Program Learning Goals

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: 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.

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.

 

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)).

 

Financial Planning and Wealth Management

NEW PROGRAM

 

French and Francophrone Studies (minor)

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.

 

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 & Breen Learning Center

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.

 

Innovation and Entrepreneurship 

NEW PROGRAM

 

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.

 

Italian Studies

Students will be able to

1. Communicate skillfully and effectively in Italian:
   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.

 

Law and Society (minor)

NEW PROGRAM

 

Leadership and Social Innovation

NEW PROGRAM

 

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 skills necessary to identify and solve problems in primary marketing content areas, such as the marketing environment, segmentation, targeting and positioning, the marketing mix, conscious marketing, etc.
2. The ability to identify, collect, and analyze market and consumer data in the big data era; apply data-driven decisions to develop effective marketing strategies.
3. The ability to effectively utilize digital platforms and tools to assess and enhance marketing strategies in both online and offline marketing environments.
4. The ability to incorporate ethics and social responsibility to navigate the complexities of marketing problems in the dynamic marketing environments of both for-profit firms and social enterprises.

 

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

2. 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).
3. 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

4. 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

5. 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

 

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 Officers Training Corps

Cadets will

1. Better understand the structure, processes and purposes of the Army.
2. Have the capability to perform as junior officers (2LT’s) in the U.S. Army, and take charge of a 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.
6. Establish and build professionalism based in Army values and ethic, character, and national service.
7. Understand the required attributes of character, presence and intellect, as well as the competencies of leads, develops and achieves in order to become an officer in the United States Army.

 

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.

 

Social Innovation Fellows Program

NEW PROGRAM

 

 

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 and Hispanic Studies

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 Leadership

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 Leadership 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.

Teaching Mathematics

 

Theology and Religious Studies

The student will

1. Critically analyze the religious dimensions of human experience as expressed in sacred texts, art, ritual practice, ethical commitments, philosophy/theology, and social structures. At the undergraduate level, the student explains a religious expression in its specific context, using pertinent, appropriately documented, primary and secondary sources to demonstrate critical engagement; student takes into account diverse contexts, alternative explanations, assumptions, and implications. 

2. Identify ways in which religious or ethical traditions and the critical study thereof provide resources for responding to injustice and living ethically. At the undergraduate level, the student uses pertinent, appropriately documented, primary and secondary sources to analyze an ethical question or injustice through critical engagement with diverse religious traditions or ethical theories, identifying strengths and critiques of these diverse approaches.

 

Theology and Religious Studies (graduate)

The student

1. Critically analyze the religious dimensions of human experience as expressed in sacred texts, art, ritual practice, ethical commitments, philosophy/theology, and social structures. At the graduate level, the student uses pertinent, appropriately documented, primary and secondary sources to demonstrate sophisticated critical engagement with a religious expression in its context and from an explicit, well-defined disciplinary perspective; takes into account diverse contexts, alternative explanations, assumptions, and implications, evaluating the strengths and weaknesses of those interpretations.

2. Identify ways in which religious or ethical traditions and the critical study thereof provide resources for responding to injustice and living ethically. At the undergraduate level, the student uses pertinent, appropriately documented, primary and secondary sources to adeptly and insightfully analyze an ethical question or injustice through critical engagement with diverse religious traditions or ethical theories; identifies strengths and critiques of these diverse approaches; and articulates own response, including an explanation of the assumptions behind, objections to, and implications of this position.