effective in the subjects they teach.
    2. Middle Level Instructional Strategies: Middle level teacher candidates employ a wide variety of effective teaching, learning, and assessment strategies. They use instructional strategies and technologies in ways that encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained) so that young adolescents are actively engaged in their learning. They use instruction that is responsive to young adolescents’ local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).
    3. Middle Level Assessment and Data-informed Instruction: Middle level teacher candidates develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained.
    4. Young Adolescent Motivation: Middle level teacher candidates demonstrate their ability to motivate all young adolescents and facilitate their learning through a wide variety of developmentally responsive materials and resources (e.g., technology, manipulative materials, information literacy skills, contemporary media). They establish equitable, caring, and productive learning environments for all young adolescents.

Professional Responsibilities

  1. Middle Level Professional Roles: Middle level teacher candidates understand their complex roles as teachers of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for young adolescents and middle level education, and work successfully with colleagues, families, community agencies, and community members. Middle level teacher candidates demonstrate positive dispositions and engage in ethical professional behaviors.
    1. Professional Roles of Middle Level Teachers: Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals (e.g., members of teaching teams and advisors to young adolescents).
    2. Advocacy for Young Adolescents and Developmentally Responsive Schooling Practices: Middle level teacher candidates serve as advocates for all young adolescents and for developmentally responsive schooling practices. They are informed advocates for effective middle level educational practices and policies, and use their professional leadership responsibilities to create equitable opportunities for all young adolescents in order to maximize their students’ learning.
    3. Working with Family Members and Community Involvement: Middle level teacher candidates understand and value the ways diverse family structures and cultural backgrounds influence and enrich learning. They communicate and collaborate with all family members and community partners, and participate in school and community activities. They engage in practices that build positive, collaborative relationships with families from diverse cultures and backgrounds (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).
    4. Dispositions and Professional Behaviors: Middle level teacher candidates demonstrate positive orientations toward teaching young adolescents and model high standards of ethical behavior and professional competence. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, critical perspectives on their teaching.

Nonprofit Administration (M.A. and certificate)

Students will

  1. Develop an understanding of contemporary ethical issues in the nonprofit sector and normative frameworks for addressing these challenges;
  2. Communicate effectively using multiple forms of expression appropriate to nonprofit settings;
  3. Have and use knowledge of functional areas of particular relevance in the nonprofit sector (e.g., human resources, financial management, resource development, evaluation, executive leadership) and management skills essential for building effective and efficient organizations;
  4. Have critical thinking and problem-solving skills and leadership and collaborative skills relevant to organizations addressing growing social needs and resource constraints.

Note: The M.A. and the certificate have the same learning goals but different assessment measures (i.e., the M.A. uses the thesis or essay).

 

Ohio Standards for the Teaching Profession

  1. Teachers understand student learning and development and respect the diversity of the students they teach.
    1. Teachers display knowledge of how students learn and of the developmental characteristics of age groups.
    2. Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students.
    3. Teachers expect that all students will achieve to their full potential.
    4. Teachers model respect for students’ diverse cultures, language skills and experiences.
    5. Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention.
  2. Teachers know and understand the content area for which they have instructional responsibility.
    1. Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction.
    2. Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline.
    3. Teachers understand school and district curriculum priorities and the Ohio academic content standards.
    4. Teachers understand the relationship of knowledge within the discipline to other content areas.
    5. Teachers connect content to relevant life experiences and career opportunities.
  3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
    1. Teachers are knowledgeable about assessment types, their purposes and the data they generate.
    2. Teachers select, develop and use a variety of diagnostic, formative and summative assessments.
    3. Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction.
    4. Teachers collaborate and communicate student progress with students, parents and colleagues.
    5. Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential.
  4. Teachers plan and deliver effective instruction that advances the learning of each individual student.
    1. Teachers align their instructional goals and activities with school and district priorities and Ohio’s academic content standards.
    2. Teachers use information about students’ learning and performance to plan and deliver instruction that will close the achievement gap.
    3. Teachers communicate clear learning goals and explicitly link learning activities to those defined goals.
    4. Teachers apply knowledge of how students think and learn to instructional design and delivery.
    5. Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students.
    6. Teachers create and select activities that are designed to help students develop as independent learners and complex problem-solvers.
    7. Teachers use resources effectively, including technology, to enhance student learning.
  5. Teachers create learning environments that promote high levels of learning and achievement for all students.
    1. Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.
    2. Teachers create an environment that is physically and emotionally safe.
    3. Teachers motivate students to work productively and assume responsibility for their own learning.
    4. Teachers create learning situations in which students work independently, collaboratively and/or as a whole class.
    5. Teachers maintain an environment that is conducive to learning for all students.
  6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
    1. Teachers communicate clearly and effectively.
    2. Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health.
    3. Teachers collaborate effectively with other teachers, administrators and school and district staff.
    4. Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning.
  7. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.
    1. Teachers understand, uphold and follow professional ethics, policies and legal codes of professional conduct.
    2. Teachers take responsibility for engaging in continuous, purposeful professional development.
    3. Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

