Student Learning Outcomes

Students will gain competencies in the following areas:

• American Cultures and Identities: Demonstrate a deep, complex interdisciplinary understanding of American cultures and identities and how these have changed over time.
• American Thoughts and Institutions: Demonstrate a deep, complex interdisciplinary understanding of American thoughts and institutions and how these have changed over time.
• American Citizenship and Engagement: Demonstrate the critical thinking skills and intellectual flexibility necessary to make connections between coursework and today's world, in order to engage in meaningful life and in work in our complex and diverse democratic society.
• Research Methods: Critically analyze primary and secondary sources that are useful for understanding the rich complexity of cultural texts that reveal American life, including literary texts, visual culture, social media, activism, and historical documents. 

Students will gain competencies in the following areas:

• Knowledge of Human Anatomy and Physiology: Accurately use terminology, competently communicate responses of the anatomical and physiological systems to different exercise and environmental conditions, and use assessment data of anatomical and physiological markers to prescribe a physical intervention for improving athletic performance.
• Strength and Conditioning Program Design: Identify methods for assessing skill-based fitness, evaluate physiological- and skill-based assessment data, explain proper test administration and selection, justify exercise interventions, and design an evidence-based strength and conditioning program.
• Psychology- and Nutrition-based Performance: Explain the impact of nutrition, dietary supplements, and performance-enhancing substances on both health and performance.
• Professional and Ethical Practice: Learn the scope of professional practice and ethical workplace standards that accompany becoming a certified strength and conditioning specialist.

Students will gain competencies in the following areas:

• Chemical Foundations: Acquire the skills and competencies to be knowledgeable in the five disciplines of chemistry (i.e., Analytical, Physical, Organic, Inorganic, and Biochemistry).
• Laboratory Competency: Demonstrate competency in laboratory work across all five chemical disciplines.
• Quantitative Reasoning: Use quantitative reasoning skills to solve problems.
• Scientific Communication: Evaluate and interpret chemical studies from laboratory work and literature (presenting summaries and conclusions in writing and orally) to people in and outside the field of chemistry.
• Scientific Ethics: Demonstrate their understanding of scientific ethics in research design, data analysis, and representation.
• Collaborative Teamwork: Work and communicate effectively in teams.
• Computational and Data Literacy: Demonstrate competencies in computer literacy, including data analysis, computational, and modelling applications.

Students will gain competencies in the following areas:

• Proficiency in Biology through the study of foundational concepts in the field: 
  • demonstrate an understanding of the origin of diversity and the processes that drive evolutionary change and adaptation.
  • demonstrate an understanding that structure defines function in all living things.
  • demonstrate an understanding of the flow, exchange, modification, and storage of genetic information.
  • demonstrate an understanding of how energy is transferred and matter is transformed through biological systems.
  • demonstrate an understanding of how complex biological systems are interconnected.
• Critical and creative thinking: 
  • be able to apply techniques and tools to the process of scientific inquiry.
  • understand and apply relevant information literacy skills.
  • employ appropriate qualitative and quantitative analyses and models.
  • propose original research that applies the scientific method through a multidisciplinary lens.
  • identify problems, troubleshoot effective solutions, and reflect on the process.
• Understand the interrelatedness among Biology, society, and the environment: 
  • evaluate how Biology informs and is impacted by societal and environmental matters.
  • apply conceptual knowledge to address societal and environmental challenges.
  • understand and practice ethically responsible and professional conduct.
  • communicate scientific information to all audiences in an accurate and engaging fashion.
  • explore their potential to impact the world through their actions and career choices.

Students will gain competencies in the following areas:

• Chemical Foundations: Acquire the skills and competencies to be knowledgeable in the five disciplines of chemistry (i.e., Analytical, Physical, Organic, Inorganic, and Biochemistry).
• Laboratory Competency: Demonstrate competency in laboratory work across all five chemical disciplines.
• Quantitative Reasoning: Use quantitative reasoning skills to solve problems.
• Scientific Communication: Evaluate and interpret chemical studies from laboratory work and literature (presenting summaries and conclusions in writing and orally) to people in and outside the field of chemistry.
• Scientific Ethics: Demonstrate their understanding of scientific ethics in research design, data analysis, and representation.
• Collaborative Teamwork: Work and communicate effectively in teams.
• Computational and Data Literacy: Demonstrate competencies in computer literacy including data analysis, computational, and modelling applications.

Students will gain competencies in the following areas:

• Computing Foundations: Understand the capabilities, limitations, and ramifications of computing, the state of art, and the current research and developments in computer sciences and related areas.
• Software Design, Algorithms and Data Structures: Understand and analyze end user needs, master the techniques of creating and applying algorithms and data structures, and analyze their viability.
• Technical and Collaborative Communication: Be effective at working individually and in teams, building on the work of others, and be able to communicate technical information with both experts and non-experts.
• Adaptability and Lifelong Learning in Technology: Be prepared to adapt to new hardware and/or software technologies and new and changing application areas through a firm grasp of fundamental principles and to develop an appreciation of the need for life-long learning.
• Breadth of Expertise Across the Discipline: Show proficiency in various areas of computer science.

