Academic Programs
An academic program is defined as a program of study with its own distinct set of intended student learning outcomes. At Belmont University each college determines the level at this those reporting units are defined, whether degree, major or even sometimes emphasis depending on the discipline.
The learning outcomes created by the academic programs of the university provide the backbone of academic assessment. These programs report on all outcomes over a three-year cycle. While the curricular process can be quite complex, the reporting cycle sticks to the basics:
- Learning outcomes measured by student performance
- Student performance considered by faculty, reflecting on potential improvements
- Curricular change documented in real time
Academic Program-Level Learning Outcomes
Education Undergraduate
Master of Education
Masters of Arts in Teaching
Strategic Leadership (PhD)
| Cross Disciplinary Critical Thinking | ||
| Students will apply a deep and flexible understanding of the content and integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help students apply knowledge in real world settings and connect it to local, state, national, and global issues. | ||
| Instructional Practice | ||
| Students will integrate assessment, planning, and instructional strategies in coordinated and engaging ways. | ||
| Learner and Learning | ||
| Students will recognize that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive. | ||
| Professional Responsibility | ||
| Students will engage in professional self-renewal, which means they regularly examine their own and each other's practice through self-reflection and collaboration, providing collegial support and feedback that assures a continuous cycle of self-improvement. | ||
| Diverse Learners | ||
| Students will design ethical, inclusive, and innovative practices that meet the needs of diverse learners. | ||
| Leadership through Communication | ||
| Students will demonstrate effective leadership through clear communication, collaboration, and facilitation of learning communities. | ||
| Research | ||
| Students will use research and data to inform decisions that improve learning and organizational outcomes. | ||
| Content | ||
| Content. Students will apply a deep and flexible understanding of the content and integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help students apply knowledge in real world settings and connect it to local, state, national, and global issues. | ||
| Instructional Practice | ||
| Students will integrate assessment, planning, and instructional strategies in coordinated and engaging ways. | ||
| Learner and Learning | ||
| Students will recognize that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive. | ||
| Professional Responsibility | ||
| Students will engage in professional self-renewal, which means they regularly examine their own and each other’s practice through self-reflection and collaboration, providing collegial support and feedback that assures a continuous cycle of self-improvement. | ||
| Educational Research | ||
| Students in the PhD program successfully design, conduct, and interpret research that addresses important issues in educational policy or practice. | ||
| Leaders and Scholars | ||
| Prepare students for success as senior leaders in educational organizations and as scholars in the field of educational leadership. | ||
| Leadership Foundation | ||
| Students in the program obtain a solid foundation in leadership theory and practice. They grow and fully develop their emotional intelligence and recognize their moral and ethical responsibilities as servant leaders. | ||
| Competency | ||
| Graduates should demonstrate competency in legal research. | ||
| Criminal Law Certificate | ||
| Graduates with a Criminal Law certificate should demonstrate competence in the knowledge and skills necessary to practice in this area. | ||
| Entertainment Certificate | ||
| Graduates with an Entertainment Law certificate should demonstrate competence in the knowledge and skills necessary to practice in this area. | ||
| Health Law Certificate | ||
| Graduates with a Health Law certificate should demonstrate competence in the knowledge and skills necessary to practice in this area. | ||
| Knowledge | ||
| Graduates should demonstrate knowledge of the substantive and procedural law and the skills necessary to prepare for and pass the bar exam in any United States jurisdiction. | ||
| Legal Oral Communication | ||
| Graduates should demonstrate practice-readiness in legal oral communication. | ||
| Legal Writing | ||
| Graduates should demonstrate practice-readiness in legal written communication. | ||
| Logical Reasoning | ||
| Graduates should demonstrate competency in legal reasoning, which includes legal analysis and legal problem-solving. | ||
| Professionalism | ||
| Graduates should demonstrate knowledge of the rules of professional conduct and the professionalism necessary to practice law. | ||
Asian Studies
Communication Studies
Corporate Communication
English - Masters
English - Undergrad
History
Philosophy
Political Science
Public Advocacy
Public Relations
Sociology
Theology and Christian Ministry
World Languages and Cultures
| Critical Reflections | ||
| Students will express their knowledge of Asian affairs to support their own critical reflections on current issues. | ||
| Interdisciplinary | ||
| Students will learn how to study a region in an interdisciplinary manner, making use of the methodologies and perspectives of multiple fields. | ||
| Knowledge | ||
| Students will gain increased knowledge about Asia in general and familiarity with the history, cultures, and languages of that area. | ||
| Next Step Preparation | ||
| Students will be prepared for careers and/or further study of Asia in fields such as international business, journalism, politics, the media professions, economics, history, modern languages, literature, law, philosophy, politics, religion, and sociology. | ||
| Critical Analysis | ||
| Students will score 4 or higher on a 6 point rubric that assesses their critical analysis of a rhetorical text. | ||
| Interpersonal Effectiveness | ||
| Students will demonstrate interpersonal effectiveness in a professional context. | ||
| Public Speaking | ||
| Students will demonstrate effective public speaking. | ||
| Writing | ||
| Students will score 4 or higher on a 6 point rubric that assesses their written communication. | ||
| Critical Analysis | ||
| Students will demonstrate an above average ability to critically analyze an organization and its stakeholders in order to facilitate an ongoing reciprocal relationship between them | ||
| Interpersonal Effectiveness | ||
| Students will demonstrate interpersonal effectiveness in professional contexts | ||
| Presentations | ||
| Students will demonstrate the ability to deliver effective presentations in professional contexts | ||
| Writing | ||
| Student will demonstrate the ability to construct effective written communication for corporate contexts | ||
| Create Knowledge | ||
| Create knowledge through participating in and contributing to an artistic or academic conversation. | ||
| Feedback on Writing | ||
| Engage in developing pieces of writing that take into account critical feedback from peers and/or professor | ||
| Focused Exploration | ||
| Demonstrate an informed, focused exploration of a topic. | ||
| Interpret Literature | ||
| Interpret literature from an aesthetic, rhetorical, historical, and theoretical perspective. | ||
| Audience | ||
| Compose for different audiences, different purposes, and different contexts. | ||
