Student Learning Outcomes

1. Analyze performance and instructional problems to develop training projects and programs for professional, business or non-business settings 
2. Apply sound instructional design principles and course evaluation methods 
3. Assess learner performance and conduct data analyses using appropriate technologies  
4. Integrate instructional media and strategies during the development of training materials 
5. Follow professional, legal, social and humane ethical practices 
6. Demonstrate effective oral and written communication skills  

NAEYC 2019 Standards (PDF)

CAEP 2018 K-6 Elementary Teacher Preparation Standards (PDF)

1. Utilize bases in exercise science
2. Exhibit appropriate professional behavior
3. Communicate effectively in both written and oral forms
4. Practice safety consciousness
5. Apply theoretical information to practical situations

2022 Revised AMLE Middle Level Teacher Preparation Standards

SHAPE America National 2017 Standards and Guidelines for Physical Education Teacher Education

1. Sport Management Content Knowledge: Apply management, leadership, and organizational concepts, principles, and theories in directing a sport organization.
2. Applied and Theoretical Sport Management Principles: Understand the extent to which relevant managerial, marketing, public relations, and financial are applicable to the various facets of sport management theory and practice.
3. Legal Aspects and Ethical Practices: Understand, apply, and analyze legal and ethical concepts related to sport.
4. Psychosocial Aspects of Sport: Develop an understanding of and an appreciation for the psychosocial dimensions of sport and sport management practice.
5. Current and Timely Issues in Sport: Identify and analyze the current issues and problems facing sport.
6. Critical Thinking in Sport: Develop critical thinking skills, particularly as they are relevant to successful sport management practice.
7. Communication Skills in Sport: Advance oral, written, and interpersonal communication skills as necessary for successful sport management practice.
8. Applied and Practical Knowledge: Develop and acquire applied professional knowledge, skills, and competencies in practical sport organizational settings.

CEC 2020 Initial K-12 Practice -Based Professional Preparation Standards for Special Educators (PDF)

1. Demonstrate knowledge of common core areas in counseling.
2. Demonstrate effective counseling competencies.
3. Demonstrate general dispositional awareness and behaviors regarding impact on others, professional identity and continuous growth, and ethics.
4. Demonstrate knowledge and skills in a selected area of professional preparation (clinical mental health or school counseling).
5. Demonstrate engagement in social and cultural diversity growth opportunities.

1. Demonstrate applied counseling skills and general dispositional behaviors regarding impact on others, professional identity and continuous growth and ethics.
2. Demonstrate teaching skills.
3. Demonstrate clinical supervision skills.
4. Demonstrate knowledge in professional leadership, advocacy, and service.
5. Demonstrate the ability to conduct independent scholarly research.

1. Candidates will analyze foundations of curriculum and curriculum studies from multiple frameworks (including functional, sociocultural, and critical) and apply them to current educational practices and controversies.
2. Candidates will evaluate formal and/or informal educational settings through asset-based lens of equity and social justice to meet the needs of diverse citizenry. 
3. Candidates will produce an independent and original dissertation study that includes strong clear rationale and purpose for research questions, study design, and methods.    
4. Candidates will describe role of theoretical/ conceptual framework and then situate original dissertation study using theoretical framework and synthesize research studies in support of rationale for dissertation study.
5. Candidates will describe and apply appropriate methodological frameworks to an original dissertation study and that clearly align with their overarching research questions and purpose. 
6. Candidates will report and discuss their findings in relation to their theoretical framework and as applicable, the implications for instruction and future research.

1. Identify research-based best practices in curriculum and instruction.
2. Compare/contrast various models of curriculum and instruction.
3. Incorporate best practices in the design of curriculum for diverse learners in school or community educational settings.
4. Analyze the influences of social, political, historical, environmental and ideological contexts on decision making in curriculum and instruction.
5. Support positions on issues in curriculum and instruction with scholarly literature.
6. Demonstrate effective communication skills orally and in writing.
7. Reflect on professional roles and activities.
8. Synthesize principles from coursework in a master's project.

2018 NELP District Level Standards (PDF)

2018 NELP Building Level Standards (PDF)

1. The dissertation shows evidence of the generation, transformation, and use of professional knowledge and practice while being substantially grounded in related literature.
2. The student has a professional knowledge base that integrates both practical and research knowledge, which links theory with systemic and systematic inquiry. 
3. Students see themselves as scholar-practitioners who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities in the field of education.
4. Students are able to evaluate and utilize published research to support school and district decision-making.
5. Students demonstrate the ability to design and implement a research study that addresses a complex problem of practice that addresses issues of diversity, equity, and inclusion, or another complex problem of practice in the field of education. 
6. Students demonstrate the ability to select, interpret, and apply theory and research to address complex problems in education. 
7. Students demonstrate foundational and practical knowledge to incorporate ethical, legal, and professional behaviors to conduct research, including issues related to diversity, equity, and inclusion in research.

1. Understand and implement qualitative and quantitative research methods used in educational psychology and related fields.
2. Articulate, comprehend, and analyze key theories related to learning, cognition, development, and the role of culture in these processes.
3. Communicate research to both technical and general audiences in an effective manner through oral and written formats.
4. Demonstrate knowledge and application of ethical standards for human subjects research.
5. Design, conduct, and analyze original research that makes significant contributions to the discipline of educational psychology using current methods.

1. Design a study of an educational research problem or phenomenon using appropriate methodologies.
2. Design and/or select appropriate assessment or evaluation tools for a given educational problem. 
3. Distinguish between ethical and unethical behavior when conducting educational research or evaluations.
4. Select appropriate analyses for a given research question.
5. Apply appropriate technology to conduct analyses of educational data.
6. Conduct a study pertaining to an educational research problem or phenomenon.
7. Demonstrate effective communication skills by presenting and defending a research project.
8. Engage in research-related activities in diverse settings.

1. Examine different organizations, contexts, and/or leadership in higher education and student affairs.
2. Apply college student development and/or learning theories in higher education and student affairs practice settings.
3. Utilize theory-to-practice models in higher education and student affairs settings.
4. Apply principles of assessment and evaluation to the practice of higher education and student affairs.
5. Engage in professional praxis that promotes inclusion, equity and social justice.

1. Develop a professional knowledge base guided by literature, theories, and research.
2. Apply theory-to-practice models to problems of practice.
3. Develop collaboration and communication skills to engage with internal and external stakeholders.
4. Analyze topics related to social justice, equity, and ethics in post-secondary contexts.
5. Utilize inquiry-based practices to explore programs, practices, and/or problems in post-secondary contexts.

1. Reviewing and synthesizing theory research, practice in instructional technology;
2. Engaging in instructional technology research;
3. Demonstrating mastery of research design and techniques;
4. Demonstrating mastery of theory relevant to instructional technology;
5. Integrating theory, research, and practices while developing an appreciation for diverse perspectives;
6. Engaging in ethical researches and practices;
7. Applying research and evaluation techniques to measure student learning and the effectiveness of instructional technology-based products and programs; and
8. Demonstrating effective oral and written communication skills.

1. Utilize oral communication to effectively communicate their knowledge to fellow professionals and lay-persons.
2. Utilize written communication to effectively communicate their knowledge to fellow professionals and lay-persons.
3. Utilize technology effectively and appropriately as required in their area of specialization.
4. Utilize critical thinking skills to analyze, synthesize and evaluate relevant material within their area of specialization.

1. Develop advanced and comprehensive knowledge of an area of specialization in kinesiology and physical education (e.g., athletic training, exercise physiology, pedagogy, sport and exercise psychology, sport management).
2. Demonstrate the ability to design, conduct, and analyze original scholarship that makes a substantial contribution to an area of specialization, including completion of a dissertation.
3. Identify and develop best practices for effective teaching at the college level.
4. Develop and demonstrate effectiveness and advanced pedagogy for successful teaching at the college level.
5. Develop a comprehensive understanding of norms and expectations of service and collegiality in a university setting to improve future successes in academia.
6. Demonstrate professional integrity and collegiality in the roles of educator, researcher, and departmental citizen.