Students will gain competencies in the following areas:

• Content: Be knowledgeable on the body of scholarship (foundational and current) associated with the fields of criminology and criminal justice.
• Research: Recognize and analyze the difficulties associated with acquiring valid and empirical data on the nature and extent of crime.
• Administration: Delineate the different agencies and steps involved in crime processing.
• Theory: Describe the major concepts, perspectives, and methodological traditions used by scholars in the field of criminology and criminal justice.
• Current Topics: Know current issues confronting criminal justice and the importance of maintaining an objective, bias-free perspective when examining them, using evidence-based research when available. 

Students will gain competencies in the following areas:

• Cyber Defense and Protection: Develop the skills and knowledge to protect and defend computer systems and networks from cybersecurity attacks.
• Cyber Investigation and Digital Evidence: Diagnose and investigate cybersecurity events or crimes related to computer systems and digital evidence.
• Professional Security Communication: Effectively communicate information security issues in a professional setting.

Students will gain competencies in the following areas:

• Statistical Methods and Modeling: Achieve proficiency in the statistical methods used in quantitative/empirical research.
• Statistical Computing and Programming: Achieve proficiency in statistical computing.
• Data Acquisition and Preparation: Achieve proficiency in collecting, generating, and cleaning data.
• Analytical Communication: Effectively communicate statistical concepts and data analytic results.

Students will gain competencies in the following areas:

• Economic Theory and Application: Demonstrate an advanced knowledge of economic concepts, and apply these concepts/methods to policy and decision-making issues
• Quantitative and Statistical Analysis: Demonstrate proficiency in quantitative methods and utilize statistical techniques to investigate economic and social phenomena
• Economic Communication: Clearly and coherently articulate persuasive economic arguments and reasoning orally, in writing, and visually
• Applied Economic Research: Participate in experiential and hands-on projects to demonstrate mastery of economic analysis

Students will gain competencies in the following areas:

• Textual Analysis: Understand and analyze texts.
• Argumentation and Evidence: Learn to use evidence to support a well-developed, well-written argument; formulate and support well-developed arguments using language appropriate to the subject and occasion. 
• Historical and Cultural Contexts: Understand how cultural and historical contexts shape the meaning of language and texts, including those by marginalized writers.
• Media Literacy and Communication: Learn how to analyze and communicate effectively through contemporary media.
• Genre-Based Writing Practice: Acquire and implement strategies for competent writing in a variety of genres.

Students will gain competencies in the following areas:

• Disciplinary Foundations: Describe the communication discipline and its central questions.
• Multimodal Communication: Communicate effectively through verbal, written, and visual modalities, including the use of tools and technologies associated with the profession.
• Critical Media Analysis: Reflect critically on communication texts, including journalism, film, television, and strategic communication.
• Global and Cultural Awareness: Demonstrate global awareness, including an awareness of communication theories and engagement in diverse local communities.
• Collaborative Problem Solving: Engage in collaborative problem solving in communication industries.
• Ethical Communication: Apply ethical communication principles and practices.

Students will gain competencies in the following areas:

• Historical Inquiry, Research, and Analysis: Engage in historical inquiry, research, and analysis.
• Historical Narrative and Argumentation: Have the skills and knowledge to craft historical narrative and argument.
• Historical Thinking: Be well practiced in historical thinking.
• History and Citizenship: Use historical perspectives as central to active citizenship.

Students will gain competencies in the following areas:

• Intercultural Competency: Prepared to actively participate as citizens of a global community.
• Equity, Inclusion, and Community: Develop an understanding of equity and inclusion, or a lack thereof, on a global scale.
• Interdisciplinarity: Develop an understanding of how different disciplines approach world cultures, histories, and identities.

Students will gain competencies in the following areas:

• Theories of the Legal System: Students will demonstrate a knowledge and understanding of fundamental information, concepts, and theories of the American legal system and the more general area of law, society, and politics.
• Legal Reasoning and Ethics: Students will have strong research, analytical, reasoning, and conceptualization skills, and ethical consideration
• Research and Professions: Students will gain relevant pre-professional development through experiential/applied learning and will gain skills such as legal research and knowledge of issues relevant to the legal professions.
• Effective Communication: Students will communicate in an oral and/or written form in a clear, concise manner to become successful in a chosen legal field. 