| Disciplinary Knowledge | ||
| Demonstrate an understanding of English Studies as a discipline | ||
| Focused Exploration | ||
| Demonstrate focused exploration of a topic. | ||
| Interpretation | ||
| Interpret texts from aesthetic, rhetorical, historical, and theoretical perspectives. | ||
| Process | ||
| Engage in writing as process. | ||
| Research | ||
| Conduct research and integrate it into their own texts. | ||
| Communication | ||
| History students will demonstrate effective communication skills, both oral and written. | ||
| Critical Thinking | ||
| History students will demonstrate the ability to read and think critically about History | ||
| General Knowledge | ||
| History students will demonstrate a general knowledge of history. | ||
| Historical Research | ||
| History students will demonstrate the ability to effectively conduct historical research. | ||
| Critical Reasoning | ||
| Students employ critical reasoning and analytical skills in argument analysis | ||
| Ethics | ||
| Students identify moral concerns and construct ethical and moral analyses of significant moral issues | ||
| History | ||
| Students articulate the key thinkers and arguments in the history of conversation on fundamental philosophical questions and identify the texts with which these are associated. | ||
| Major Subfields | ||
| Students identify the fundamental problems and display an understanding of the central figures and arguments in major subfields in philosophy (Philosophy of/and____). | ||
| Non-Western Approach | ||
| Students explicate at least one non-Western philosophical approach to fundamental human questions. | ||
| Political science content | ||
| Students will demonstrate command of the subject matter of the discipline. | ||
| Presentations (2200-4600) | ||
| Students will demonstrate effective oral communication skills. | ||
| Research | ||
| Students will successfully conduct their own research in the discipline. | ||
| Ethics | ||
| Students will demonstrate advanced ability to apply ethical principles in their public advocacy. | ||
| Framing | ||
| Students will demonstrate advanced competence in framing messages for large audiences. | ||
| Persuasive Communication | ||
| Students will demonstrate advanced personal competence as a persuasive communicator. | ||
| Professional and Transformative Practices | ||
| Practice socially responsible, ethical and legal strategic communication, recognizing how communication can transform individuals, organizations, communities and broader society. | ||
| Relationship Complexities & Significance | ||
| Explain the complexities and significance of organization-public relationships. | ||
| Research-informed Strategies | ||
| Use research, data and insights to plan, implement and evaluate purposeful communication strategies. | ||
| Strategic and Engaging Content | ||
| Create and deliver purposeful content using text, graphics, photos, audio and video through owned, earned, paid and shared communication channels. | ||
| Strategic Communication Alignment | ||
| Align strategic communication with an organization’s mission, vision, values and operations. | ||
| Strategic Communication Practices | ||
| Describe how strategic communication is practiced in myriad organizations, e.g., agencies, corporations, nonprofits, entertainment, government, etc., with different publics. | ||
| Analysis and Application | ||
| Sociology students will acquire critical reading and data analysis skills through rigorous methodological training. | ||
| Interdisciplinary Critical Thinking | ||
| Sociology students will demonstrate above average understanding of how major social and cultural arrangements (such as race, class, and gender) interact with various social institutions. | ||
| Logical Application | ||
| Sociology students will learn to apply research skills, theoretical orientations, and sociological knowledge to social issues and matters of public policy. | ||
| Justice Work | ||
| Students will integrate their theological, practical, and moral imagination with their participation in the transformative and liberative work of seeking justice in a complex world. | ||
| Listening + Storytelling | ||
| Students will demonstrate the ability to listen well and weave their knowledge, competency, and purpose into individual and communal stories,with particular attention to the voices and experiences of marginalized groups. | ||
| Theological Disciplines | ||
| Students will demonstrate competency in key concepts, terms, and history relevant to the theological disciplines through scholarly research, analysis, and reflection. | ||
| Theology + Art + Culture | ||
| Students will bring academic theological competencies into critical dialogue with culture, art, and moral reasoning, attuned to marginalized cultures and faith communities. | ||
| Listening | ||
| Students are able to listen at the Advanced Level, according to the ACTFL (American Council for the Teaching of Foreign Languages) Listening Guidelines: Students are able to understand main ideas and most details of connected discourse on a variety of topics beyond the immediacy of the situation. They can do this in the context of oral texts such as, interviews, short lectures on familiar topics, and news items and reports primarily dealing with factual information. These texts frequently involve description and narration in different time frames or aspects. Students are aware of cohesive devices but may not be able to use them to follow the sequence of thought in an oral text. Comprehension may be uneven due to a variety of linguistic and extralinguistic factors. | ||
| Reading | ||
| Students are able to read at the Advanced High Level, according to the ACTFL (American Council for the Teaching of Foreign Languages) Reading Guidelines. Students are able to understand narrative and descriptive texts which are conceptually abstract and linguistically complex, and/or texts which treat unfamiliar topics and situations. Students understand these texts well enough to make appropriate inferences and they demonstrate an emerging awareness of the aesthetic properties of language and of its literary styles. This emerging awareness allows students to comprehend a wider variety of texts (including literary ones) but some misunderstandings may occur. | ||
| Speaking | ||
| Students are able to speak at the Advanced Level, according to the ACTFL (American Council for the Teaching of Foreign Languages) Oral Proficiency Interview Guidelines: In the context of most informal and some formal settings, students can narrate and describe, at the paragraph level, in the past, present, and future tenses. These students are also able to handle unanticipated, complicated situations or transactions. | ||
| Writing | ||
| Students are able to write at the Advanced Level, according to the ACTFL (American Council for the Teaching of Foreign Languages) Writing Proficiency Test Guidelines: Students are able to meet a range of work and/or academic writing needs. They are able to narrate and describe with detail in all major time frames. These students can use a variety of cohesive devices in texts of several paragraphs in length. Although inconsistent in their attention to the intended audience (they sometimes focus on the demands of producing the text at the expense of its audience) these students can be understood readily by natives not used to the writing of non-natives. | ||
Bachelor of Arts (B.A.)
Bachelor of Music (B.M.)
Master of Music (M.M.)
Musical Theatre (B.F.A.)
Theatre (B.F.A)
Theatre and Drama (B.A.)