(Reading Specialist and ESL/Bilingual educator licensure endorsements)

2017 ILA Reading/Literacy Specialist (no longer an active SPA, but still offers recognition to outstanding programs)

2018 TESOL Standards - ESL/Bilingual (PDF)

23 Illinois Administrative Code 29.100 and 29.110

1. Plan, implement, and evaluate interventions for individuals with disabilities using high-leverage practices (HLPs), culturally responsive teaching, and behavioral principles.
2. Analyze, accurately interpret, and evaluate data (screening, progress monitoring, formal, informal, criterion-referenced, and standardized) used for decision-making in a variety of special education settings.
3. Synthesize research regarding special education curriculum to evaluate resources used in special education settings (e.g., curriculum, applications, assistive technology, online IEP programs).
4. Design a research study grounded in an analysis of current research literature, to improve outcomes for individuals with disabilities in a professional setting (classroom, school, clinic) in which candidates work.
5. Evaluate collaborative practices in their school/professional setting and develop a plan to improve such practices grounded in the professional literature in special education.
6. Display professionalism appropriate to the settings in which they work and learn.

1. Sport Management Content Knowledge: Apply management, leadership, and organizational concepts, principles, and theories in directing a sport organization.
2. Research Experience: Design, analyze, and evaluate research in sport.
3. Comprehend Legal Aspects: Understand, apply, and analyze legal concepts related to sport.
4. Understand and Apply Marketing Principles: Construct and utilize marketing concepts and principles in marketing sport.
5. Current and Timely Issues in Sport: Identify and analyze the current issues and problems facing sport.
6. Applied Financial Principles: Apply fiscal management practices in managing a sport organization.
7. Ethical Business Practices: Function as an ethical practitioner in the sport industry.
8. Applied and Practical Knowledge: Demonstrate advanced knowledge, skills, and competencies in a practical (internship) sport organizational setting.

Elementary Education

CAEP 2018 K-6 Elementary Teacher Preparation Standards (PDF)

Early Childhood Education

NAEYC 2019 Standards (PDF)

Middle Level Teaching

2022 Revised AMLE Middle Level Teacher Preparation Standards (PDF)

1. Assess and conceptualize the needs of diverse clients and communities impacted by acute, chronic, and complex trauma based on various theoretical models.
2. Design and implement evidence-based and culturally responsive interventions appropriate for various phases in the treatment of trauma.

1. Apply learning analytics, data mining, and information management methods to analyze learner interactions and support instructional decision-making.
2. Design and evaluate user-centered interfaces, data displays, and adaptive learning systems using principles of human–computer interaction and user experience.
3. Integrate theories of instructional science and information access into the development of data-driven educational and library practices.
4. Communicate data and research findings effectively through clear visual design, professional writing, and presentation.
5. Critically engage with ethical, legal, and social responsibilities in the collection, analysis, and use of learning data.

1. Knowledge and understanding of substantive and procedural law
2. Legal analysis and reasoning, legal research, problem-solving, and written and oral communication in the legal context
3. Exercise of proper professional and ethical responsibilities to clients and the legal system.
4. Other professional skills needed for competent and ethical participation as a member of the legal profession, which include interviewing, counseling, fact development and analysis, document drafting, conflict resolution, organization and management of legal work, collaboration, cultural competency and self-evaluation

1. Formulation of actuarial problems: Students should be able to formulate real-world applications within the proper framework.
2. Essential skills for actuarial analysis: Students should be able to use data obtained from real world experiments to obtain the proper calculations and conclusions based on sound actuarial practice and theory.
3. Knowledge of data analysis: Students breadth of knowledge of statistical methodology should be broad enough so that they will be able to address a wide variety of statistical problems often encountered in actuarial applications.
4. Effective oral and written communication skills: Students should be able to effectively communicate their results to those within the actuarial profession, as well as to those who may only have very basic technical training.
5. Working knowledge of popular software: Students should be proficient in the most common types of programming languages and statistical software used in the actuarial industry.
6. Validation by Educational Experience: By graduation all students should have credit for all Validation by Educational Experience (VEE) requirements of the Society of Actuaries and the Casualty Actuarial Society.
7. Professional Exams: Students should be able to pass at least one professional actuarial exam.

1. Communicate a level of competency in A) biological anthropology, B) linguistic anthropology, C) cultural anthropology and D) archaeology sufficient to support entry-level employment related to that area or in settings where that knowledge is a useful ancillary asset.
   1. Biological Anthropology: Apply knowledge of evolutionary theory and evolutionary history to explain:
      1. the process of natural selection and the factors shaping the physical body, brains, and behavior of humans and non-human primates
      2. the ecology of human and non-human primates
   2. Linguistic Anthropology: Apply knowledge of anthropological and linguistic theory and research to explain:
      1. how language reflects human relationships, shapes interactions, and relates to cognition
      2. how linguistic diversity shapes human relationships and interactions
   3. Cultural Anthropology: Apply knowledge of anthropological theory and research to explain:
      1. how cultural diversity shapes human relationships and interactions
      2. the implications of bio-cultural diversity for contemporary society
   4. Archaeology: Apply knowledge of archaeological theory and research to explain:
      1. how past cultural, linguistic, and biological diversity has shaped human societies
      2. the implications of the past and the practice of archaeology for contemporary society
2. Demonstrate an understanding of and critical thinking about the sources and effects of inequity and injustice in past and present societies.
3. Demonstrate the ability to critically evaluate literature and effectively communicate to others in oral and written communication skills
   1. via presentations on anthropological concepts, theory, and research
   2. in written work when discussing anthropological concepts, theory, and research
   3. which includes the evaluation and synthesis of academic literature in anthropology

1. Proficiency in 3 major areas of biology (1. Evolution/Diversity/Ecology; 2. Cell and Molecular Biology; 3. Genetics) in line with national standards.
2. Effective written or oral scientific communication skills
3. Appropriate execution of laboratory and/or field research skills based on scientific methods
4. Proficiency in biological reasoning and critical thinking including consistent use of evidence and logic.
5. Proficiency in data analysis

1. Reasoning – demonstrate ability to apply theory/concepts to predict chemical behavior, or interpret data related to chemical behavior. 
2. Knowledge – demonstrate adequate knowledge of theory/concepts in all major subdisciplines of chemistry (analytical, biochemistry, inorganic, organic, physical).
3. Laboratory Experience – demonstrate competence in synthetic, instrumental, and wet chemistry techniques.
4. Demonstrated ability to plan and execute experiments.
5. Communication – demonstrate effective oral and written communication skills.
6. Placement – securing employment in a chemistry/biochemistry career or admission to a graduate/post-baccalaureate program in chemistry/biochemistry or professional studies.

1. Graduates will be able to describe the key concepts and contexts of the Communication discipline and its central questions.
2. Graduates will be able to recognize how to create messages appropriate to different audiences, purposes, and media platforms.
3. Graduates will be able to apply major communication theories, perspectives, principles, and concepts.
4. Graduates will be able to critically analyze messages across a variety of interpersonal, group, organizational, political and/or media contexts.

1. Demonstrate the ability to evaluate and analyze a straightforward business problem and decide whether or not it is amenable to a computer solution.
2. Demonstrate the ability to apply a practical computer software solution to solve a straightforward business problem.
3. Demonstrate the ability to design and implement individual computer programs that are correct, substantial, easy to-use, efficient, and easily understood by other programmers.
4. Demonstrate the ability to test a computer program for correct output.

1. Students will be able to define criminology, including the study of crime and criminals from a social scientific perspective.
2. Students will be able to critically assess and compare the major criminological theoretical perspectives.
3. Students will be able to identify and assess the commonly used research methodologies in criminology.
4. Students will be able to identify and assess common criminological data sources and understand the strengths and weaknesses of the different ways of measuring crime.
5. Students will be able to analyze and interpret the diversity of social experiences associated with crime, criminal behavior, and punishment.