Students will gain competencies in the following areas:

• Problem Solving and Reflection: Learn to use logic and insight to analyze problems, develop solution strategies, implement their strategies, interpret their results, and reflect on the entire process to see how it might be improved and generalized.
• Proof and Conjecture: Extend their abilities to develop, refine, and prove mathematical conjectures.
• Mathematical Connections and Applications: Develop an understanding of connections between mathematics courses, among topics within single courses, and between mathematics and other disciplines, particularly the natural and social sciences.

Students will gain competencies in the following areas:

• Disciplinary Foundations: Describe the communication discipline and its central questions.
• Multimodal Communication: Communicate effectively through verbal, written, and visual modalities, including the use of tools and technologies associated with the profession.
• Critical Media Analysis: Reflect critically on communication texts, including journalism, film, television, and strategic communication.
• Global and Cultural Awareness: Demonstrate global awareness, including an awareness of communication theories and engagement in diverse local communities.
• Collaborative Problem Solving: Engage in collaborative problem solving in communication industries.
• Ethical Communication: Apply ethical communication principles and practices.

1: Develop written and oral proficiency in the target language consistent with the American Council on the Teaching of Foreign Languages (ACTFL) proficiency rating for a given level. (Aligns with Fisher Outcomes: Discourse and Content of the Field)

• Communicate effectively orally in the target language to be easily understood by natives of the target language not accustomed to communicating with language learners and on a variety of (un)familiar topics.
• Write in the target language in formal expository prose without grammatical errors that impede communication.

2: Understand the history and cultures of French- and Spanish-speaking countries and peoples in a global context. (Aligns with Fisher Outcomes: Diversity, Equity, and Inclusion; Discourse and Content of the Field)

• Use the four communicative skills (speaking, listening, reading, and writing) and cultural awareness to interact and study in a target country.
• Understand in an informed manner the societies and cultures of the target language.
• Identify, describe, and compare cultural and/or historical differences by developing relevant examples and articulating their significance.

3: Demonstrate the ability to think critically through thesis-driven analyses and interpretation of a variety of cultural texts including literature, film, plastic arts, and music. (Aligns with Fisher Outcomes: Inquiry and Analysis; Written, Oral, and Visual Communication)

• Interpret and analyze a variety of primary cultural texts in the target language in their historical and cultural contexts.
• Research, interpret, and successfully defend a thesis-driven analysis of a variety of primary cultural texts in the target language in their historical and cultural contexts using critical resources.
• Demonstrates an understanding of key literary movements of the target language.

Students will gain competencies in the following areas:

• Philosophical Knowledge and Methodology: Engage the content, traditions, and tools of philosophy, deepening their readiness to apply disciplinary methods and modes of inquiry.
• Ethical Knowledge and Integrity: Deepen their ethical reasoning by interpreting moral frameworks and examining the intersection of personal and societal values.
• Philosophical Understanding and Synthesis: Demonstrate true philosophical understanding by connecting, integrating, and transferring ideas across traditions and topics.

Students will gain competencies in the following areas:

• Constructing Physics Knowledge and Problem-Solving Skills:
  • Identify and apply relevant physical laws and principles to problems, including classical mechanics, electrodynamics, quantum mechanics, thermodynamics, and statistical and computational physics.
  • Develop models and articulate assumptions, approximations, and limitations.
  • Apply mathematical, statistical, and computational skills to solve new problems.
  • Evaluate, assess, and interpret results.
• Modeling and Analysis Skills:
  • Design and troubleshoot experiments.
  • Acquire data using a variety of laboratory methods and instruments.
  • Analyze data, including the application of statistical methods, as well as the consideration of correlations and uncertainty in measurements.
  • Interpret and evaluate experimental results in the context of relevant physical laws and principles.
• Developing Professional Skills Within the Scientific Community:
  • Summarize research papers, including theoretical approaches, hypotheses, experimental designs, and interpretation of results.
  • Effectively use scientific literature databases to search for pertinent articles related to a research lab or project.
  • Effectively communicate Physics via oral, visual, and written formats to diverse audiences.
  • Work collaboratively with other physicists to solve problems.
  • Develop a sense of community within physics to identify professional and academic opportunities available to those training in physics.

Students will gain competencies in the following areas:

• Understanding Political Values, Institutions, and Contexts: Understand how values, institutions, and contexts shape local, national, and international politics and governments.
• Theories and Methods of Political Science: Explain the political phenomena by applying theories and methods used to study politics and government.
• Persuasive Political Argumentation: Use logic, theory, and/or evidence to make persuasive arguments.
• Communication for Diverse Audiences: Communicate (orally, visually, and in writing) ideas and arguments to diverse audiences.
• Experiential Learning and Civic Engagement: Explore political phenomena and perspectives through experiential learning and/or civic engagement.