| Interdisciplinary Studies | ||
| Students will demonstrate knowledge and/or skills in one or more areas of music beyond basic musicianship appropriate to the individual’s needs and interests, and consistent with the purposes of the specific liberal arts degree program being followed. | ||
| Musicianship | ||
| Students must demonstrate an understanding of the common elements and organizational patterns of music and their interaction, and the ability to employ their understanding in aural, verbal, and visual analyses. | ||
| Performance | ||
| a. Students must demonstrate technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration; b. Students must acquire technical and musical skills that demonstrate fundamental keyboard competency. | ||
| Musicianship | ||
| Students must demonstrate an understanding of the common elements and organizational patterns of music and their interaction, and the ability to employ their understanding in aural, verbal, and visual analyses. | ||
| Performance | ||
| a. Students must demonstrate technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration; b. Students must acquire technical and musical skills that demonstrate fundamental keyboard competency. | ||
| Professional Studies | ||
| Students must demonstrate skills necessary to assist in the development and advancement of their careers, including basic competency development in communication, presentation, business, and leadership, all with particular regard to professional practices in their major field. | ||
| Creative Work | ||
| Students will produce creative work. | ||
| Critical Thinking | ||
| Students will integrate critical thinking as it relates to their field. | ||
| Diverse Perspectives | ||
| Students will appraise diverse perspectives in music. | ||
| Professional Skills | ||
| Students will practice professional skills appropriate to their area of study. | ||
| Musicianship | ||
| Students must demonstrate an understanding of the common elements and organizational patterns of music and their interaction, and the ability to employ their understanding in aural, verbal, and visual analyses. | ||
| Performance | ||
| a. Students must demonstrate technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration; b. Students must acquire technical and musical skills that demonstrate fundamental keyboard competency. | ||
| Professional Studies | ||
| Students must demonstrate skills necessary to assist in the development and advancement of their careers, including basic competency development in communication, presentation, business, and leadership, all with particular regard to professional practices in their major field. | ||
| Creativity | ||
| To apply elements of creativity. | ||
| Diversity | ||
| To articulate a personal philosophy of theatre that considers diversity, equity, and inclusion. | ||
| Professionalism | ||
| To demonstrate principles of professionalism. | ||
| Research | ||
| To conduct theatrical research. | ||
| Script Analysis | ||
| To analyze a script from diverse playwrights and genres as a basis for artistic choices. | ||
| Technical Skill | ||
| To demonstrate technical skill in their area of specialization. | ||
| Creativity | ||
| To apply elements of creativity. | ||
| Professionalism | ||
| To demonstrate the principles of professionalism. | ||
| Research | ||
| To conduct theatrical research. | ||
| Script Analysis | ||
| To analyze a script from diverse playwrights and genres as a basis for artistic choices. | ||
Exercise Science
Mental Health Counseling
Occupational Therapy Doctorate
Occupational Therapy Masters
Pharmacy
Physical Therapy
Public Health
Social Work
| Exercise Counseling and Behavior Modification | ||
| tba | ||
| Exercise Prescription and Implementation | ||
| tba | ||
| Health and Fitness Assessment | ||
| tba | ||
| Risk Management and Professional Responsibilities | ||
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tba
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| Assessments | ||
| Students understand historical perspectives, statistical measures, and methods of conducting assessments for a variety of client issues and counseling interventions | ||
| Groups | ||
| Students demonstrate knowledge of stages of group counseling, group dynamics, therapeutic factors, group leadership functions and skills, formation strategies, and types of groups. | ||
| History of Profession | ||
| Students will know history of the profession, roles and responsibilities of counselors, professional organizations, credentialing, market information, ethical standards and supervision requirements of the profession, and self-evaluation and self-care strategies. | ||
| Human Development | ||
| Students demonstrate knowledge of theories of human development including learning theories, personality theories, biological, environmental, and crisis factors that affect development, ethical issues related to development, and understanding of strategies to assist persons with differing levels of development. | ||
| Multicultural Counseling | ||
| Students understand characteristics of a pluralistic society, theories and models and competencies of multicultural counseling, the impact of attitudes and beliefs on others, power, privilege, help-seeking behaviors of diverse clients, and strategies for assisting clients who face discrimination and prejudice. | ||
| Theories and Models | ||
| Students demonstrate knowledge of theories and models of counseling, a systems approach to conceptualization, ethical and cultural strategies when forming relationships, effective counselor characteristics, relevant treatment plans, and conceptualization skills. | ||
| Vocational Theories | ||
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Students demonstrate knowledge of vocational theories, approaches for assisting interrelationships that affect career/personal success and identify strategies and processes for assisting clients through technology, advocacy, skill development, and assessment. |
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| Advanced Knowledge in Practice | ||
| Relates theory to practice and demonstrate synthesis of advanced knowledge in a practice area through a culminating capstone experience. | ||
| Client-centered intervention planning | ||
| Analyze and interpret assessment results using information obtained about the client's current condition, context and priorities in order to develop and manage client-centered intervention plans. | ||
| Communication Skills | ||
| Demonstrate effective communication skills as exhibited by conscious use of self with clients and members of the interprofessional team. | ||
| Ethical Standards | ||
| Uphold the ethical standards, values and principles of the OT profession. | ||
| Process Adaptability | ||
| Students will display adaptability in their approach to practice by being able to apply the occupational therapy process, including evaluation, intervention and outcome assessment in a variety of traditional and emerging practice setting and in diverse practice delivery systems. | ||
| Student research | ||
| Students will use current evidence and critical analysis to design and implement a research project to contribute to the body of evidence-based knowledge. | ||
| Best Practice Standards | ||
| Utilize clinical reasoning, including best practice standards, to manage interventions to achieve functional outcomes within areas of occupation. | ||
| Clinical Reasoning | ||
| Utilize critical thinking and clinical reasoning to identify relevant information about a client's occupational performance, including functional skills and prioritized needs. | ||
| Competence in Practice | ||
| Take responsibility for establishing, articulating, documenting and/or demonstrating competence in practice, educational participation, and research by participating in professional development and educational activities. | ||
| Determining needs of individuals as well as populations | ||
| Demonstrate ability to contribute to practice by determining needs of individuals as well as populations and identify strategies to address needs through system consultation, policy development, program development, supervision, research, education or health care planning. | ||
| Ethical standards, values, and attitudes | ||
| Exhibit ethical standards, values, and attitudes that are expected of an occupational therapy practitioner as outlined in position papers and official documents of the occupational therapy profession. | ||
| Professional Communication | ||
| Exhibit professional communication as evidenced by constructive dialogue and feedback, active participation in virtual discussion groups, effective oral presentations, clear written communication, and use of professional terminology. | ||
| Research | ||
| Critique and conduct research related to occupational therapy, and report the results in written form appropriate for dissemination to other professionals and/or consumers | ||
| Communication | ||
| Communicate effectively through both verbal and nonverbal means | ||
| Foundational Knowledge | ||
| Use knowledge from foundational science & clinical practice to solve complex problems. | ||
| Information Systems Literacy | ||
| Use information systems & literature | ||
| Interprofessional Education | ||