1. Content Knowledge and Proficiency in Earth Sciences
   1. Students will be able to discuss the fundamental physical, chemical, and biological processes that operate in and on the Earth system.
   2. They will be able to explain the interconnections among various Earth processes, describe how processes acting together can create specific environments, the spatial arrangements of natural and manmade objects, reconstruct how Earth processes have evolved and varied in significance over geological time.
   3. They will be able to relate issues of national or global concern to actions/activities of the local community.
   4. They will be able to recognize human impacts on the environment and how environmental conditions affect human activities. Students will utilize geographically based data compilations to identify natural and human-derived regions.
2. Use and combine appropriate quantitative and/or qualitative reasoning skills to address questions and solve problems
3. Collection, Evaluation, Analyses, and Interpretation of Data: Students must be able to:
   1. Accurately collect and synthesize field and laboratory observations or data.
   2. Assess the data quality.
   3. Recognize sources of data error and bias.
   4. Demonstrate basic proficiency with computer programs used to organize, manipulate, analyze and present data.
4. Communication: Students will be able to:
   1. Conduct literature research.
   2. Summarize the work of others.
   3. Write technical summaries of research.
   4. Prepare public presentations.
   5. Explain technical information to general audiences, including primary and secondary school students and teachers.
5. Societal Significance: Students will be able to:
   1. Recognize, describe and explain short- and long-term environmental issues and risks faced by humans and induced by human activities.
   2. Explain the ways that geoscience contributes to society, including natural hazard assessment, geospatial characterization, mineral resource management, energy resource exploration and utilization, waste management, environmental protection, environmental and climate change, and education.

1. Program graduates will be able to identify the main components of contemporary societal problems of an economic nature.
2. Program graduates will apply economic analysis to explain an issue or policy of an economic nature.
3. Program graduates will write a research paper addressing an economic issue or policy.

1. Students will demonstrate knowledge of the foundational principles of linguistics, including an understanding of the diverse social and cultural contexts of language.
2. Students will demonstrate foundational knowledge of English grammar and be able to analyze the structures and functions of language in general and the English language in particular.
3. Students will demonstrate a basic knowledge of the history of literature in English and its wider cultural and social contexts.
4. Students will apply general knowledge of critical and theoretical approaches to literature.
5. Students will analyze a broad range of literary and nonfiction texts, both those in which they have received instruction and those which may be new to them.
6. Students will write effectively in a variety of genres and media. Such ability includes formulating topics, thinking critically about topics, analyzing and attending to diverse audiences, conducting necessary research, and producing finished work that meets good editorial standards.
7. Students will integrate the above knowledge and skills to attain a level of literate competency sufficient for productive employment. Such competency includes thorough citation of sources, informed participation in discussion, ethical persuasive practices, responsible collaboration, tolerance for linguistic differences, and accurate representation of texts.

1. Integrate and apply knowledge from multiple disciplinary perspectives to evaluate the causes, consequences, and potential solutions to environmental challenges.
2. Critically evaluate the environmental, historical, and social context of environmental changes from the local to global scale.
3. Identify and analyze research at the cutting-edge of science, technology, social science, and humanities to generate solutions to contemporary environmental challenges.
4. Effectively communicate complex issues and ideas to diverse audiences and successfully work in groups.

1. Develop and apply critical reading and thinking both within and across disciplines.
2. Demonstrate an understanding of the relationship between disciplinary and interdisciplinary knowledge and the value of interdisciplinary inquiry.
3. Develop an awareness of a wide range of perspectives, people, and cultures in pursuit of becoming an informed and responsible global citizen.
4. Clear and effective communication in oral, written, and other forms appropriate to a given context.
5. Development and clarification of life goals through various transformational and/or interdisciplinary experiences.
6. The use of basic information technology as a learning, research, and problem-solving aid.

1. Students will demonstrate foundational knowledge of geographic information systems, spatial thinking, and geospatial technologies.
2. Students will be able to apply mathematical, statistical, and spatial analytical techniques to geospatial data.
3. Students will be able to collect, compile, and manage geospatial datasets from a variety of sources, including field data, remote sensing products, and publicly available databases.
4. Students will be able to design and produce high-quality maps and visualizations that effectively communicate spatial information to a variety of audiences.
5. Students will be able to apply geospatial tools and methods to real-world problems, such as environmental monitoring, urban planning, natural hazard assessment, and resource management.

1. Context: Students gain a broad, comparative understanding of the human past. Graduates with a BA/BS from the Department of History:  
   1. Change and Continuity: Demonstrate both broad and deep knowledge of long-term historical developments.   
   2. Diversity: Understand how societies have constructed and experienced history across time, place, and person.   
   3. Explanation: Explain distinctions between different historical periods, places, actors, events, and forces by using disciplinary categories of analysis and academic language. 
2. Critical Thinking: Students learn to think critically about the past and develop the curiosity needed to pursue in-depth knowledge of historical subjects. Graduates with a BA/BS from the Department of History:  
   1. Consciousness: Display an appreciation of causation, chronology, contingency, complexity, multiple perspectives, historical empathy, and contemporary relevance.   
   2. Curiosity: Develop the ability to ask historical questions in the language of the discipline.  
   3. Historical Scholarship: Read works of historical scholarship for argument, historiographical context, and perspective.   
   4. Historical Record: Use primary sources to address historical questions.   
3. Creativity: Students develop original and complex interpretations of the past. Graduates with a BA/BS from the Department of History:
   1. Research and Engaged Learning: Use libraries, archives, museums, databases, reference works, and other research resources to locate primary and secondary sources.
   2. Discovery: Design, research, and write original interpretations that are based on evidence from the historical record and situated within relevant scholarly literatures.
4. Communication: Students express historical interpretations both orally and in writing. Graduates with a BA/BS from the Department of History:
   1. Expression: Convey oral and written explanations of the past in clear and grammatically correct language.
   2. Convention: Write in the conventions of the discipline of history and conform to the profession’s current practices of citation and quotation.

1. Understand and apply the principles and laws of freedom of speech and press, as well as receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances.
2. Demonstrate an understanding of gender, race, ethnicity, sexual orientation, and other forms of diversity nationally and globally in relation to journalism and media.
3. Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness, and diversity.
4. Think critically, creatively, and independently.
5. Demonstrate an understanding of the history and role of institutions of journalism, understand concepts and apply theories in the use of information, conduct research and evaluate information using appropriate methods.
6. Work individually and collaboratively to create accurate and engaging content in forms and styles appropriate for the communication professions, audiences, and purposes they serve.
7. Apply tools and technologies appropriate for the communication professions in which they work and to understand the digital world.

1. Solve problems accurately to demonstrate knowledge of mathematical concepts.
2. Communicate mathematical ideas, written and verbally, in a clear and organized way.
3. Relate the interdependency of different areas of mathematics, as well as examine the connection between mathematics and other disciplines.
4. Use technology appropriately for the solution and analysis of real world problems.
5. Formulate and develop rigorous mathematical proofs.

1. Understand the basic characteristics of the atmosphere, its structure, and its dynamics and the role of the earth’s surface and oceans in forcing and regulating atmospheric processes.
2. Synthesize information from maps and other sources to identify current atmospheric processes, explain weather conditions, and hypothesize near-term expected conditions.
3. Analyze meteorological/climatological data by mathematical modeling, quantitative, mapping, remote sensing, and laboratory analyses.
4. Communicate an understanding of weather and climate through oral, graphic, and written means
5. Apply meteorological/climatological knowledge and methods to other earth and environmental sciences and to questions of societal significance.

1. Students will demonstrate knowledge of civic engagement, civil society, global interconnectedness, public service, and nonprofit/non-governmental organizations and their roles, challenges, and management techniques.
2. Students will demonstrate community leadership through direct experience with nonprofit/nongovernmental organizations in the form of internships, service learning, engaged learning, and/or other civic engagement.
3. Students will demonstrate the ability to define issues, think analytically, conduct research, synthesize information, and communicate clear arguments both orally and in writing.
4. Students will demonstrate preparedness for entry-level employment or additional education after graduation.