Students will gain competencies in the following areas:

• Knowledge Base in Psychology: Describe key concepts, principles, and overarching themes in psychology, and describe applications of psychology.
• Scientific Inquiry and Critical Thinking: Use scientific reasoning and sociocultural perspectives to interpret psychological phenomena, and interpret, design, and conduct basic psychological research.
• Ethical and Social Responsibility in a Diverse World: Know the ethical standards to evaluate psychological science, and know and adopt sociocultural values that build inclusive community at local, national, and global levels.
• Communication: Demonstrate effective writing, interpersonal, and presentation skills for different audiences, and build and enhance interpersonal relationships to effectively work with others in ways that help students appreciate human differences.
• Professional Development: Apply psychological content and skills to career goals, and demonstrate the ability to work individually or with a team to meet goals.

Students will gain competencies in the following areas:

• Population Health Assessment: Understand and apply the methods and tools of public health to assess population needs and capacities that affect communities’ health.
• Evidence-Based Practice: Understand and apply the methods and tools of data collection, analysis, and interpretation to determine evidence-based practice strategies for health promotion and disease prevention.
• Culturally Competent Health Communication: Understand and demonstrate culturally competent strategies for communicating health information to a variety of audiences.

Students will gain competencies in the following areas:

• Disciplinary Foundations: Describe the communication discipline and its central questions.
• Multimodal Communication: Communicate effectively through verbal, written, and visual modalities, including the use of tools and technologies associated with the profession.
• Critical Media Analysis: Reflect critically on communication texts, including journalism, film, television, and strategic communication.
• Global and Cultural Awareness: Demonstrate global awareness, including an awareness of communication theories and engagement in diverse local communities.
• Collaborative Problem Solving: Engage in collaborative problem solving in communication industries.
• Ethical Communication: Apply ethical communication principles and practices.

Students will gain competencies in the following areas:

• Comparative Religious Understanding: Critically analyze, interpret, and compare diverse religious experiences, traditions, and forms of expression using concepts, categories, and methods appropriate to the discipline of religious studies, and communicate their religious literacy in written, oral, and visual forms.
• Religion, Ethics, and Society: Critically analyze and interpret the dynamic relations among religious traditions, other disciplines, social groups, and cultural institutions, and articulate how religious knowledge, values, and ethics can be constructively applied to address a range of issues and conflicts in a multicultural world.
• Religious Literacy: Explore, articulate, and demonstrate the relevance and value of religion and religious literacy for their personal development, professional practice, and civic lives.

1: Expose students to the fundamental concepts, theories, values, perspectives, and methodological traditions that comprise sociology as a discipline (Aligns with Fisher Outcomes: Discourse and Content of the Field; Diversity, Equity, and Inclusion)

• Demonstrate an understanding of core concepts and theories within the discipline
• Recognize and reflect on core values and beliefs within the discipline
• Analyze and apply core methodological traditions within the discipline

2: Cultivate engaged, critical thinking that contributes to lifelong, intellectual flexibility (Aligns with Fisher Outcomes: Integrative and Applied Learning; Inquiry and Analysis)

• Analyze, interpret, and apply critical perspectives within the discipline

Students will gain competencies in the following areas:

• Interpretive Communication: Understand, interpret, and analyze what they hear, read, or view on a variety of topics.
• Interpersonal Communication: Interact to exchange information, express feelings, and negotiate meaning.
• Presentational Communication: Present information, ideas, and perspectives in Spanish.
• Cultural Awareness: Identify and explain cultural elements and their underlying perspectives.

Students will gain competencies in the following areas:

• Professionalism and Industry Dispositions: Exhibit behaviors and dispositions consistent with industry professionals.
• Written Communication and Industry Formatting: Exhibit college-level writing and correctly utilize industry-appropriate formatting.
• Oral Communication in Professional Settings: Perform oral communication practices that facilitate effective communication with others.
• Applied Professional Practice: Accurately apply their learning in assignments by practicing the role of industry professionals.
• Diversity and Equity in Sport: Demonstrate an understanding of how diversity shapes sport experiences and is integral to the success of the sport industry.

1: Statistical Methods and Theory: Students will demonstrate competency in designing studies, using graphical and statistical methods to explore data, fitting and evaluating statistical models, using inference procedures including resampling methods, and drawing appropriate conclusions from the analysis. (Aligns with Fisher Outcomes: Inquiry and Analysis, Ethical Reasoning, Content and Discourse of the Field)

• Outcome 1.1: Design a study capable of testing a causal hypothesis and explain how study design is related to evidence for and conclusions about a hypothesis.
• Outcome 1.2: Use graphical methods to summarize univariate and bivariate distributions and develop insights through graphical data summaries.
• Outcome 1.3: Demonstrate competency in fitting and interpreting statistical models for both continuous and categorical outcome variables.
• Outcome 1.4: Use resampling methods for statistical inference, including parameter estimation and hypothesis testing.