| Integrate pharmacy care within an interdisciplinary team | ||
| Life-long learner | ||
| Be a self-directed and lifelong learner | ||
| Patient and Population Based Care | ||
| Provide patient-centered and population-based care | ||
| Pharmacy Resources | ||
| Safely and effectively manage pharmacy resources | ||
| Professionalism | ||
| Behave professionally and ethically | ||
| Critical Thinking EBP | ||
| Practice as generalist physical therapists utilizing critical thinking and evidence-based practice to provide exceptional care guided by compassion and integrity | ||
| Disciplinary Skills | ||
| Serve as autonomous practitioners of choice for persons with conditions that affect movement, function, health, and wellness | ||
| Life-long Learning Literacy | ||
| Demonstrate life-long learning by: having a professional development plan/self assessment; critically evaluating professional literature; -identifying researchable problems; advocating and participating in research and program/outcomes assessment. | ||
| Service-Citizenship | ||
| Actively involved in the profession and community service | ||
| Analyze | ||
| Analyze evidence-based and innovative best practices of healthy behaviors to appropriate audiences. | ||
| Communication and Advocacy | ||
| Demonstrate effective communication and advocacy skills for populations. | ||
| PH Education | ||
| Identify and assess public health problems to develop appropriate public health education programs based on sound theoretical foundations of health behavior. (Domains 3, 4, 8) | ||
| Program Planning and Eval | ||
| Design, implement, and evaluate public health educational programs for identified health problems for at-risk populations and communities. | ||
| Research | ||
| Apply the basic methodology and research design, data collection and data analysis for identification of health trends and public health problems. | ||
| Anti-Racism, Diversity, Equity, and Inclusion | ||
| Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice | ||
| Assess | ||
| Assess with Individuals, Families, Groups, Organizations and Communities | ||
| Engage | ||
| Engage with Individuals, Families, Groups, Organizations and Communities | ||
| Ethical and Professional Behavior | ||
| Demonstrate Ethical and Professional Behavior. | ||
| Evaluate | ||
| Evaluate Practice with Individuals, Families, Groups, Organizations and Communities | ||
| Human Rights | ||
| Advance Human Rights and Social, Racial and Environmental Justice | ||
| Intervene | ||
| Intervene with Individuals, Families, Groups, Organizations, and Communities | ||
| Policy Practice | ||
| Engage in Policy Practice | ||
| Research | ||
| Engage in Practice Informed Research and Research Informed Practice | ||
Biochemistry and Molecular Biology
Biology
Chemistry
Computer Science
Neuroscience
Physics
Psychology
| ACS Exam | ||
| The student will be able to understand biochemical molecules and metabolic pathways. | ||
| Research Communication | ||
| The student will be able to effectively communicate the goals and outcome(s) of a scientific research project. | ||
| Research design | ||
| The student will be able to successfully demonstrate an understanding of proper experimental design | ||
| Broader Context | ||
| The student will be able to synthesize conclusions in a broader context. | ||
| Data Analysis | ||
| The student will be able to analyze data. | ||
| Research design | ||
| The student will be able to create a research question/hypothesis based on published biological literature | ||
| Chemistry Knowledge | ||
| Students will demonstrate understanding of chemical knowledge | ||
| Problem Solving | ||
| Students will be able to use quantitative & analytical skills to solve complex problems. | ||
| Professional Engagement | ||
| Students will develop a broader perspective of chemistry through engagement with the scientific community. | ||
| Scientific Literature | ||
| Students will be able to effectively search and utilize scientific literature. | ||
| Scientific Presentations | ||
| Students will be able to articulate scientific results supported by observations & theory in oral form. | ||
| Scientific Writing | ||
| Students will be able to articulate scientific results supported by observations & theory in written form. | ||
| Basic Proofs | ||
| Construct basic proofs from definitions, by the method of induction, and by the method of contradiction/contraposition. | ||
| Collaboration | ||
| Work collaboratively in teams on Mathematics or Computer Science coursework. | ||
| Combining Strategies | ||
| Use combinations of strategies to solve problems. | ||
| Confidence | ||
| Have confidence in abilities in Mathematics or Computer Science. | ||
| Next Step Ready | ||
| Attain employment or attend graduate school in a field using the skills and knowledge obtained in the program. | ||
| Problem Solving | ||
| Solve basic problems in programming, systems, algorithms and complexity | ||
| Professional Activities | ||
| Participate in academic activities outside of formal coursework applicable to Mathematics or Computer Science (e.g. travel to conferences, competitions, undergraduate research, student | ||
| Programming Languages | ||
| Analyze a real programming language using appropriate assumptions and draw reasonable conclusions. | ||
| Research | ||
| Independently research and learn a topic in Mathematics or Computer Science. | ||
| Speaking | ||
| Communicate ideas of Mathematics or Computer Science in oral presentations. | ||
| Technology | ||
| Use appropriate technology (e.g., computer algebra systems, statistical analysis software, software libraries) to solve problems. | ||
| Unfamiliar Problems | ||
| Solve unfamiliar problems. | ||
| Well-tested programs | ||
| Produce well-tested programs in upper-level courses. | ||
| Writing | ||
| Communicate ideas of Mathematics or Computer Science in writing. | ||
Data Science
| Communication and teamwork | ||
| Communication and teamwork | ||
| Data description and visualization | ||
| Data description and visualization | ||
| Data management and curation | ||
| Data management and curation | ||
| Data modeling and assessment | ||
| Data modeling and assessment | ||
| Ethical problem solving | ||
| Ethical problem solving | ||
| Industry engagement | ||
| Industry engagement | ||
| Solid foundation | ||
| Create a solid computational foundation | ||
Environmental Science
| Critical Thinking and Scientific Literacy | ||
| Students can use develop experiments and observational studies and apply scientific method and environmental science concepts to help answer applied environmental science questions. | ||
| Data Literacy and Analysis | ||
| Students will learn to appropriately analyze and present statistical data for environmental research. | ||
| Environment and Society | ||
| Recognize interactions/implications between human society and environment | ||
| Lab/Field/Technology | ||
| Develop proficiency with lab activities, field techniques, and environmental science technologies | ||
| Nature of World/Cultural Literacy | ||
| Graduates are aware of complexities of human-environment interactions and how these interactions can impact people/geographic locations/cultures differentially. | ||
| Scientific Communication | ||
| Students will be able to effectively communicate about their scientific research to a public audience | ||
| Scientific Research Competency | ||
| The student will be able to develop a novel research question/hypothesis based on published scientific literature. | ||
Mathematics
| Basic Proofs | ||
| Construct basic proofs from definitions, by the method of induction, and by the method of contradiction/contraposition. | ||
| Collaboration | ||
| Work collaboratively in teams on Mathematics or Computer Science coursework. | ||
| Combining Strategies | ||
| Use combinations of strategies to solve problems. | ||
| Confidence | ||
| Have confidence in abilities in Mathematics or Computer Science. [assessible?) | ||
| Correct Proofs | ||
| Produce completely correct proofs in upper-level courses. | ||
| Next Steps Ready | ||
| Attain employment or attend graduate school in a field using the skills and knowledge obtained in the program. | ||
| Problem Solving | ||
| Solve basic problems in calculus, linear algebra, and discrete mathematics. | ||
| Professional Activities | ||
| Participate in academic activities outside of formal coursework applicable to Mathematics or Computer Science (e.g. travel to conferences, competitions, undergraduate research, student organizations). | ||
| Real World Problems | ||
| Model and analyze a real world problem using appropriate assumptions and draw reasonable conclusions. | ||
| Research | ||
| Independently research and learn a topic in Mathematics or Computer Science. | ||
| Speaking | ||
| Communicate ideas of Mathematics or Computer Science in oral presentations. | ||
| Technology | ||
| Use appropriate technology (e.g., computer algebra systems, statistical analysis software, software libraries) to solve problems. | ||
| Unfamiliar Problems | ||
| Solve unfamiliar problems. | ||
| Writing | ||
| Communicate ideas of Mathematics or Computer Science in writing. | ||
| Domain Expertise | ||
| Analyze, evaluate, and apply learning over time to strengthen competency and deepen domain expertise. | ||