1. Graduates will be able to write a thesis-governed essay that is organized, clear, informed, and convincing that does the following:
   1. Presents ideas and analysis in a well-structured format
   2. Maintains clarity throughout
   3. Demonstrates comprehension of relevant literature
   4. Supports and defends the essay’s thesis
2. Graduates will be able to effectively apply concepts and principles of deductive logic in reasoning
   1. Identify arguments and represent their premises and conclusions in standard form
   2. Demonstrate knowledge of the concepts of validity, soundness, consistency, logical equivalence, logical truth, and logical contingency
   3. Discern forms of valid argument
   4. Symbolize the logical form of English sentences
   5. Construct truth tables to analyze statements and arguments
   6. Construct derivations to prove the validity of arguments
   7. Construct counterexamples to prove the invalidity of arguments
3. Graduates will be able to demonstrate knowledge of the significant contributions that philosophers have made to our understanding of:
   1. The ethical dimensions of human life and society
   2. The nature and limits of human knowledge, rationality, and discovery
   3. The nature of the world disclosed in scientific inquiry and in human experience

1. Knowledge of the basic principles of physics
2. Familiarity with the use and design of equipment to make physical measurements, and development of the skills and knowledge necessary to aggregate and analyze the data from such measurements.
3. Appropriate attitudes central to the practice of physics, including diligence, tenacity, and an appreciation for the scientific methodology used in posing and solving problems in physics.

1. Students will understand their rights and responsibilities as citizens in a democratic society.
2. Students will understand alternative perspectives of political values, institutions and American society and among nations of the world.
3. Students will be able to articulate the reasons for and defend their political positions.
4. Students will be able to understand and evaluate objections to their political positions.
5. Students think critically and analyze political events, the efficacy of governmental institutions and processes, and contemporary public policy problems.
6. Students will be demonstrating high levels of professional development and be prepared for successful careers in public, private, and non-profit service.

1. Students will demonstrate the ability to summarize and critically examine psychological theory and research.
2. Students will demonstrate the ability to conduct, critically interpret, and communicate statistical analyses related to psychological research.
3. Students will demonstrate the ability to write effectively about psychological theory and research.
4. Students will demonstrate a broad knowledge of the major concepts, theoretical perspectives, and empirical findings within the field of psychology.

1. Use and combine appropriate quantitative and qualitative reasoning skills to evaluate public service programs.
2. Demonstrate professional ethical practices.
3. Apply management strategies to foster engagement of stakeholders in service provision.
4. Apply sound public service management principles to improve community services.

1. Students will be able to apply sociological knowledge to understand their own experiences as well as contemporary social issues.
2. Students will demonstrate the ability to understand and apply multiple sociological theories.
3. Students will be competent in choosing and applying an appropriate research methodology to a research question.
   1. Be able to understand key concepts of quantitative methodologies.
   2. Be able to choose and explain the choice of a specific quantitative method.
   3. Be able to understand key concepts of qualitative methodologies.
   4. Be able to choose and explain the choice of a specific qualitative method.
4. Students will be able to write a research paper that effectively communicates a sociological perspective.
5. Students will demonstrate career preparedness.

1. Formulation of statistical problems: Students should be able to formulate real-world applications within the proper statistical framework. This includes designing studies and experiments that will provide the proper type of evidence to prove or disprove a hypothesis, along with the proper theoretical statistical framework for providing reliable and logical conclusions based on the observed data from the experiment.
2. Essential skills for statistical analysis: Students should be able to use data obtained from real world experiments to obtain the proper calculations and conclusions based on sound statistical practice and theory.
3. Knowledge of data analysis: Students breadth of knowledge of statistical methodology should be broad enough so that they will be able to address a wide variety of statistical problems often encountered in real-world applications.
4. Effective oral and written communication skills: Students should be able to effectively communicate their results to those within the field of statistics, as well as to those who may only have very basic statistical training. Students should be able to effectively address how experiments are designed as well as how the results of a statistical analysis should be interpreted. In particular, students should be able to communicate what types of logical conclusions are permissible based on a statistical analysis.
5. Working knowledge of popular statistical software: Students should be proficient in the most common types of statistical software used in industry and academics.

1. Students will create and support arguments or interpretations by analyzing data/evidence.
2. Students will define how systems of power and dominance subvert, oppress, and marginalize.
3. Students will analyze feminist and/or queer histories and social movements.
4. Students will apply intersectional frameworks to analyze the social world.
5. Students will use feminist and queer epistemologies, methodologies, and theories in developing their own research.
6. Students will examine their own situated knowledge/experience through self-reflexivity.

1. Oral Communication: Demonstrate oral proficiency in a variety of speaking situations at the Intermediate High (IH) level or above as defined by the ACTFL guidelines.
2. Reading Proficiency: Demonstrate competency in understanding a wide range of written materials at the IH level or above (e.g. reading for comprehension, critical thinking, textual analysis and developing a compelling argument).
3. Written Communication: Be able to write a thesis-governed essay that is organized, clear, informed and convincing, and demonstrates writing proficiency in the target language at the IH level or above.
4. Knowledge: Demonstrate knowledge and effectively apply concepts of significant theories and studies related to the target language that have contributed to our understanding of French/German/Spanish linguistics, translation practices and/or cultural norms and key literary movements.

1. Communicate a high level of competency in biological anthropology, linguistic anthropology, cultural anthropology and archaeology that is sufficient to a) support employment in anthropology or in settings where that competency is a useful ancillary asset and/or b) enter an advanced degree program.
   1. Biological Anthropology: Apply knowledge of evolutionary theory and evolutionary history to explain: a) the process of natural selection and the factors shaping the physical body, brains, and behavior of humans and non-human primates and b) the ecology of human and non-human primates.
   2. Linguistic Anthropology: Apply knowledge of anthropological and linguistic theory and research to explain: a) how language reflects human relationships, shapes interactions, and relates to cognition and b) how linguistic diversity shapes human relationships and interactions.
   3. Cultural Anthropology: Apply knowledge of anthropological theory and research to explain: a) how cultural diversity shapes human relationships and interactions and b) the implications of bio-cultural diversity for contemporary society.
   4. Archaeology: Apply knowledge of archaeological theory and research to explain: a) how past cultural, linguistic, and biological diversity has shaped human societies and b) the implications of the past and the practice of archaeology for contemporary society.
2. Demonstrate an understanding of the causes and consequences of social injustices and inequities in our contemporary world and of how anthropology can be useful in understanding, critiquing, and addressing these injustices.
3. (For Thesis-Track Students, only) Identify an original research question, conduct relevant background research, and devise and carry out a research approach appropriate to answering that question.
4. Critically evaluate literature and effectively communicate to others orally and in writing, incorporating anthropological concepts, theories and research.

1. Fundamental understanding of the principles, major research findings and current unresolved problems in their area of emphasis
2. Effective scientific communication skills
3. Effective laboratory and field research skills
4. Proficiency in critical thinking
5. Appropriate use of the scientific method
6. Technical writing proficiency

1. Fundamental understanding of the principles, major research findings and current unresolved problems in their area of emphasis
2. Effective scientific communication skills
3. Effective laboratory and field research skills
4. Proficiency in critical thinking
5. Appropriate use of the scientific method
6. Technical writing proficiency
7. Original scholarship and the ability to conduct independent research

1. Demonstrate proficiency in chemical sciences and conduct research that culminates in a thesis. In particular:
   1. All students will demonstrate knowledge proficiency at the 50th percentile composite norm level in general chemistry.
   2. All students will clearly articulate and assemble evidence pertaining to questions or challenges in their primary field of study using appropriate inquiry-based methodologies and practices.
   3. All students will demonstrate an accurate understanding of their research, have a broad understanding of their primary field of study, and will evaluate or synthesize information related to questions or challenges.
2. Effectively engage undergraduate students as Teaching Assistants and consistently practice laboratory safety. In particular:
   1. All students will demonstrate comprehensive knowledge of the NIU Chemical Hygiene Plan, participate in lab safety training, and consistently practice and promote all safety policies in their assigned teaching and research laboratories.
   2. 90% of students will apply sound pedagogical practices as laboratory or recitation instructors and will be considered effective instructors by at least 70% of their assigned undergraduate students.
3. Communicate published research using clear and effective language. In particular:
   1. All students will be able to give a seminar in the primary field of study that organizes, accurately presents, and explains the significance of the published works of others.
4. Demonstrate professional conduct and ethics:
   1. All students will know and apply the principles of ethical and professional conduct.