2: Data Science: Students will demonstrate competence in statistical programming, algorithmic thinking, simulation-based statistical techniques, and skills for managing and manipulating data and doing reproducible statistical science. (Aligns with Fisher Outcomes: Ethical Reasoning, Content and Discourse of the Field)

• Outcome 2.1: Develop fluency in one statistical programming language and gain familiarity with a second language.
• Outcome 2.2: Translate a data analytic problem into a set of computational steps, and show how they work in real data.
• Outcome 2.3: Set up and run a Monte Carlo or simulation study to investigate a problem.
• Outcome 2.4: Import, clean, and appropriately format data from a variety of sources.

3: Mathematical Foundations: Students will demonstrate competence in calculus and linear algebra and the mathematical foundations of probability and statistics. Emphasis is on connections between mathematical concepts and statistical applications. (Aligns with Fisher Outcomes: Content and Discourse of the Field)

• Outcome 3.1: Demonstrate knowledge of integration and differentiation.
• Outcome 3.2: Demonstrate knowledge of linear algebra (emphasis on matrix manipulations, linear transformations, projections in Euclidean space, eigenvalue/eigenvector decomposition, and singular value decomposition)
• Outcome 3.3: Demonstrate knowledge of probability (emphasis on conditional probability and independence, random variables, functions and sums of random variables, moment-generating functions, Markov chains and other probability models, Monte Carlo methods, and applications of conditional probability).

4: Statistical Practice and Problem Solving: Students will demonstrate the ability to communicate, collaborate, and manage a data analytic project. Students will show the ability to address real research problems using an array of statistical tools and draw appropriate conclusions.(Aligns with Fisher Outcomes: Inquiry and Analysis, Ethical Reasoning, Written, Oral, and Visual Communication, Content and Discourse of the Field, Collaboration and Leadership)

• Outcome 4.1: Present the findings of a data analytic project, demonstrating writing, speaking, and presentation skills.
• Outcome 4.2: Plan and collaborate with others on a project designed to answer a disciplinary question using real data.
• Outcome 4.3: Demonstrate competence with using multiple models and methods for addressing a question in real data, and draw appropriate conclusions.

5: Discipline-Specific Knowledge: Students will become familiar with a disciplinary field of inquiry, demonstrate competence with the quantitative methods used in that field, and apply statistical reasoning to disciplinary questions and problems from that field. (Aligns with Fisher Outcomes: Ethical Reasoning, Content and Discourse of the Field, Integrative and Applied Learning)

• Outcome 5.1: Acquire a minor or second major in a discipline that uses quantitative research methods.
• Outcome 5.2: Render a disciplinary research question or problem in statistical and computational terms.
• Outcome 5.3: Conduct a project that addresses a disciplinary question with real data from that field.

Students will gain competencies in the following areas:

• Demonstrate an understanding of sustainability from a wide variety of perspectives: 
  • Develop an understanding of multiple sustainability frameworks and apply their use within our world.
  • Demonstrate an understanding of the intersection of society with environmental challenges, including but not limited to political, economic, and business systems.
  • Demonstrate an understanding of the Earth systems, the biosphere, lithosphere, atmosphere, and hydrosphere, and their interactions with environmental challenges.
• Develop the capacity for integrative thinking and problem-solving approaches in sustainability: 
  • Critically evaluate potential solutions to complex problems from individual to global scales.
  • Define and contextualize sustainability issues utilizing multiple methods.
  • Develop skills for the collection, analysis, and application of data.
• Create an effective solution to a sustainability issue within our community:
  • Apply theoretical frameworks to address a sustainability issue in the community.
  • Develop informed environmental, ethical, economic, and cultural perspectives on a community problem.
  • Demonstrate professionalism, an understanding of expectations of the field, and knowledge of post-undergraduate pathways.

Students will gain competencies in the following areas:

• Core Business Knowledge: 
  • Demonstrate basic knowledge of Accounting.
  • Demonstrate basic knowledge of Organizational Behavior.
  • Demonstrate basic knowledge of Operations Management.
  • Demonstrate basic knowledge of Finance.
  • Demonstrate basic knowledge of Marketing.
  • Demonstrate basic knowledge of Legal Environment of Business.
  • Demonstrate basic knowledge of Information Technology.
  • Demonstrate basic knowledge of International Business.
  • Demonstrate basic knowledge of Strategy.
• Effective Communication: 
  • Write in a manner consistent with professional standards.
  • Prepare and deliver effective oral business presentations.
• Collaboration: 
  • Team Participation - Accept and carry out their responsibilities and not engage in “social loafing” behaviors.
  • Team Cohesiveness - Contribute to creating a cohesive team atmosphere.
  • Communication in Teams - Engage in effective two-way communication.
  • Group Decision Making - Use behaviors that facilitate effective group decision-making.
• Application of a Framework for Ethical Decision-Making in Business Problems and Issues:
  • Use an ethical decision-making framework to identify and resolve ethical dilemmas
• Critical Thinking: 
  • Apply functional business knowledge to make business decisions.
  • Be able to evaluate the quality and sufficiency of information and use that information to solve real-world problems as well as produce innovative outcomes.