| Presentation | ||
| Construct and communicate scientific understanding by evaluating evidence, organizing ideas logically, and presenting clear, well-reasoned explanations of complex concepts. | ||
| Scientific Inquiry | ||
| Conduct and interpret scientific inquiry by analyzing information, evaluating evidence, and drawing evidence-based conclusions through structured research experiences. | ||
Pharmaceutical Studies
| Chemical Knowledge | ||
| Students will demonstrate understanding of chemical knowledge. | ||
| Communication | ||
| Students will be able to articulate scientific results supported by observations & theory in written form. | ||
| Complex Problems | ||
| Students will be able to use quantitative and analytical skills to solve complex problems. | ||
| Lab Work | ||
| Students will develop the self-confidence to work in lab more independently. | ||
| Professional Field | ||
| Students will develop a broader perspective of Pharmacy through engagement with the scientific community. | ||
| Foundational Frameworks | ||
| Students should have an "undergraduate level" (on par with physics majors at other institutions) understanding of the foundational theoretical frameworks that make up physics. (classical mechanics , electromagnetism, quantum mechanics, and statistical/thermal mechanics) | ||
| Research Argument | ||
| Students should be able to effectively communicate a scientific argument. | ||
| Research Plan | ||
| Students should be able to design and implement a research plan aimed at answering a scientific question or problem. | ||
| Communication | ||
| Psychology and Neuroscience majors will develop adequate language skills to be able to read professional literature, understand research articles, write scientifically, and use appropriate APA style. | ||
| Ethical and Social Responsibility in a Diverse World | ||
| Students will develop ethically and socially responsible behaviors for professional and personal settings in a landscape that involves increasing diversity. | ||
| Knowledge Base | ||
| Students will demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavioral problems. | ||
| Professional Development | ||
| Psychology and Neuroscience majors will develop interpersonal skills, interpersonal awareness, group cooperation, and expanded self-efficacy in graduate school and/or career related planning. | ||
| Scientific Inquiry and Critical Thinking | ||
| Students will develop scientific reasoning and problem solving skills, including effective research methods. | ||
Nursing Graduate
Nursing Undergraduate
| Clinical Judgment | ||
| Employ advanced clinical judgment to manage complex health conditions across diverse populations, incorporating evidence-based practices to improve care outcomes. | ||
| Ethical and Professional | ||
| Apply ethical principles and professional standards in clinical decision-making and leadership, acting as radical champions for justice, integrity, and accountability. | ||
| Evidence-Based Practice | ||
| 6.Incorporate current and robust research, professional expertise, and individual and family preferences to implement practices that improve quality, safety, and health outcomes. | ||
| Health Policies | ||
| Advocate for policies that promote quality care and systemic changes that enable communities to flourish. | ||
| Hope Unity Belonging | ||
| Integrate concepts of hope, unity, and belonging into clinical practice, education, and leadership roles, promoting life abundant for all people. | ||
| Interdisciplinary Collaboration | ||
| Inspire interdisciplinary collaboration, enhance care, and drive meaningful change through advanced communication strategies. | ||
| Lead Initiatives | ||
| Lead initiatives that promote compassionate, person-centered care, addressing not only clinical needs but also the emotional, spiritual, and social aspects of health and well-being. | ||
| Leadership & Innovation | ||
| Leverage advanced leadership skills and evolving technologies to drive data-informed innovations that improve care delivery, prioritize safety, quality, and ethical standards, and address complex and evolving challenges. | ||
| Social Determinants | ||
| Address social determinants of health in clinical and community settings to improve population health outcomes. | ||
| Clinical Judgment from Sources | ||
| Apply evidence and clinical judgment from established and emerging sources to deliver person-centered, safe, innovative, and effective care, and contribute to the generation and dissemination of scholarly work aimed at improving health outcomes and transforming health care for varied populations across the lifespan | ||
| Collaboration | ||
| Intentional collaboration across professions prioritizing effective communication and shared decision-making to drive patient-centered care and optimize health outcomes for various populations across the lifespan. | ||
| Data Technology | ||
| Employ information and communication technologies, as well as informatics processes, to systematically collect and analyze data, support evidence-based research and clinical decision-making and facilitate the coordination of care to optimize health outcomes among various populations across the lifespan. | ||
| Healthcare Access | ||
| Examine and promote population health and healthcare access by addressing physical, social, economic, cultural, and environmental determinants of health across the wellness continuum to improve health outcomes. | ||
| Integrate Knowledge | ||
| Integrate liberal arts and nursing knowledge to design and implement person-centered, evidence-based care for individuals and populations across the lifespan in variable care settings, forming the basis for clinical judgment and innovation in nursing practice. | ||
| Leadership within Systems | ||
| Identify and incorporate principles of leadership, information and communication technologies, systems-thinking, and healthcare resources to ensure safe, high-quality nursing care within evolving and complex healthcare systems. | ||
| Nursing Practice | ||
| Demonstrate Christ-centered, holistic nursing practice grounded in evidence-based care and ethical reasoning, and compassionate, individualized, coordinated care for varied and vulnerable populations across the lifespan enhancing the healthcare experience and strengthening outcomes. | ||
| Personal Wellness | ||
| Demonstrate a commitment to personal well-being, resilience, and reflective practice as foundational elements of professional identify formation and leadership development, fostering self-care and a culture of flourishing within the nursing profession. | ||
| Professional Lifelong Learning | ||
| Exemplify professionalism, servant leadership, and lifelong learning as caregivers, leaders, and scholars within the nursing profession and healthcare system. | ||
Global Leadership Studies
| Cross-Cultural Competence | ||
| Students will demonstrate competence in across-cultural communication and diverse cultural interactions | ||
| Leadership Competencies | ||
| Students will demonstrate an understanding of leadership competencies, theories, and frameworks. | ||
| Leadership Styles | ||
| Students will demonstrate an understanding of how leadership styles influence global challenges in political, economic, commercial, social, religious and cultural issues. | ||
| Research | ||
| Students will use established research practices to identify potential changes to improve an existing social problem. | ||
| Social Action | ||
| Students will be able to effectively identify and apply the principles required to facilitate change in others, systems and self. | ||
Global Honors
| Global Perspective | ||
| Students will explore and engage in immersive intercultural experiences. | ||
| Innovation and Storytelling | ||
| Students will be able to innovate through community-based, data-driven, and/or collaborative projects in a way that tells a story. | ||
| Research | ||
| Students will be able to conduct both primary and/or secondary research. | ||
| Writing | ||
| Students will be able to write effectively in the following genres: expository, introspective, argumentative, research-based. | ||
Liberal Studies
| Communication | ||
| Develop sophisticated communication skills | ||
| Lifelong Learning | ||
| Develop an intentional plan for lifelong learning. | ||
| Personal Learning Goals | ||
| Identify and make significant progress toward their own learning goals | ||
| Transformational Learning | ||
| Experience a more expansive view of the world and their place in it, which we view as transformational learning. | ||
Accounting BBA
| Decision Making | ||
| Identify and research problems and opportunities in accounting recognizing and applying proper tools to generate solutions. | ||
| Knowledge | ||
| Demonstrate professional knowledge of complex topics including advanced accounting. | ||
| Oral Communication | ||
| Communicate effectively in speaking and presenting. | ||
| Technology | ||
| Use technology to solve accounting problems and present solutions to problems. | ||
| Written Communication | ||
| Communicate effectively in a written format. | ||
Accounting MACC
| Application | ||
| tba | ||
| Communication | ||
| tba | ||
| Knowledge | ||
| tba | ||
Applied Analytics (M.S.)