 

Peace, Justice, & Human Rights

Students will

  1. Describe, explain, analyze, and reflect upon the complex and systematic nature of peace building, justice, and human rights;
  2. Ascertain and understand those situations where the ideals of peace, justice, and human rights are not attained (including both domestic and global situations and including causes, consequences, and solutions);
  3. Articulate a world view that leads to concern for and on behalf of those who suffer from conflict, injustice and/or human rights violations;
  4. Demonstrate increased levels of engagement (both on and off campus) with issues related to peace, justice, and human rights; and
  5. Demonstrate continued levels of engagement in peace, justice, and human rights issues after graduation from JCU

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Philosophy

Students will

  1. Write and speak knowledgably about central aspects of and problems within the history of philosophy, as well as about philosophy’s major historical figures;
  2. Critically evaluate arguments and evidence;
  3. Understand the relationship between philosophy and other academic disciplines; and
  4. Develop the skills necessary to engage critically with contemporary social issues.

Note: The major and the minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Physics (B.A.)

Students will

  1. Demonstrate a solid understanding of the core principles and concepts of physics;
  2. Apply mathematical, analytical, computational, and experimental skills to model the behavior of physical systems, solve a wide range of physics problems, design and conduct experiments to measure and interpret physical phenomena, and to critically evaluate scientific results and arguments, both of their own and that of others;
  3. Effectively communicate scientific hypothesis, research methods, data and analysis both orally and in writing and in a variety of venues;
  4. Demonstrate awareness of professional responsibilities and good citizenship as members of the scientific community; and
  5. Be prepared to enter graduate school or employment appropriate to their chosen career path.

 

Physics (B.S.)

Students will

  1. Demonstrate a solid understanding of the core principles and concepts of physics, and gain understanding in selected additional advanced topics in physics;
  2. Apply mathematical, analytical, computational, and experimental skills to model the behavior of physical systems, solve a wide range of physics problems, design and conduct experiments to measure and interpret physical phenomena, and to critically evaluate scientific results and arguments, both of their own and that of others;
  3. Effectively communicate scientific hypothesis, research methods, data and analysis both orally and in writing and in a variety of venues;
  4. Demonstrate awareness of professional responsibilities and good citizenship as members of the scientific community; and
  5. Be prepared to enter graduate school or employment appropriate to their chosen career path.

 

Physics (minor)

Students will

  1. Demonstrate a solid understanding of the core principles and concepts of physics at an introductory level;
  2. Apply mathematical, analytical, computational, and experimental skills to model the behavior of physical systems, solve a wide range of physics problems, design and conduct experiments to measure and interpret physical phenomena, and to critically evaluate scientific results and arguments;
  3. Effectively communicate scientific hypothesis, research methods, data and analysis both orally and in writing and in a variety of venues;

 

Population and Public Health

Students will

  1. Demonstrate a basic understanding of population and public health:
    1. Define population and public health and identify the significance of the core areas of public health to its goals;
    2. Explain how the American public health system operates at federal, state, and local levels;
    3. Discuss issues in public health policy;
    4. Discuss the impact of differences in social class, sex/gender, and culture on individual and population health; and
    5. Identify key environmental issues related to health;
  2. Demonstrate familiarity with the concepts and uses of epidemiology to understand the prevalence and distribution of disease; and
  3. Display ethical behaviors, cultural sensitivity, teamwork, and professional conduct.

 

Political Science

Students will

  1. Demonstrate knowledge of the major fields of political science: American, comparative, IR, theory, and methods.
  2. Demonstrate academic and intellectual skills: critical analysis; academic writing; and oral communication.
  3. Be engaged in and aware of local, national and global politics.
  4. Be prepared, according to interest, for graduate programs and/or careers related to Political Science (e.g. public policy, law, political journalism, international service).

The Political Science major offers a number of concentrations, which each have their own unique learning goal (listed below).