1. Effectively engage undergraduate students as Teaching Assistants and consistently practice laboratory safety. In particular:
   1. All students will demonstrate comprehensive knowledge of the NIU Chemical Laboratory Safety and good laboratory practices, participate in lab safety training, and consistently practice and promote all safety policies in their assigned teaching and research laboratories. (Same as M.S. candidate)
   2. 90% of students will apply sound pedagogical practices as laboratory or recitation instructors and will be considered effective instructors by at least 70% of their assigned undergraduate students. (Same as M.S. candidate)
   3. All Ph.D. students will be able to implement an effective safety plan for the academic, industrial, or government research laboratory and exhibit behaviors that identify and instill a safety culture.
2. Communicate published research using clear and effective language. In particular: a. All students will be able to give a seminar in the primary field of study that organizes, accurately presents, and explains the significance of the published works of others. (Same as M.S. candidate)
3. Demonstrate advanced proficiency within the field of study and conduct research that culminates in a dissertation. In particular:
   1. All Ph.D. students will demonstrate knowledge proficiency at the 60th percentile composite norm level in general chemistry.
   2. All Ph.D. students will demonstrate an advanced understanding of the primary field of study.
   3. All Ph.D. students will articulate a research problem, discuss its potential and limits with respect to theory, knowledge, or practice within a field of study, and formulate hypotheses, concepts, experimental designs, and/or techniques beyond the current boundaries of knowledge within the field of study.
   4. All Ph.D. students will communicate complex ideas in a clear and understandable manner.
   5. All Ph.D. students will conduct research that makes a substantive contribution to society and advances the field of study (e.g. grant writing, poster/oral presentations at local/regional/national meetings, manuscript writing/publication).
4. Demonstrate breadth of learning experiences. In particular:
   1. All Ph.D. students will engage in collaborative/interdisciplinary research experiences and/or provide evidence of broad professional development through diverse activities (workshops, professional networking (e.g. LinkedIn), professional committees, symposia, seminars, internships, RCR training).
   2. All Ph.D. students will effectively mentor undergraduate research students.
5. Demonstrate professional conduct and ethics. In particular: a. All Ph.D. students will practice, encourage and promote ethical, professional, and responsible research conduct.

1. Articulate and defend a preferred communication theoretical orientation.
2. Articulate and defend a preferred methodological orientation.
3. Develop a claim about a communication phenomenon that is supported by evidence.
4. Conduct inquiry into a significant communication, phenomenon, or event.

1. Demonstrate the ability to evaluate and analyze a complex business problem and decide whether or not it is amenable to a computer solution.
2. Demonstrate the ability to design, implement, and integrate a family of computer programs that are correct, substantial, easy-to-use, efficient, and easily understood by other programmers.
3. Demonstrate the ability to design, implement, and integrate a family of computer programs that are correct, substantial, easy-to-use, efficient, and easily understood by other programmers.
4. Demonstrate the ability to test software systems for correct output.

1. Establish proficiency in developing research level computer models and tools.
2. Evaluate fundamental and recent scientific work in a major field of specialization as well as other advanced topics.
3. Create scientific knowledge that advances their field of specialization.
4. Disseminate their scientific knowledge to the scientific community (e.g. through presentations and manuscripts) as well as lay-audiences.
5. Analyze scholarly work in computer science and provide critical feedback to revise it, within both intra- and inter-professional teams.

1. Understand fundamentals and state of the art of today’s cyber technology, privacy needs of today’s institutions, and advanced issues of various threats faced by today’s cyber infrastructure.
2. Acquire knowledge on information technology, software systems, and network systems, which serve as the basis for the development of many emerging techniques for the development of cybersecurity models and non-cryptographic methods for protecting security and privacy.
3. Study commonly used cybersecurity tools and acquire hands-on experience through directed exercises and experiments, especially for risk and vulnerability assessment, 3 penetration testing of the cyber infrastructure, and the evaluation and delivery of cybersecurity solutions in a timely and cost-effective manner.
4. Understand the role, strategies, scope, and limitations of cybersecurity administration in both systems and networks.
5. Explore the evolution of cybersecurity in the future and new systems such as Quantum networks, 5G and beyond networks, Smart city, IoT, etc.
6. Integrate relevant research findings into cybersecurity practice through cybersecurity capstone research projects and thesis.

1. Demonstrate oral and written communication skills to present work in their disciplinary field
   1. Taking complex scientific topics and crafting them into informative, accessible and compelling content for specific audiences (scientific peers, policy-makers, the public and/or other potential stakeholders) to bridge the knowledge gap between researchers and other diverse groups.
2. Analyze and evaluate the literature relevant to their area of study
3. Develop research objectives and/or hypotheses through the use of logic and critical thinking
4. Collect, summarize and interpret research data. Students must be able to:
   1. Assess data quality, recognize sources of data error and bias.
   2. Demonstrate basic proficiency with computer programs used to organize, manipulate, analyze and present data.
5. Apply research theories, methodologies and disciplinary knowledge to address fundamental questions in their primary area of study
6. Societal Significance of Geoscience. Students will be able to:
   1. Recognize, describe and explain short- and long-term environmental issues and risks faced by humans and induced by human activities.
   2. Explain the ways that geoscience contributes to society, including natural hazard assessment, water and mineral resource management, energy resource exploration and utilization, waste management, environmental protection, environmental and climate change, and education.

1. Demonstrate oral and written communication skills to present work in their disciplinary field
   1. Taking complex scientific topics and crafting them into informative, accessible and compelling content for specific audiences (scientific peers, policy-makers, the public and/or other potential stakeholders) to bridge the knowledge gap between researchers and other diverse groups.
2. Analyze and evaluate the literature relevant to their area of study
3. Develop research objectives and/or hypotheses through the use of logic and critical thinking
4. Collect, summarize and interpret research data. Students must be able to:
   1. Assess data quality, recognize sources of data error and bias.
   2. Demonstrate basic proficiency with computer programs used to organize, manipulate, analyze and present data.
5. Apply research theories, methodologies and disciplinary knowledge to address fundamental questions in their primary area of study
6. Societal Significance of Geoscience. Students will be able to:
   1. Recognize, describe and explain short- and long-term environmental issues and risks faced by humans and induced by human activities.
   2. Explain the ways that geoscience contributes to society, including natural hazard assessment, water and mineral resource management, energy resource exploration and utilization, waste management, environmental protection, environmental and climate change, and education.

1. Students will demonstrate the ability to use basic economic theory to analyze the impact of choices and/or policies on individuals, firms, or other institutions.
2. Students will demonstrate the ability to use basic econometric techniques to empirically analyze the impact of choices and/or policies on individuals, firms, or other institutions.
3. Students will demonstrate the ability to perform basic research, writing, and data analysis to address the impact of choices and/or policies on individuals, firms, or other institutions.

1. Students will demonstrate the ability to use advanced economic theory to analyze the impact of choices and/or policies on individuals, firms, or other institutions.
2. Students will demonstrate the ability to use advanced econometric techniques to empirically analyze the impact of choices and/or policies on individuals, firms, or other institutions.
3. Students will demonstrate the ability to perform advanced, original research, quality writing, and data analysis skills to address the impact of choices and/or policies on individuals, firms, or other institutions.
4. Students will demonstrate the ability to provide a clear and concise presentation of their research and professionally respond to questions related to their research and methodologies.