| Algorithms and Experimental Designs | ||
| Apply machine learning algorithms, statistical techniques, and experimental designs in various contexts. | ||
| Analysis and Visualization | ||
| Perform comprehensive data analysis, creating meaningful visualizations, and interpreting these to support business or organizational goals. | ||
| Business Requirements, Models and Solutions | ||
| Research business requirements, translate them into data models, and develop effective data solutions. | ||
| Collaboration | ||
| Demonstrate effective teamwork and collaboration skills in diverse team settings. | ||
| Communication | ||
| Demonstrate effective communication, both in writing and orally, to a diverse audience. | ||
| Data Structures | ||
| Demonstrate a deep understanding of various data structures and effectively design and manage efficient technical architectures. | ||
| Data-Driven Solutions | ||
| Apply analytical, quantitative, and technical concepts to identify problems and propose effective, data-driven solutions. | ||
| Ethics | ||
| Recognize and navigate ethical issues in data analytics, assess potential consequences, and make socially responsible decisions. | ||
| Tools and Techniques | ||
| Apply a variety of analytical tools and techniques to effectively make data-driven decisions. | ||
Business Administration
| Analytical Methods | ||
| Students will utilize appropriate analytical methods to propose solutions to business problems. | ||
| Communication | ||
| Students will communicate effectively in business settings both individually and collaboratively. | ||
| Content | ||
| Students will demonstrate basic understanding of the disciplines included in the business core (ACC, BSA, ECO, ETP, FIN, INB, MGT, MKT). | ||
| Decision Making | ||
| Students will make business decisions using core practices that evidence an innovative mindset. | ||
| Global Ethics | ||
| Students will apply globally informed, ethical decision-making as a path toward initiating positive change. | ||
Economics
| Analytical Methods | ||
| Utilize analytical and technical methods to identify and evaluate economic and public policy issues. | ||
| Communication | ||
| Communicate effectively both individually and collaboratively. | ||
| Complexity of the World | ||
| Identify the impact and economic consequences of global interdependence. | ||
| Content | ||
| Demonstrate a basic understanding of economic concepts and principles. | ||
| Economic Reasoning | ||
| Apply economic reasoning to personal and professional decision making. | ||
Masters of Business Administration
| Masters of Business Administration | ||
| Business and Management Integration | ||
| Integrate knowledge, skills, and techniques within the core areas of Business and Management (ACC, BSA, ECO, ETP, FIN, MGT, MKT). | ||
| Effective Communication | ||
| Communicate effectively in business settings both individually and collaboratively. | ||
| Ethical Decision-Making | ||
| Apply globally informed, ethical decision-making as a path toward initiating positive change. | ||
| Strategic Leadership | ||
| Lead strategically, including effective problem-solving and clear decision-making. | ||
Social Entrepreneurship
| Analytical Methods: Cultural, Political, & Social Issues | ||
| Students will be able to utilize appropriate analytical methods to propose ideas and solutions essential to addressing cultural, political, and social issues. | ||
| Communication | ||
| Students will be able to communicate effectively both individually and collaboratively. | ||
| Complexity of the World | ||
| Students will be able to apply ethical and entrepreneurial decision-making as a path toward initiating, managing, and sustaining positive change. | ||
| Content: Ethics & Values | ||
| Students will be able to demonstrate a basic understanding of empathy, integrity, and purpose for working in business and community environments. | ||
| Decision Making: Innovative Mindset | ||
| Students will be able to make decisions using core practices that evidence an innovative mindset. | ||
Audio Engineering Technology
| Collaboration | ||
| By graduation, Audio Engineering Technology students will have an ability to function effectively as a member as well as a leader on technical teams. | ||
| Communication-Technical | ||
| By graduation, Audio Engineering Technology students will have an ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature. | ||
| Content-Applied knowledge | ||
| By graduation, Audio Engineering Technology students will have an ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve audio engineering problems. | ||
| Content-Design | ||
| By graduation, Audio Engineering Technology students will have an ability to design systems, components, or processes meeting specified needs for audio engineering problems. | ||
| Critical Thinking | ||
| By graduation, Audio Engineering Technology students will have an ability to conduct standard (to the discipline) tests, measurements, and experiments and to analyze and interpret the results to improve processes. | ||
Film and TV Writing
| Emotional Intent | ||
| Comprehend and appreciate the emotional intentions inherent to and necessary in all forms of screenwriting. | ||
| Filmic 3 Act Structure | ||
| Understand and execute three act structured stories and screenplays as the three act structure is the foundation for all feature length narrative filmmaking. | ||
| Genres | ||
| Identify and master skill to create stories for various markets and in various genres for both Film and Television. | ||
| Notes | ||
| Develop ability to give and get professional level notes. | ||
| Pitching | ||
| Understand and develop the verbal art of pitching and of crafting pitches for a wide variety of platforms. | ||
| Televised Story Structure | ||
| Understand and practically execute the variety of televised story structures. | ||
Journalism
| Historical Context | ||
| Students will articulate the connection between the history of journalism (social and political) and the role journalists play keeping society informed through ethically sourced information. | ||
| Quality Content | ||
| Students will produce quality portfolios including but not limited to: news and feature stories in various media forms. | ||
| Technologies | ||
| Students will effectively use the latest technologies in journalism. | ||
| Writing | ||
| Students will research, report and create news for a designated target audience. | ||
Media and Entertainment Industries
| Data Sources | ||
| Recognizes data sources, is able to strategically evaluate and synthesize the data while ethically using information to share a narrative in making decisions. | ||
| Foundational Business Prenciples and Trends | ||
| Recognized and evaluated trends in marketing and promotion along with the financial and technological principles that drive the production, distribution & consumption of creative and entertainment products. | ||
| Law and Licensing | ||
| Explained and analyzed Intellectual Property laws and acquired broad-based knowledge of entertainment law and licensing practices. | ||
| Management & Leadership | ||
| Explored management and leadership principles that aid in building high functioning teams and strong cultures within the creative & entertainment organization. | ||
| Professional Readiness | ||
| Applied and integrated program knowledge toward a career in the creative economy that encourages mental well-being, formed short- and long-term career plans that are reflective of personal and professional ambitions. | ||
Media Production
| Overall Understanding | ||
| Students will have an overall understanding of the people, technology, and processes necessary to produce multimedia programming material. | ||
| Post-production | ||
| Post-production: Students will be able to assemble (as defined by the rubric) the raw media elements into a finished multi-media production. | ||