  • Global Studies: Demonstrate broad awareness of the key issues facing our world today, including how understanding current affairs relates to historical cases and theories. Students must be able to indicate how the relationships between and among states and non-state actors help shape institutions and global politics in general
  • Legal Studies: Demonstrate knowledge of law and legal institutions from a variety of perspectives both within and outside the discipline of law, with a focus on the relationship between law and political and social change

 

Political Science (minors)

  1. Demonstrate knowledge of political science as a discipline of knowledge.
  2. Demonstrate academic and intellectual skills: critical analysis; academic writing; and oral communication.
  3. Be engaged in and aware of local, national and global politics.
  4. Be prepared, according to interest, for graduate programs and/or careers related to Political Science (e.g. public policy, law, political journalism, international service).

Note: Expectations of degrees of disciplinary knowledge and in various sub-fields and of specifics of engagement in politics differ among students who minor in Foreign Affairs, Political Science, or U.S. Affairs.

 

Pre-Health Professions Program

Students will

  1. Acquire foundational knowledge of the human and natural worlds through completion of appropriate integrative courses and other courses which ensuring academic preparation for health professional programs;
  2. Understand the variety of careers in healthcare and pathways to access those careers, including program prerequisites, standardized tests needed, and application processes and explain why the chosen career path is personally appropriate; and
  3. Demonstrate understanding that health careers are service careers, requiring skills involving critical analysis, communication, leadership, collaboration, cultural competency, and creative thinking.

 

Pre-Medical Post-Baccalaureate Program

Students will

  1. Demonstrate readiness for medical or other professional health care schools by completing course requirements for admission to such programs.

 

Professional Healthcare Preparation (minor/certificate)

Students will

  1. Demonstrate an understanding of healthcare as a healing art;
  2. Promote patient-centered understanding and respect;
  3. Integrate leadership and ethical perspectives with the practice of medicine;
  4. Communicate effectively to patients and peers; and
  5. Manage practical and business aspects of health care.

Note: The minor. and the certificate have the same learning goals but different assessment measures.

 

Professional M.B.A.

Students will:

  1. Have a common body of knowledge: Know the functional areas of the business disciplines.
  2. Have communication skills: Will effectively communicate ideas and plans.
  3. Have analytical problem solving skills: Be able to define a problem based on ambiguous information and identify a set of tasks necessary to develop and effective solution.
  4. Have ethical reasoning skills: Identify the ethical and social responsibility dimensions of business problems
  5. Evaluate planning and implementation decisions: Identify and develop resources (e.g., financial, human, distribution, technology, brand) to create an effective strategy for the future of an organization

 

Psychology

At the conclusion of the program, students will demonstrate

  1. A fundamental knowledge base in the core areas of psychological science;
  2. Critical thinking skills and their application;
  3. Proficiency in the use of the language of psychological science in both written and verbal form;
  4. Expertise in the methods of information gathering, organization, and synthesis as applied to psychological science;
  5. Mastery of the experimental method and statistical analysis as practiced by psychologists;
  6. An understanding of the ethics and values of the discipline;
  7. A readiness for graduate study or for transition into the workforce; and
  8. Recognition of how psychological science contributes to the understanding of human diversity.

The Psychological Science major offers concentrations in Business, Industrial, and Organizational Psychology; Child and Family Studies; Clinical and Counseling Psychology; and Forensic Psychology. Each concentration has its own unique learning goal:

  • Students in a particular concentration will demonstrate proficiency in the use of the language and science of that sub-field in both written and verbal form.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Reading Endorsement