1. In all areas of English study, students will be able to employ the basic research tools and the standard reference and resource materials, both print and electronic. 
2. The English M.A. has five possible areas of concentration or subplans. Each of these areas has a distinctive body of content knowledge and particular methodologies that students are called upon to master, with distinctive learning outcomes as follows:
   1. Literature, Film, and Culture: Students will a) demonstrate knowledge of the history and critical contexts for literature, film, and other media in English, including diverse literatures (e.g., literature by women, ethnic American literature, LGBTQ+ literature, world literature, and postcolonial literature). Such knowledge includes attention to wider cultural and social contexts and to formal issues in texts; b) produce effective detailed written analyses of a variety of authors works, and genres, using literary, film, or media theory as appropriate. Such ability includes formulating topics, thinking critically about topics, analyzing and attending to diverse audiences, conducting necessary research, and producing finished work that meets good editorial standards.
   2. English Education: Students will a) demonstrate content knowledge within the field of English, broadly defined; b) demonstrate pedagogical content knowledge and skill in the teaching of English language arts; c) demonstrate experience in and knowledge of contemporary best practices; and d) demonstrate a commitment to lifelong learning and reflective practice.
   3. English Linguistics: Students will demonstrate advanced knowledge of the principles of linguistics, including an understanding of the diverse social and cultural contexts of language.
   4. Literature and Rhetoric/Writing: Students will a) demonstrate knowledge of the history and critical contexts for literature and other media in English, including diverse literatures (e.g., literature by women, ethnic American literature, LGBTQ+ literature, world literature, and postcolonial literature). Such knowledge includes attention to wider cultural and social contexts and to formal issues in texts; b) demonstrate knowledge of rhetorical theory and practice; apply composition theory to pedagogical practices; articulate the effects of identity, culture, and class on writing; and explain how multiple means of persuasion (including digital forms) affect writing.
   5. Rhetoric and Writing: Students will a) demonstrate knowledge of rhetorical theory and practice, b) apply composition theory to pedagogical practices, c) articulate the effects of identity, culture, and class on writing, and d) explain how multiple means of persuasion (including digital forms) affect writing.
3. General Studies in English M.A.: Students will a) demonstrate general content knowledge of literary history and analysis, writing and rhetoric, and linguistics; b) demonstrate a commitment to lifelong learning and reflective practice.
4. Students will integrate the above knowledge and skills to attain an advanced level of literate proficiency sufficient for productive employment. Such proficiency includes thorough citation of sources, informed participation in discussion, ethical persuasive practices, responsible collaboration, tolerance for linguistic differences, and accurate representation of texts.

1. Students will recognize the significance of individual works, writers, genres, and formal issues within contexts including literature, film, digital texts, rhetoric, and other media in English.
2. Students will have knowledge of diverse literatures (e.g., literature by women, ethnic American literature, LGBTQ+ literature, world literature, and postcolonial literature) and rhetorical approaches, and general appreciation for their historical, cultural, and social contexts.
3. Students will identify literary theory and critical methodology and produce literary interpretation informed by that theory and methodology.
4. Students will demonstrate knowledge of the principles of linguistics, including an understanding of the diverse social and cultural contexts of language.
5. Students will identify linguistic and rhetorical theories and methodologies and produce linguistic and rhetorical analyses.
6. Students will employ research tools and reference and resource materials; they will demonstrate the use of methods of advanced research and produce effective oral and written scholarship as well as literary, linguistic, rhetorical, or pedagogical analyses.
7. Students will assess research problems within their primary field of study and propose, design, and produce research and writing that addresses one of these problems, making a substantial contribution to knowledge in the form of a dissertation.
8. Students will produce a sustained program of research appropriate for presentations at professional conferences and/or publications in scholarly journals and other venues.

1. Demonstrate command of a primary field and the historiography related to it
2. Read historical works with comprehension and evaluate historical arguments critically
3. Locate and evaluate historical sources
4. Communicate effectively
5. Produce an article-length research paper with unity of thought and logical arrangement of ideas.

1. Demonstrate mastery of a primary field sufficiently to teach it at the graduate level and two secondary fields sufficiently to teach them at the undergraduate level
2. Demonstrate analytical and critical abilities beyond the competency expected of master's students
3. Plan and organize a college-level course related to a chosen field and present effective lectures and conduct effective discussions
4. Be able to do synthetic, creative scholarship, in particular to carry out scholarly research in primary sources sufficient to produce an original, well-written, book-length manuscript or a series of original articles of significance to the historical profession

1. Students will create and support arguments or interpretations by analyzing data/evidence.
2. Students will use feminist and queer epistemologies, methodologies, and theories.
3. Students will examine their own situated knowledge/experience through self-reflexivity.

1. Graduates of the program will demonstrate knowledge of the appropriate subject area.
2. Graduates of the program will demonstrate a capacity for abstract reasoning.
3. Graduates of the program will demonstrate an appreciation of the discipline.
4. Graduates of the program will demonstrate a preparedness for doctoral work or for careers that require mathematical knowledge.

1. Graduates will be able to demonstrate a breadth of knowledge of mathematics in general.
2. Graduates will demonstrate advanced and current knowledge of the subfield containing their specialty.
3. Graduates will demonstrate a deep understanding of their specialty.
4. Graduates will have developed an advanced capacity for abstract reasoning.
5. Graduates will be prepared to conduct independent research.
6. Graduates will demonstrate an appreciation for, and an understanding of, areas of mathematics outside of the traditional university setting.

1. Proficiency in formal logic by:  
   1. Identifying the metalogical relationships among the concepts of validity, consistency, logical truth, and logical equivalence
   2. Accurately performing truth-functional computations to identify logical properties of formulas in propositional logic
   3. Symbolizing the logical form of English sentences expressing truth-functional compounds, monadic quantification, polyadic quantification with and without identity, and numerical quantity
   4. Constructing derivations (by natural deduction) to prove validity in propositional logic, logical truth in propositional logic, validity in first-order predicate logic, and validity in first-order predicate logic with identity 
   5. Constructing truth trees to identify the logical properties of formulas and sets of formulas in propositional logic, first-order predicate logic, and first-order predicate logic with identity
   6. Constructing interpretations to identify logical properties of formulas and sets of formulas in first-order predicate logic and first-order predicate logic with identity 
2. Proficiency in philosophical writing by composing essays that: 
   1. Provide strong and cogent arguments in support of philosophical theses
   2. Critically engage opposing views and arguments
   3. Display independent or creative thought
3. Knowledge of metaphysics and epistemology by writing essays that: 
   1. Demonstrate knowledge of an appropriate body of relevant literature in metaphysics and epistemology
   2. Provide clear, accurate, and thorough explanations of the philosophical views discussed 
4. Knowledge of ethics and social/political philosophy by writing essays that:  
   1. Demonstrate knowledge of an appropriate body of relevant literature in ethics and social/political philosophy
   2. Provide clear, accurate, and thorough explanations of the philosophical views discussed 
5. Knowledge of the related areas of philosophy of science, philosophy of language, and philosophy of mind by writing essays that:  
   1. Demonstrate knowledge of an appropriate body of relevant literature in the philosophies of science, language, and mind
   2. Provide clear, accurate, and thorough explanations of the philosophical views discussed
6. In-depth knowledge of one major area of contemporary philosophy by writing comprehensive examination essays on a diverse range of topics in the area that:
   1. Demonstrate understanding of the central philosophical issues in the area and their significance
   2. Demonstrate mastery of the important philosophical views and arguments concerning these issues and how they relate to one another
   3. Identify proponents (authors and their works) of these views and arguments

1. Knowledge of the basic principles of physics beyond that associated with baccalaureate study of physics.
2. Ability to use complex experimental or theoretical techniques to pose and solve problems related to those basic principles.
3. Tenacity, diligence, and use of specific methodology for the practice of physics

1. Advanced knowledge of physics principles beyond that associated with a master’s degree.
2. Familiarity with the use of complex experimental or theoretical techniques to pose and solve problems related to those principles.
3. Graduates will have conducted independent research at the forefront of a chosen subfield of physics.

1. Students will demonstrate advanced theoretical and empirical knowledge of political processes, institutions, and policymaking via both oral and written forms of communication.
2. Students will demonstrate the ability to organize and conduct research in a manner consistent with professional norms.
3. Terminal Master’s students will demonstrate competence in research – both orally and in written form – suitable for a variety of different professions e.g. teaching, business, government, and non-profit organizations.
4. Students for whom the Master’s degree is an interim step towards the PhD will demonstrate theoretical and substantive knowledge in their primary subfield in Political Science (e.g. International Relations, American Government etc).
5. Students for whom the Master’s degree is an interim step towards the PhD will demonstrate research competence. Such skills will include:
   1. Research skills such as the ability to summarize literature and identify original research questions.
   2. Proficiency in research methods and research design.
   3. The ability to effectively communicate original research in both written and oral forms.
   4. The ability to summarize, analyze, and critique information from differing perspectives.  
   5. The ability to work independently.