| Pre-production | ||
| Pre-production: Students will be able to design an executable plan for a complete multi-media production. | ||
| Production | ||
| Production: Students will have the necessary skills (as defined by the rubric) to acquire the raw media elements called for by the objectives of a production. | ||
Motion Pictures
| Career Readiness | ||
| Students will demonstrate readiness for future successful employment in the motion picture, television, or digital content industries. | ||
| Collaboration | ||
| Students will be able to successfully negotiate the collaborative process of film making through teamwork, emphasizing responsibility and communication. | ||
| Finished Work | ||
| Students will use the processes unique to motion picture production to create a finished work. | ||
| History and Development | ||
| Students will be able to apply knowledge of the history and development processes within motion picture content creation. | ||
| Key Technologies | ||
| Students will be competent in the use of key technologies essential to visual story telling. | ||
Music Business
| Music Business Plans | ||
| Upon successful completion of the Music Business Core, students will have formed short- and long-term plans for a career that are reflective of personal and professional ambitions. | ||
| Music Business Practices | ||
| Upon successful completion of the Music Business Core, students will have recognized and applied traditional, contemporary, and emerging business practices common to the music industry in the classroom. | ||
| Music Business Structure | ||
| Upon successful completion of the Music Business Core, students will have recognized and described the structure and business practices of the music industry. | ||
Publishing
| Career Ready | ||
| Students will be ready to begin entry-level positions in the publishing industry without extensive skills training from their employers. | ||
| Clear Communication | ||
| Students will communicate with clarity in a variety of settings in written and verbal form. | ||
| Content Mastery | ||
| Students will master content in key areas of publishing (industry history, contemporary trends and news, and individual subject competency). | ||
| Problem Solving | ||
| Students will use resources effectively to solve problems. | ||
| Pub Roles | ||
| Students will understand the interconnectivity of industry publishing roles and how they function together. | ||
Songwriting
| Career Plans | ||
| By graduation, Songwriting students will have formed short-term and long-term plans for a career that are reflective of personal and professional ambitions. | ||
| Commercially Viable Songs | ||
| By graduation, Songwriting students will have created commercially viable songs through the exploration of melody and lyric in the context of popular song structure. | ||
| Recording Technology | ||
| By graduation, songwriting students will have demonstrated familiarity with the function of recording technology and proficiency in the application of practical song demo production. | ||
| Song Development | ||
| By graduation, songwriting students will have acquired a broad-based knowledge of commercial song development. | ||
Sport Administration B.A.
| Career Preparation and Development | ||
| Students will understand emerging trends in the field and adapt to the use of emerging technologies. Students will recognize the importance of participating in activities that enhance wellness (i.e., physical, mental, emotional, spiritual, financial) to facilitate and sustain successful careers in sport. | ||
| Critical Thinking | ||
| Students will be able to evaluate and analyze complex issues, make data driven-decisions, and utilize problem solving skills to develop informed and innovative solutions. | ||
| Effective Communication | ||
| Students will demonstrate effective written, oral, and nonverbal communication skills as well as understand the importance of (active) listening. Students will have the ability to articulate original ideas to diverse audiences. | ||
| Personal and Social Responsibility | ||
| Students will critically reflect on their own positionality in sport and society. Students will understand the importance of ethical leadership and decision making and be stewards of this in the community – locally and globally. | ||
| Teamwork and Collaboration | ||
| Students will develop meaningful relationships with colleagues and customers with diverse backgrounds (i.e., culture, race, age, gender, ability, religion, lifestyles) and worldviews. Students will be able to work within a team setting and manage conflict effectively. | ||
Sport Administration Masters
| Communication | ||
| Students will demonstrate professional presentation and communication skills. | ||
| Content Knowledge | ||
| Students will demonstrate the ability to read, critique, and present sport management-related research. | ||
| Internship Outcome | ||
| Students will secure and complete an appropriate fieldwork experience. | ||
| Professional Development | ||
| Students will demonstrate professional growth and development. | ||
Architecture
| Climate Change Solutions | ||
| Students will propose architectural solutions to mitigate the effects of climate change. | ||
| Convincing Solutions | ||
| Students will develop convincing solutions to design problems. | ||
| Design Process | ||
| Graduates will execute an iterative design process and convey their ideas in drawings and models | ||
| Feasible Proposals | ||
| Students will generate proposals that are feasible and ensure occupants’ safety and comfort | ||
| Historical Traditions | ||
| Students will explain differences in architectural traditions among historic eras and cultures | ||
| Integration and synthesis | ||
| Students will execute an integrated architectural design that synthesizes diverse concerns | ||
| Professional Responsibilities | ||
| Students will explain the professional responsibilities of architects | ||
| Professional Status | ||
| Students will describe the requirements for professional status and alternates to it | ||
Fashion Design
| Advanced Skill Level | ||
| Demonstrate an advanced skill level of design that meets professional standards in the fashion industry. | ||
| Business Acumen | ||
| Acquire the business acumen necessary to compete in the global world of fashion. | ||
| Problem Solving | ||
| Identify problems and develop persuasive solutions in the areas of design and the business of fashion. | ||
| Proficiency of Communication in the Industry | ||
| Proficiently communicate using a full range of channels. | ||
Fashion Business and Design Leadership
| Business Acumen | ||
| Acquire the business acumen necessary to compete in the global world of fashion. | ||
| Design Knowledge | ||
| Attain knowledge of design and how it correlates to successfully producing a quality product to the end consumer. | ||
| Problem Solving | ||
| Identify problems and develop persuasive solutions in the areas of design and the business of fashion. | ||
| Proficiency of Communication in the Industry | ||
| Proficiently communicate using a full range of channels. | ||
Interior Design
| Business Practices and Professionalism | ||
| Interior designers understand the principles, processes, and responsibilities that define the profession and the value of interior design to society. | ||
| Collaboration | ||
| Interior designers collaborate and participate in interdisciplinary teams. | ||
| Communication | ||
| Interior designers are effective communicators. | ||
| Construction | ||
| Interior designers understand interior construction and its interrelationship with base building construction and systems. | ||
| Design Elements and Principles | ||
| Interior designers apply elements and principles of design | ||