Students will gain competencies in the following areas:

• Leadership: Demonstrate the capacity to lead in organizational situations.
  • Understand personal strengths and limitations in practicing leadership, which will enable them to further develop their leadership capabilities.
  • Show leadership initiative by actively attempting to influence events to achieve goals.
• Communication: Demonstrate the capacity to communicate effectively in organizational situations.
  • Write appropriately for a business situation.
  • Communicate effectively in a formal presentation setting.
  • Effectively express their ideas in a team setting.
• Application of Business Knowledge: Apply business knowledge to critically analyze business problems and to make decisions effectively.
  • Apply knowledge of marketing, business strategy, integrated accounting and finance, and project management to critically analyze business-related problems.
  • Apply knowledge of marketing, business strategy, integrated accounting and finance, and project management to make effective business decisions based on relevant data.
• Teamwork: Foster collaboration among team members by showing respect for others, encouraging open expression of ideas, and contributing to the overall effectiveness of a team.
  • Seek input from others and validate their contributions to the team.
  • Encourage open expression of ideas.
  • Contribute to the team in helping to achieve its goals.

The learning outcomes for the teacher preparation programs offered by the School of Education/EPP are aligned with the New York state standards for teacher preparation and the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. 

Upon completion of the teacher education programs, candidates will be able to address:

• Planning: Candidates understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create learning experiences that make these aspects of the subject matter meaningful for students.
• Development: Candidates understand how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
• Diversity: Candidates know, understand, and appreciate diversity and demonstrate this by creating learning experiences that honor diversity.
• Content: Candidates have command of the content area(s) they are to teach as defined by the state and national standards and create learning opportunities that are meaningful to their students.
• Leadership: Candidates demonstrate leadership in a multitude of ways. Leaders initiate and implement new ideas to improve the quality of education in the classroom, district, and society.
• Theory and Practice: Candidates demonstrate an emerging philosophical and theoretical framework to become effective educators. This is demonstrated through an iterative process of reflection, decision making, and practice.
• Management: Candidates understand that effective classroom management is a blend of effective instruction, attention to effective elements, organization, and myriad other factors, as well as the ability to effectively balance these variables.
• Assessment: Candidates understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
• Professionalism: Candidates demonstrate dispositions, behaviors, and social skills that reflect professionalism.
• Community: Candidates foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
• Technology: Candidates use technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

Upon completion of the teacher education programs, candidates will be able to address:

• Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
• Learning Differences. The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
• Learning Environments. The teacher works with others to create environments that support individual and collaborative learning and encourage positive social interaction, active engagement in learning, and self-motivation.
• Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
• Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
• Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher’s and learner’s decision making.
• Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, as well as build skills to apply knowledge in meaningful ways.
• Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
• Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and advance the profession.
• Theory and Practice. Candidates will demonstrate an understanding of the philosophical underpinnings, theories, and best practices that promote high-quality teaching and learning environments for all students.

Upon completion of the teacher education programs, candidates will be able to address:

• Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
• Learning Differences. The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
• Learning Environments. The teacher works with others to create environments that support individual and collaborative learning and encourage positive social interaction, active engagement in learning, and self-motivation.
• Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
• Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
• Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher’s and learner’s decision making.
• Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, as well as build skills to apply knowledge in meaningful ways.
• Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
• Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
• Theory and Practice. Candidates will demonstrate an understanding of the philosophical underpinnings, theories, and best practices that promote high-quality teaching and learning environments for all students.

In the area of Learners and Learning candidates will:

• Understand the growth and development process of learners and foster student agency
• Embrace cultural diversity and create an inclusive, culturally responsive environment for all learners
• Develop professional relationships with, and honor differences among, diverse learners within a learning community
• Seek opportunities to promote equity and social justice within the learning community
• Design appropriate and engaging instructional environments, both physical and virtual

In the area of Planning for Instruction candidates will:

• Design learning experiences which meet multiple learning goals within mutually beneficial collaborative partnerships
• Choose instructional strategies to provide learners with multiple avenues to demonstrate learning
• Model information evaluation strategies and ethical use of information
• Design varied assessment opportunities for learners to demonstrate knowledge and mastery
• Continually review and revise instruction with collaborative partners to improve learner outcomes

In the area of Knowledge and Application of Content candidates will:

• Promote reading as a foundational skill for lifelong learning, personal enjoyment, and growth
• Develop knowledge of selection procedures and curation issues related to the development of diverse, accessible and culturally relevant collections in multiple formats
• Curate a wide range of information literacy skills to define information needs; seek, find and evaluate information; and convey information ethically
• Design inquiry experiences which promote critical thinking as learners demonstrate multiple literacies
• Incorporate relevant use of technology to enhance learning experiences and build learner awareness of the digital environment
• Utilize instructional strategies which convey the importance of digital citizenship in a technology-enabled environment

In the area of Organization and Access candidates will:

• Support models which maximize learners’ access to library resources and services
• Recognize and design functional solutions which reduce barriers to equitable access
• Develop and curate collections which reflect the continually changing nature of both the information environment and the needs of the learning community
• Use data and information in the decision-making process within the learning community

In the area of Leadership, Advocacy, and Professional Responsibility candidates will:

• Conduct strategic development, implementation and ongoing evaluation of a library media program aligned with the school’s vision
• Engage in the professional development cycle as learners and facilitators
• Lead and collaborate with others in the school community to design solutions to identified problems
• Manage fiscal and personnel procedures and issues within the library media program
• Advocate for the implementation of innovative learning modalities, such as making, tinkering, iterative and design thinking
• Network with the larger community to advocate for learners and the learning community
• Model, promote and practice ethical use of information and intellectual freedom

The learning outcomes of these programs are to produce school leaders who possess the following attributes:

• Have a thorough grounding in and understanding of the challenges and opportunities in education
• Have the ability to work effectively with members of the school district and local community
• Demonstrate effective leadership, management, and communication skills, and are agents for effective and positive change
• Have a strong sense of ethics and ethical responsibility to the children and families served by the school and school district
• Have a broad understanding of the role of the school/district and its relationship to the broader community in which it operates
• Have a broad awareness and knowledge of curriculum issues, Educational Leadership Constituent Council (ELCC) standards, and Common Core learning standards and assessment program
• Are prepared based on state and national leadership standards and assessments for school building and district leaders
• Are knowledgeable about and committed to teaching and learning principles that support effective classroom practices and procedures based on the developmental learning needs of P–12 students and state learning standards
• Are knowledgeable about educational research, research techniques, and interpretation of research findings in education
• Have a general understanding of educational technology and its applications in research, communication, and instruction
• Can design and implement effective programs for faculty and staff development
• Have an understanding of education law, finance, and the legal issues facing schools and school districts
• Have the knowledge and skills related to a school leader’s responsibility to establish a school or district budget, and provide the necessary fiscal oversight required to support achievement of planned educational objectives and goals

The program will prepare executive leaders who demonstrate the following:

• The ability to apply and synthesize the essential knowledge, skills, and dispositions required for effective leadership and management in various organizational settings
• The capability to conduct research and collect, analyze, and interpret data to inform decision making and improve performance
• The facility to think and plan strategically and conduct action research that is supported by best practice
• An understanding of the impact, interactions, and implications of various public sectors on organizations
• The integrity to make ethical and fair decisions when facing moral dilemmas.
• The capacity to appreciate and maximize the talents and skills of a diverse workforce
• The ability to assess and maximize human potential through a process of continuous personal, professional, and intellectual development

Leadership Standards

Executive leadership is a complex concept represented by an array of knowledge, skills, and dispositions as diverse as the population of successful leaders. Nonetheless, those who emerge from this program will be expected to possess in their character and demonstrate in their actions the seminal values reflected in the standards below. Standard One—Character

The executive leader demonstrates character, drive, competence, and honesty in advancing the goals of the organization and the aspirations of colleagues. The executive leader has a strong moral compass and places the interests of the organization and coworkers before personal gain. Standard Two—Vision

The executive leader has the ability to develop a positive, humane vision of the future that is articulated and communicated to constituents. The executive leader makes a long-term investment in this vision and works collaboratively toward its accomplishment with all stakeholders. Standard Three—Integrity

The executive leader is a person of integrity who acts ethically and fairly in all dealings with others. The executive leader creates an organizational climate of honesty and high principles that inspire principled behavior among all who serve the organization. Standard Four—Self Development

The executive leader continually examines personal strengths and weaknesses and uses knowledge of self in the service of others. The executive leader is introspective and reflective, using personal strength and courage to advance organizational goals while working to diminish personal weaknesses. Standard Five—Support of Others

The executive leader supports, encourages, and rewards others by recognizing their talents and assigning them responsibilities commensurate with their abilities. The executive leader views others as partners who bring to the organization strength and potential for good. Standard Six—Development of Goals

The executive leader identifies and advances the organization’s mission and goals. The executive leader accepts change and enables others to work for and embrace change. Standard Seven—Collaboration

The executive leader collaborates with all organizational constituencies, promoting trust and confidence. The executive leader responds to diverse community interests by partnering with the community and garnering community resources on behalf of the organization and community advancement. Standard Eight—Research and Best Practice