1. Students will demonstrate competency in research methodology necessary for conducting original scholarship in the field of Political Science.
2. Students will demonstrate the ability to competently write in a manner consistent with professional norms in the discipline.
3. Students will demonstrate both substantive and theoretical knowledge in at least one subfield of Political Science.
4. Students will demonstrate teaching effectiveness sufficient for employment at institutions of higher education.
5. Students will demonstrate the ability to submit/present their research in a professional forum. 
6. Students will complete a doctoral thesis that:
   1. Demonstrates the ability to conduct original scholarships and make a meaningful contribution to the field of Political Science.
   2. Demonstrates their preparedness for employment in either the public or private sectors.

1. Students will develop an understanding of the basic methodology and content foundations of the field of psychology.
2. For students in the thesis program, completion of a research project that makes a contribution to the field of psychology.
3. For those students in applied areas of psychology, the development of applied skills associated with professional practice in their area of specialty.
4. For students planning to pursue the Ph.D. degree, the development of methodological and content expertise necessary to complete Ph.D. level training.
5. For students terminating at the M.A. level, successful entry into applied, academic, business or government, and health-related professional settings.
6. Matriculation and successful degree completion of students from protected-class groups.

1. Doctoral students will develop the competencies in research methodology necessary for the completion of original scholarship in the field of psychology.
2. Doctoral students will have a comprehensive knowledge of their specialty area in psychology.
3. For those students in applied areas of psychology (i.e., clinical and school), the development of applied skills associated with professional practice in their area of specialty.
4. All students complete a research project that demonstrates the ability to conduct original scholarship and makes a substantial contribution to the field of psychology.
5. Demonstration of teaching effectiveness.
6. Successful entry into applied, academic, business, government, and health related professional settings.
7. Matriculation and successful degree completion of students from protected-class groups.

1. Effectively work with diverse internal and external stakeholders.
2. Motivate peers and employees to enhance organizational capacity.
3. Integrate current and preferred management practices of budgeting, human resources, information technology, statistical analysis, and performance measurement to improve organizations.
4. Use strategic management to facilitate goal identification and execution.
5. Apply decision-making theories to frame and solve public service problems.
6. Effectively participate in the public policy process in a role appropriate to a professional public manager.
7. Conduct environmental scans and identify the windows of opportunity to influence decisions.
8. Evaluate public service issues in terms of effectiveness, efficiency, equity and economy.
9. Incorporate professional codes of ethics in public service decision-making to enhance integrity of public services.
10. Communicate effectively both orally (public speaking) and in writing (analytical and persuasive) for a public service organization and in the public policy process.
11. Understand and listen critically to diverse perspectives to address public service issues.
12. Identify strategies for improving democratic accountability in governance, including improved transparency and civic participation.
13. Develop or adapt policies, programs, goods or services to accommodate changing social demographics for the population they serve.

1. Students will acquire knowledge of social and emotional, biological, cognitive/ instructional, and developmental aspects of human behavior
2. Students will acquire an understanding of the evolution of and key issues in the practice of school psychology.
3. Students will learn to practice as socially competent professionals who are effective communicators, collaborators, and life-long learners.
4. Students will take an ecological, evidence-based, problem-solving approach in their assessment of systems and individuals.
5. Students will take an evidence-based, problem-solving approach in their prevention and intervention practices with systems and individuals.
6. Students will acquire advanced understanding and skill in the process of scientific inquiry in research and practice.
7. Students will contribute work to the scientific community through publications and presentations.

1. Students will demonstrate a deep and enriched understanding of key sociological theories and their implications for advanced research initiatives. These theoretical orientations will include classical and contemporary social theories as well as the dominant conceptual frameworks within the student’s programmatic emphasis.
2. Graduates of the program will demonstrate advanced abilities in quantitative and qualitative research methodologies, including various computer-based technological tools of sociological inquiry.
3. Students will be able to write a thesis, demonstrating the scholarly ability to design, investigate, analyze, and draw conclusions related to the in-depth study of a topical area of interest OR students will complete an internship capstone, obtaining workplace experience and demonstrating the ability to apply sociological theory and methods to their experience as demonstrated in a capstone paper.
4. Those students who terminate at the M.A. level will demonstrate the education and practical skills necessary for successful careers beyond those available with a baccalaureate degree in community agencies, government, private employment, and not-for-profit organizations. Students that pursue a PhD or professional degree will demonstrate the knowledge in critical thinking, theory and methods required to gain entrance and succeed in those programs.

1. Formulation of statistical problems: Students should be able to formulate real-world applications within the proper statistical framework. This includes designing studies and experiments that will provide the proper type of evidence to prove or disprove a hypothesis, along with the proper theoretical statistical framework for providing reliable and logical conclusions based on the observed data from the experiment.
2. Essential skills for statistical analysis: Students should be able to use data obtained from real world experiments to obtain the proper calculations and conclusions based on sound statistical practice and theory.
3. Knowledge of data analysis: Students breadth of knowledge of statistical methodology should be broad enough so that they will be able to address a wide variety of statistical problems often encountered in real-world applications.
4. Effective oral and written communication skills: Students should be able to effectively communicate their results to those within the field of statistics, as well as to those who may only have very basic statistical training. Students should be able to effectively address how experiments are designed as well as how the results of a statistical analysis should be interpreted. Students should be able to communicate what types of logical conclusions are permissible based on a statistical analysis.
5. Working knowledge of popular statistical software: Students should be proficient in the most common types of statistical software used in industry and academics.

1. Scholarship: Drawing upon their knowledge of research methods, acquired mastery of content, and ability to analyze and synthesize information from a variety of sources, students demonstrate the ability to conduct original research within their individual discipline.
2. Writing proficiency: Students demonstrate the ability to articulate independent ideas in standard written language at the Advanced High (AH) level or above.
3. Reading comprehension: Students demonstrate the ability to understand a wide range of written materials at the Advanced High (AH) level or above, i.e., reading for comprehension, critical thinking, textual analysis and developing a compelling argument.
4. Oral proficiency: Students demonstrate the ability to communicate effectively in a variety of speaking situations at the Advanced High (AH) level or above. Students will be able to express themselves in a grammatically correct and phonetically understandable fashion at the required level.
5. Cultural knowledge: Students demonstrate an understanding of the target culture(s) associated with the language studied. This will include knowledge of cultural norms and differences, historical, social, economic, political, artistic expression or other aspects of culture.

1. Scholarship: Drawing upon their knowledge of research methods, acquired mastery of content, and ability to analyze and synthesize information from a variety of sources, students demonstrate the ability to conduct original research within their individual discipline.
2. Writing proficiency: Students demonstrate the ability to articulate independent ideas in standard written language at the Advanced High (AH) level or above
3. Reading comprehension: Students demonstrate the ability to understand a wide range of written materials at the Advanced High (AH) level or above, i.e., reading for comprehension, critical thinking, textual analysis and developing a compelling argument.
4. Oral proficiency: Students demonstrate the ability to communicate effectively in variety of speaking situations at the Advanced High (AH) level and above. Students will be able to express themselves in a grammatically correct and phonetically understandable fashion at the required level
5. Cultural knowledge: Students demonstrate an understanding of the target culture(s) associated with the language studied. This will include knowledge of cultural norms and differences, historical, social, economic, political, artistic expression or other aspects of culture.

1. Demonstrate a basic knowledge of art history.
2. Possess a basic understanding of the unique contributions of art to human cultures.
3. Demonstrate basic art making proficiency in at least one art or design specialization using contemporary and/or traditional technologies.
4. Understand the ethical and cultural values inherent in personal artwork and be able to justify personal artistic choices exercised in its production.
5. Use research to contextualize personal artistic production in relation to other artists and cultures working with similar ideas.