| Design Process | ||
| Interior designers employ all aspects of the design process to creatively solve a design problem. | ||
| Environmental Systems and Human Wellbeing | ||
| Interior designers use the principles of acoustics, thermal comfort, indoor air quality, plumbing systems, and waste management in relation to environmental impact and human wellbeing. | ||
| Global Context | ||
| Interior designers have a global view and consider social, cultural, and economic contexts in all aspects of their work. | ||
| History | ||
| Interior designers are knowledgeable about the history of interiors, architecture, decorative arts, and art. | ||
| Human-Centered Design | ||
| Interior designers apply knowledge of human experience and behavior to design the built environment. | ||
| Light and Color | ||
| Interior designers apply the principles and theories of light and color effectively in relation to environmental impact and human wellbeing. | ||
| Products and Materials | ||
| Interior designers complete design solutions that integrate furnishings, products, materials, and finishes. | ||
| Regulations and Guidelines | ||
| Interior designers apply laws, codes, standards, and guidelines that impact human experience of interior spaces. | ||
Medicine
| Interpersonal and Communication Skills 4.1 | ||
| Communicate effectively with patients, families, and colleagues across a broad range of socioeconomic and cultural backgrounds | ||
| Interpersonal and Communication Skills 4.2 | ||
| Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about end of life, adverse events, bad news, disclosure of errors, and other sensitive topics | ||
| Interpersonal and Communication Skills 4.4 | ||
| Maintain accurate and timely medical records | ||
| Interpersonal and Communication Skills 4.3 | ||
| Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions | ||
| Interprofessional Collaboration 7.1 | ||
| Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust | ||
| Interprofessional Collaboration 7.2 | ||
| Communicate with interprofessional team members in a responsive and responsible manner | ||
| Knowledge for Practice 2.1 | ||
| Apply established and evolving biomedical and clinical scientific principles to health care for patients and populations | ||
| Knowledge for Practice 2.2 | ||
| Apply epidemiological sciences principles and evidence to address medical conditions, health disparities, resources, and disease prevention/health promotion | ||
| Knowledge for Practice 2.3 | ||
| Apply social-behavioral sciences to patient care, addressing psychosocial and cultural influences on health, disease, and barriers to and attitudes toward care. | ||
| Knowledge for Practice 2.4 | ||
| Contribute to the creation, dissemination, application, and translation of new health care knowledge or practices | ||
| Knowledge for Practice 2.5 | ||
| Demonstrate knowledge necessary to integrate spirituality into patient care | ||
| Patient Care 1.1 | ||
| Gather essential and accurate information about patients and their conditions through history-taking | ||
| Patient Care 1.2 | ||
| Gather essential and accurate information about patients and their conditions through physical examination | ||
| Patient Care 1.3 | ||
| Interpret clinical information and diagnostic data to formulate an assessment, including a prioritized differential diagnosis | ||
| Patient Care 1.4 | ||
| Determine diagnostic interventions and management plans based on patient information and preferences, scientific evidence and clinical judgment | ||
| Patient Care 1.5 | ||
| Verbally present patient information clearly, accurately, and efficiently | ||
| Patient Care 1.6 | ||
| Perform common procedures correctly and safely. | ||
| Personal and Professional Development 8.1 | ||
| Develop an understanding of the challenges of a career in medicine related to personal physical, mental, emotional, social, and spiritual wellbeing, and use this knowledge to work toward balancing personal and professional demands | ||
| Personal and Professional Development 8.2 | ||
| Demonstrate behaviors that promote wellness, resiliency, and prevention of burnout, including self-reflection, healthy coping behaviors, and appropriate help-seeking behaviors | ||
| Personal and Professional Development 8.3 | ||
| Practice flexibility and maturity in managing and adjusting to change, with the capacity to alter one's behavior | ||
| Personal and Professional Development 8.4 | ||
| Understand and model leadership skills that enhance team functioning, the learning environment, and the health care delivery system | ||
| Personal and Professional Development 8.5 | ||
| Recognize, address, and appropriately communicate the ambiguity that is intrinsic to clinical healthcare and identify strategies to deal with the uncertainty | ||
| Personal and Professional Development 8.6 | ||
| Develop an understanding of the roles implicit bias, stereotypes and systemic racism can play in the perceptions of health care providers and patients in the health care system | ||
| Practice-Based Learning and Improvement 3.1 | ||
| Identify strengths and deficiencies in one's own knowledge, skills, and attitudes, then engage in learning activities that meet improvement goals | ||
| Practice-Based Learning and Improvement 3.2 | ||
| Incorporate feedback into daily practice | ||
| Practice-Based Learning and Improvement 3.3 | ||
| Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement | ||
| Professionalism 5.1 | ||
| Demonstrates respect for others, as well as sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation | ||
| Professionalism 5.2 | ||
| Demonstrates the ability to prioritize and advocate for patient needs | ||
| Professionalism 5.3 | ||
| Demonstrate respect for confidentiality and patient autonomy | ||
| Professionalism 5.4 | ||
| Demonstrate accountability to patients, society, and the profession | ||
| Professionalism 5.5 | ||
| Demonstrate a commitment to ethical principles in the practice of medicine | ||
| Systems-Based Practice 6.1 | ||
| Demonstrate an understanding of various health care delivery settings and systems, as well as an ability to work in them | ||
| Systems-Based Practice 6.2 | ||
| Coordinate patient care within the health care system, demonstrating collaboration, understanding, and respect for the roles of other allied health professionals in meeting patient needs | ||
| Systems-Based Practice 6.3 | ||
| Incorporate cost awareness and risk-benefit analysis in patient and population-based care | ||
| Systems-Based Practice 6.4 | ||
| Demonstrate awareness of how government health policy impacts the health of individual patients and communities, specifically related to healthcare disparities | ||
| Systems-Based Practice 6.5 | ||
| Uses health information technology effectively to support patient care, with an understanding of technology's capabilities, limitations, and benefits | ||
Fine Arts
| Present | ||
| Students document and present their work professionally. | ||
| Process | ||
| Students engage in creative problem solving in the production of finished work. | ||
| Procure | ||
| Students acquire and refine the skills, techniques, and knowledge relevant to their field of study. | ||
Graphic Design
| Present | ||
| Students document and present their work professionally. | ||
| Process | ||
| Students engage in creative problem solving in the production of finished work. | ||
| Procure | ||
| Students acquire and refine the skills, techniques, and knowledge relevant to their field of study. | ||
Master of Fine Arts
| Present | ||
| Students document and present their work professionally. | ||
| Process | ||
| Students engage in creative problem solving in the production of finished work. | ||
| Procure | ||
| Students acquire and refine the skills, techniques, and knowledge relevant to their field of study. | ||