  1. Candidates have knowledge of the foundations of reading and writing processes and instruction.
    1. Candidates demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
    2. Candidates demonstrate knowledge of reading research and histories of reading.
    3. Candidates demonstrate knowledge of language development and reading acquisition and the variations related to culture and linguistic diversity.
    4. Candidates demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
  2. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.
    1. Candidates use instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes.
    2. Candidates select, evaluate and use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.
    3. Candidates use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
    4. Candidates teach students to connect prior knowledge with new information.
    5. Candidates demonstrate alignment of literacy curriculum and instruction with state and local standards.
  3. Candidates, alone and in collaboration with other educational professionals, use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
    1. Candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
    2. Candidates place students along a developmental continuum and identify students’ proficiencies and difficulties.
    3. Candidates use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students including those at different developmental stages and those from diverse cultural and linguistic backgrounds.
    4. Candidates communicate results of the assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.)
  4. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
    1. Candidates use students’ interests, reading abilities and backgrounds as foundations for the reading and writing program.
    2. Candidates use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, cultures and linguistic backgrounds to facilitate comprehension.
    3. Candidates model reading and writing enthusiastically as valued life-long activities.
    4. Candidates motivate learners to be life-long readers.
  5. Candidates view professional development as a career-long effort and responsibility.
    1. Candidates display dispositions related to reading and the teaching of reading.
    2. Candidates continue to pursue the development of professional knowledge and dispositions.
    3. Candidates work with colleagues to observe, evaluate, reflect and provide feedback on each other’s practice to improve instruction.
    4. Candidates participate in, initiate, implement, and evaluate professional development programs.
    5. Candidates model ethical professional behavior.
  6. Candidates complete appropriate field and internship experiences in educational settings that include Pre-K-3, Middle and Secondary levels.
    1. Candidates participate in field experiences or internships that are logical, sequential and planned at the PreK, middle and secondary levels. These field experiences or internships are under supervision of certified, licensed, experienced teachers. The field experience or internship hours total a minimum of 100 hours.

Note: Students with licenses other than Early Childhood and Middle Childhood must also meet these Reading goals.

Reserve Officer Training Corps

Cadets will

  1. Have the capability to perform as junior officers (2LT’s) in the U.S. Army, and take charge of a
  2. platoon of soldiers;
  3. Display competence in basic soldier skills and officer competencies;
  4. Set and enforce Army standards in accordance with Army regulations and command guidance.
  5. Lead soldiers in accordance with Army standards; and
  6. Establish and build professionalism based in Army values and ethic, character, and national service.

 

School Counseling (M.Ed.)

Students will

  1. Identify as a school counselor who is knowledgeable about the history and development of the school counseling profession, is aware of the challenges facing the profession and is prepared to advocate for the profession.
  2. Plan a developmentally appropriate school-counseling program that supports academic, personal/social, and career development. The program should be modeled on the ASCA standards and should take into consideration the specific needs of a particular school setting.
  3. Communicate, collaborate and consult with school age students, their families, school staff, and community agency representatives to promote a safe, healthy, and effective learning environment.
  4. Implement a system of on-going program evaluation by establishing a framework for record- keeping and continuous feedback from program stakeholders.

Note: The Counseling(graduate) learning goals also apply to students in this program.

 

School Psychology (M.Ed./Ed.S.)

2.1Data-Based Decision Making and Accountability

  • School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
  • As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.

2.2 Consultation and Collaboration

  • School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services.
  • As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.

2.3 Interventions and Instructional Support to Develop Academic Skills

  • School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies.
  • School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.

2.4 Interventions and Mental Health Services to Develop Social and Life Skills

  • School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health.
  • School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.

2.5 School-Wide Practices to Promote Learning

  • School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.
  • School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.

2.6 Preventive and Responsive Services

  • School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.
  • School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.

2.7 Family–School Collaboration Services

  • School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools.
  • School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.

2.8 Diversity in Development and Learning

  • School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.
  • School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.

2.9 Research and Program Evaluation

  • School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.
  • School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.

2.10 Legal, Ethical, and Professional Practice

  • School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
  • School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.

Sociology & Criminology

Students who complete a major in sociology will

  1. Engage in critical questioning about their society, its social structure, and the larger world in which they live;
  2. Develop critical sociological thinking skills in reasoning, theoretical analysis, interpretation of research findings, and the general ability to separate fact from misinformation and rhetorical manipulation in order to engage the institutions and cultures of the multiple societies in this global community;
  3. Engage in research of various types with the goal of answering questions about the nature of human society and its diversity, cultures, human interactions, social structures, and issues related to social justice; and
  4. Develop as whole persons with their completion of a successful educational program with its implications for continued learning and a successful work life, and a commitment to lifelong civic engagement.

The Sociology and Criminology major offers a number of undergraduate concentrations, each of which has its own unique learning goal:

  • Criminology, Law, and Justice: Accurately identify and clearly apply sociological and criminological concepts related to crime, justice, and law enforcement to deepen his/her understanding of the social issues.
  • Diversity, Justice, and Social Change: Accurately identify and clearly apply sociological concepts of cultural diversity within and across societies to a research paper deepening his/her understanding of diversity within and/or across societies.
  • Social Work, Community, and Health: Accurately identify and clearly apply concepts related to poverty, inequalities, and/or social justice to the internship experience to deepen his/her understanding of social issues.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Sociology & Criminology: Forensic Behavioral Studies

Students will

  1. Understand the theoretical principles associated with forensic psychology, forensic criminology, and the criminal justice system;
  2. Understand practice-related skills associated with crime scene analysis, court testimony procedures, and internships;
  3. Demonstrate in-depth knowledge of the social, political, and economic issues related to forensic behavioral science; and
  4. Demonstrate an in-depth understanding of ethical issues related to the crime-forensic relationship.