1. Creativity and Skill in Art Practice: The student will demonstrate a high level of competence in a range of arts media with excellence in at least one media.
2. Pedagogical Knowledge: The student will reveal a broad and deep knowledge of children’s artistic development (Pk-12 students’ graphic, physical, intellectual, social, and psychological development) and a high level of proficiency in designing and implementing imaginative and effective learning experiences for Pk-12 students using contemporary art educational practices. 
3. Communication: The student will apply highly effective written, verbal, nonverbal, and visual communication skills, including the effective selection of appropriate modes of communication to foster Pk-12 student learning, and demonstrate advanced ability to analyze and interpret visual culture.
4. Community and Collaboration: The student will collaborate with peers and other members of the professional community in a highly effective manner and serve diverse students and communities in a variety of educational settings.
5. Professionalism and Disposition: The student will exhibit a high level of socially responsible behaviors and responsibility for their own learning.
6. Scholarship: The student will demonstrate depth and breadth in their knowledge of art education research, history, and philosophy, as well as the ability to use research skills to advance student learning.

1. Identify key points of an image, object or built space and effectively explain its importance in the context of art-historical and visual studies.
2. Identify and discuss relationships between artistic expression and their cultural purposes within globally diverse historical and contemporary contexts.
3. Demonstrate the ability to evaluate how methods of exploring artistic expression, material creation, and their cultural purposes and historical contexts shape interpretation and meaning.
4. Demonstrate an ability to specify an original research question grounded in art-history and visual studies, conduct research using appropriate resources, and synthesize the findings of this research to address this question.
5. Apply appropriate terms and concepts used in art history and visual studies. and demonstrate ability to communicate coherently and with expository purpose.

1. Demonstrate the ability to formulate, explain, and defend a research agenda through substantive artworks.  
2. Create artworks that demonstrate competence in at least one art and/or design specialization using contemporary and/or traditional technologies.
3. Create convincing visual statements demonstrating insight into the relationship between concepts and visual form.
4. Create artworks that demonstrate a working knowledge of contextually relevant issues, including history, contemporary issues, career opportunities, business practice, the unique contributions of art to human cultures, and artists and cultures working with similar ideas.

1. Student performs advanced level artistry in multiple dance genres.
2. Student communicates a deep understanding of dance performance, and critical engagement with professional dance art making.
3. Student regularly performs well in collaboration with others, with generous acceptance and sharing of artistry, and professional accountability for one’s own contributions.
4. Student demonstrates confidence in dance training and performance, and through collaboration and networking.
5. Student markets oneself as a dance professional.
6. Student demonstrates general understanding of administrating and producing dance work, including demonstrating practical knowledge in technical theater (scenic, costume, properties, lighting).

1. Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
2. The ability to place music in historical, cultural, and stylistic contexts. 
3. The ability to form and defend value judgments about music, and to communicate musical ideas, concepts, and requirements to professionals and laypersons related to the practice of the major field.
4. Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation.

1. Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
2. The ability to place music in historical, cultural, and stylistic contexts.
3. The ability to form and defend value judgments about music, and to communicate musical ideas, concepts, and requirements to professionals and laypersons related to the practice of the major field.
4. Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation.

1. Master the fundamental principles of performance/design, including the industry’s current practices and terminology.
2. Maintain and improve skills pertinent to at least one area of theatre: performance, technology, design, stage management.
3. Exhibit audition and interview techniques to professional norms.
4. Develop a professional work ethic.
5. Demonstrate a working knowledge of the creative process.
6. Collaborate successfully.
7. Create a body of work of professional quality.
8. Document the work to standards acceptable to the industry.

1. From a text, visualize compelling stage action.
2. Recognize worthwhile questions in theatre and research them effectively.
3. Demonstrate proficiency in practical production skills.
4. Tell original and engaging stories through the art form of theatre.
5. Identify professional applications for theatrical skills.
6. Explain the historical, social, and political importance of a text.
7. Successfully complete a scholarly or creative capstone project.
8. Develop an informed theatrical sensibility guided by passion, experience, and taste.
9. Collaborate successfully.
10. Produce accurate and complete documentation to expected norms.

Common objectives:

1. Able to critically evaluate and appropriately apply methods for understanding the intersections of art production with other aspects of historical and social development.
2. Apply professional skills to production of original works in the respective field of study in preparation for career or further studies towards terminal degree (Ph.D. Art History; M.F.A. Studio).
3. Apply advanced research skills that include visual analysis, analytical thought, and informed judgment to the creation of original works in respective field of study.

Art studio strand objectives:

1. Advanced ability to employ materials and processes relevant to stated artistic intentions in at least one art or design specialization.
2. Informed understanding of the ethical and cultural values inherent in personal art work and be able to clearly justify personal artistic choices exercised in its production.
3. Able to explain personal artistic production in relation to other artists and cultures working with similar ideas.

Art history and visual studies research strand objectives: 

1. Build on undergraduate training to deepen knowledge of selected global visual cultures.
2. Build on undergraduate training to deepen knowledge of the cultural significance of major works of art history and the contemporary art world.
3. Use articulate, grammatically correct language and construct thorough investigations orally and in research papers, skills that will culminate in the M.A. thesis project.

1. Students will apply theory to create sophisticated solutions to stated creative concepts using relevant single or cross-disciplinary specializations viable in the contemporary creative marketplace.
2. Students will demonstrate advanced ability to think critically and develop visual content illustrating an insightful understanding of the relationship between concepts, materials, design, and visual qualities.

1. Creativity and Skill in Art Practice: The student will apply advanced techniques across a range of at least five arts media and achieve excellence in at least one medium. (only for licensure candidates).
2. Pedagogical Knowledge: The student will analyze and evaluate children's artistic development (Pk-12 students’ graphic, physical, intellectual, social, and psychological growth) and apply this understanding to design and implement innovative, developmentally appropriate learning experiences using contemporary art educational practices.
3. Communication: The student will apply highly effective written, verbal, nonverbal, and visual communication skills, including the effective selection of appropriate modes of communication to foster Pk-12 student learning, and demonstrate advanced ability to analyze and interpret visual culture.
4. Community and Collaboration: The student will collaborate with peers and other members of the professional community in a highly effective manner and serve diverse students and communities in a variety of educational settings.
5. Professionalism and Disposition: The student will exhibit a high level of socially responsible behaviors and responsibility for their own learning.
6. Scholarship: The student will critically analyze and synthesize art education research, history, and philosophy, and apply research skills to develop evidence-based strategies that enhance student learning.

1. Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
2. The ability to place music in historical, cultural, and stylistic contexts.
3. The ability to form and defend value judgments about music, and to communicate musical ideas, concepts, and requirements to professionals and laypersons related to the practice of the major field.
4. Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation.

1. Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
2. The ability to place music in historical, cultural, and stylistic contexts.
3. The ability to form and defend value judgments about music, and to communicate musical ideas, concepts, and requirements to professionals and laypersons related to the practice of the major field.
4. Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation.

1. Master the advanced principles of performance/design/technology, including the industry’s current practices and terminology.
2. Practice a professional work ethic.
3. Develop a personal creative process.
4. Collaborate successfully.
5. Perfect skills pertinent to at least one area of theatre: acting, technology, or design.
6. Create and add to a body of professional work.
7. Document the work to industry standards.
8. Exhibit audition and interview techniques to professional norms.

1. Scholarship: The student will demonstrate a comprehensive knowledge of scholarship in the field of art education, including leading edge research and theory.
2. Research Knowledge: The student will demonstrate competence in the use of research methods and processes as well as the ability to generate theory.
3. Pedagogical Knowledge: The student will reveal a broad and deep knowledge of the conditions and contexts of art learning and a high level of proficiency in developing, researching, and evaluating pedagogical experiences and practices related to art in K-12 and higher education.
4. Communication: The student will apply highly effective written, verbal, nonverbal, and visual communication skills; effective selection of appropriate modes of communication to promote learning, report research, and articulate theory.
5. Community and Collaboration: The student will collaborate with peers and other members of the professional community in a highly effective manner and make constructive contributions to the professional community.
6. Professionalism and Leadership: The student will exhibit integrity and leadership in serving the professional community, behave in a socially responsible manner, and take responsibility for their own learning.