The executive leader’s knowledge of professional practice is current and shaped by research and experience. The executive leader employs best practice in the performance of duties, revises practice and programs based on empirical data, and fosters commitment to these principles in others. Standard Nine—Cultural Sensitivity and Diversity

The executive leader understands, respects, and values individuals from diverse cultural backgrounds and with different experiences. The executive leader possesses and promotes knowledge of diversity within the organization, community, and broader society; demonstrates dispositions that respect and value differences; and exhibits skills for working in diverse organizational settings. Standard Ten—Communication Skills and Technology

The executive leader demonstrates effective communication skills in writing and speaking, as well as through the use of technology and electronic media. The executive leader communicates with all constituencies in clear, intelligible language designed to promote community involvement and support while advancing the organization’s mission and goals. Standard Eleven—Responsibility and Accountability

The executive leader assumes and shares responsibility and accountability for achievement of organizational goals and outcomes. The executive leader clearly defines organizational roles and objectively measures employee performance in the context of the organization’s mission and goals. Standard Twelve—Organizational Capacity and Improvement

The executive leader knows how to synthesize and apply research, knowledge, and experience to inform change and increase organizational capacity. The executive leader embraces and promotes ongoing professional development, as well as continuous individual and organizational improvement.

Upon completion of the Bachelor of Science in Nursing, the graduate will be prepared to:

• Integrate the liberal arts and sciences and nursing courses to promote holistic outcomes for clients.
• Support interprofessional communication and collaboration for improving client health outcomes.
• Advocate for clients and support their right to safe, compassionate, and holistic nursing care.
• Integrate critical thinking and decision-making throughout the nursing process to improve the care of clients.
• Practice as a responsible member of the nursing profession reflecting current standards of practice including ethical and legal accountability.
• Apply basic organizational and systems leadership for quality care and patient safety in the provision and management of health care.
• Practice patient-centered care respectfully and nonjudgmentally with diverse populations of individuals, families, and communities.
• Engage in ongoing, self-directed learning, self-evaluation, and goal setting throughout their nursing career.
• Engage in the scholarship of evidence-based practice and research to support high-quality health outcomes and safe nursing care.
• Promote clinical prevention and population health based on an understanding of global health care issues.
• Use information management systems and apply patient care technologies for clinical decision-making.

Upon completion of the mental health counseling program, the graduate will be prepared to:

• Demonstrate professional skills and personal qualities required for working as an effective counselor in an interdisciplinary mental health setting.
• Demonstrate a variety of differential diagnostic assessment skills consistent with the most current diagnostic manual.
• Demonstrate the ability to use a diverse range of evidence-based intervention strategies.
• Develop appropriate intervention plans based upon knowledge of culturally relevant variables in client care, including ethnicity, religion, socioeconomic levels, gender, sexual orientation, and disability status.
• Demonstrate professional behavior consistent with ethical guidelines of mental health counseling professional organizations and regulatory agencies.

The Wegmans School of Pharmacy has adopted the American Association of Colleges of Pharmacy (AACP) Educational Outcomes as articulated by the Center for the Advancement of Pharmacy Education (CAPE) 2013.

Upon completion of the Pharm.D. program and entry into the profession, graduates will be able to demonstrate the following skills and attributes:

Domain 1: Foundational Knowledge

1.1. Learner (Learner): Develop, integrate, and apply knowledge from the foundational sciences (i.e. Pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient-centered care.

Domain 2: Essentials for Practice and Care

2.1. Patient-centered care (Caregiver): Provide patient-centered care as the medication expert (collect and interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities).

2.2. Medication use systems management (Manager): Manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.

2.3. Health and wellness (Promoter): Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.

2.4. Population-based care (Provider): Describe how population-based care influences patient-centered care and influences the development of practice guidelines and evidence-based best practices.

Domain 3: Approach to Practice and Care

3.1. Problem solving (Problem Solver): Identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution.

3.2. Educator (Educator): Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.

3.3. Patient advocacy (Advocate): Assure that patients’ best interests are represented.

3.4. Interprofessional collaboration (Collaborator): Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.

3.5. Cultural sensitivity (Includer): Recognize social determinants of health to diminish disparities and inequities in access to quality care.

3.6. Communication (Communicator): Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.

Domain 4: Personal and Professional Development

4.1. Self-awareness (Self-aware): Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.

4.2. Leadership (Leader): Demonstrate responsibility for creating and achieving shared goals, regardless of position.

4.3. Innovation and entrepreneurship (Innovator): Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.

4.4. Professionalism (Professional): Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.

Students will gain competencies in the following areas:

• Inquire: Explore a topic and plan ahead.
• Gather: Strategically search and retrieve information.
• Evaluate: Assess information for validity and need.
• Integrate: Cite, use, and manage information.
• Create: Add your voice to the conversation.