 

Spanish

Students will be able to

  1. Communicate skillfully and effectively in Spanish:
    1. engage in effective interpersonal communication;
    2. engage in effective interpretive listening;
    3. engage in effective interpretive reading;
    4. engage in effective presentational speaking;
    5. engage in effective presentational writing.
  2. Demonstrate foundational cultural and linguistic knowledge of a target-language area;
    1. demonstrate knowledge of features of the culture of a target-language area, such as its art, literature, music, film, popular culture, tradition, and customs;
    2. demonstrate knowledge of how aspects of the history, politics, religion, or geography of a target-language area relate to its culture;
    3. compare linguistic features of the target language with those of English;
    4. compare the culture and society of the target-language area with one’s own.
  3. Demonstrate emerging intercultural competence.
    1. demonstrate an awareness of the interplay of personal identity and culture;
    2. interpret an event, cultural product, or issue from the perspective of a worldview outside their own.

Note: The major and minor have the same learning goals but are differentiated in assessment via different measures, rubric dimensions or expected levels of performance.

 

Mike Cleary Program in Sports Studies

Students will demonstrate

  1. Knowledge of history, philosophy, mission, personal and professional identity;
  2. Knowledge of working with diverse populations within multiple types of sports administration, and sports-related settings and provide evidence of their ability to be an effective leader;
  3. Knowledge of Organization, Leadership and Planning for a variety of situations;
  4. Knowledge of research and the appropriate use of research in papers, projects, and for problem-solving and critical thinking;
  5. Knowledge related to the collection and interpretation of data and the effective use of data-driven decision-making in an ethical and moral manner with attention to the decision-making process and its impact on others (e.g., employees, those being served, and the broader community);
  6. Knowledge related to moral and ethical behavior for a movement professional.

The Sports Studies major offers two undergraduate concentrations, each of which has its own unique learning goal:

  • Sports & Athletics Administration: Demonstrate their knowledge in a professional internship setting in Sports Administration through planning, organization, decision-making, reflection, oversight and implementation of rules, policies and procedures.
  • Sports, Fitness, & Wellness for Diverse Populations: Demonstrate their knowledge in a professional internship setting working with diverse populations, through planning, organization, decision-making, reflection, oversight and implementation of rules, policies and procedures.

 

Statistics and Analytics (minor)

Students will

  1. Develop an in-depth integrated knowledge in applied statistics beginning with a Quantitative Analysis course and extending into MT 322 Applied Regression Analysis and MT 422 Applied Statistics;
  2. Encounter applications of statistics within a partner discipline, such as Mathematics, Psychological Science, Biology, or Economics;
  3. Communicate statistical results and present interpretations of statistical analysis both in writing and orally;
  4. Apply appropriate statistical methods to previously encountered or closely-related research problems;
  5. Apply appropriate statistical methods to research problems not previously encountered; and
  6. Apply appropriate technology in the analysis of real or realistic research problems.

 

Student Accessibility Services

Students will

  1. understand the intake process and complete the necessary paperwork to successfully register for services;
  2. Be able to articulate their needs to faculty and staff;
  3. Be able to identify campus resources that will prepare them for academic and personal success at JCU; and
  4. Be able to self-advocate for their disability needs and accommodations at JCU and after departure from JCU.

 

Supply Chain Management

Students will have

  1. Knowledge of logistics and supply chain management;
  2. Skills necessary to identify opportunities and challenges associated with logistics and supply chain management;
  3. Ability to differentiate acceptable logistics and supply chain management practices from unacceptable logistics and supply chain management practices; and
  4. Ability to apply logistics and supply chain management concepts to improve operational effectiveness and efficiency.

 

Teacher Leader Endorsement

  1. Candidates know and demonstrate skill in evidenced-based principles of effective leadership and teacher learning.
    1. Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators and students.
    2. Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development.
    3. Candidates understand and apply strategies that assist adult learning and development.
    4. Candidates respect the diversity of the school staff; teachers, administrators, and other personnel.
    5. Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others.
    6. Candidates assume leadership roles at the school, district, state or national levels and in professional organizations.
    7. Candidates facilitate the development of efficacy among other teachers in their school and district.
  2. Candidates promote the use of data-based decisions and evidence-based practice.
    1. Candidates serve as building leaders in the development, implementation, and continuous improvement of a comprehensive, cohesive, and integrated school assessment plan grounded in multiple measures and data sources.
    2. Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet student needs.
    3. Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers.
    4. Candidates support teachers in responding to the intervention process by designing, implementing, and gathering appropriate data and evidence.
    5. Candidates identify resources (including instructional technology) and research-based strategies to support the assess-plan-teach-reassess cycle.
  3. Candidates facilitate a collaborative learning culture.
    1. Candidates coach and model collaborative efforts to share knowledge and demonstrate interdisciplinary instruction among teachers.
    2. Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community through professional learning communities.
    3. Candidates work with stakeholders to identify appropriate resources for enhancing collaboration.
    4. Candidates facilitate collaborative professional learning activities for educators, families, and the community.
  4. Candidates participate in developing and supporting a shared vision and clear goals for their schools.
    1. Candidates participate in developing a shared vision for short-term and long term goals for ongoing school reform, and continuous improvement.
    2. Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school goals.
    3. Candidates participate in designing practices and structures that create and maintain an effective learning culture.
    4. Candidates support other school leadership team members in advocating and communicating the school’s vision and goals.
  5. Candidates promote and model ongoing professional learning and improved practice within a learning community.
    1. Candidates use their knowledge of professional standards, including the Standards for Ohio Educators to support teachers’ professional growth.
    2. Candidates work effectively with individuals and groups of teachers by demonstrating the skills and competencies needed to teach adult learners.
    3. Candidates demonstrate skills in serving as mentors and coaches to others.
    4. Candidates develop, implement, and evaluate professional development activities for teachers.
    5. Candidates engage in activities that promote reflective practices in others.
    6. Candidates model professional, ethical behavior and expect it from others.

Theology and Religious Studies

The student

  1. Understands the key terms and methodologies of the diverse subfields within the academic study of religion (including biblical studies, ethics, historical approaches, and systematic theology) and is able to articulate his or her own methodological approach.
  2. Applies a variety of interpretative methods (including historical-critical methods) to the Bible and to the sacred texts of at least one other religious tradition; able to assess the strengths and weakness of these methods.
  3. Compares and contrasts the beliefs, practices, or worldview of at least two religious traditions in a way that models respectful interaction with people, ideas, and cultures that are different.
  4. Assesses and applies multiple religious or ethical frameworks to complex issues, with an awareness of the root causes of injustice and a commitment to address these issues and contribute to the common good.
  5. Understands Catholic theological approaches to multiple fundamental questions and how these questions are related to one another.

 

Theology and Religious Studies (minor)

The student

  1. Understands the basic terms in the academic study of religion and is able to apply them to specific religious traditions and to her or his own experiences and worldview.
  2. Applies historical-critical methods to interpret sacred texts from a particular religious tradition and recognizes how these methods differ from other modes of interpretation.
  3. Respectfully articulates the beliefs, practices, or worldview of a non-Christian religious tradition with an awareness of the internal diversity and the various cultural, social, and historical influences within that tradition.
  4. Applies a religious or ethical framework to the analysis of one social justice issue or ethical dilemma, marked by deepening empathy and growing awareness of his or her own relation to structures of injustice.
  5. Understands Catholic theological approaches to a fundamental human question in light of historical, cultural, and social contexts.

 

Theology and Religious Studies (graduate)

The student

  1. Exhibits a nuanced understanding of the key terms and methodologies of the diverse subfields within the academic study of religion, including knowledge of diversity and development within these subfields; is able to articulate and apply in depth a particular methodology to a specific religious question or topic.
  2. Critically analyzes religious texts, art, doctrines, practices, and other expressions in light of their historical, cultural, and social contexts; understands the methods, sources, and research tools necessary for academic research of these expressions.
  3. Demonstrates a deep awareness of multiple religious worldviews and is able to engage in the kind of inter-religious dialogue that leads to mutual respect and understanding.
  4. Assesses and applies multiple religious or ethical frameworks to complex issues, with an awareness of the various interrelated causes of injustice and a commitment to respond evidenced in action for the common good.
  5. Exhibits a nuanced understanding of the key terms and methodologies within Catholic systematic theology, and the ability to address strengths and weaknesses of differing theological approaches.
  6. Demonstrates aptitude and facility with standard practices of advanced academic research in theology and religious studies and a potential for original work in the field.