Accreditation That Inspires Confidence

PLO1: Students will demonstrate knowledge and understanding of the scientific terminology, facts, principles, resume building, and concepts of exercise as appropriate for an entry-level health/fitness professional. 

• SLO1.1: Students will identify and summarize key concepts and principles of exercise science    
• SLO1.2: Students will conduct research and interviews with patients to manage health outcomes  

PLO2: Students will demonstrate competence of  structure and function of the human body as well as typical acute and chronic adaptations to exercise and injury.  

• SLO2.1: Students will identify, palpate and clinically test human structure and function.  
• SLO2.2: Students will research and identify adaptations and trends typical of acute and chronic exercise and injury 

PLO3: Students will explain and demonstrate biomechanical movement concepts of exercise, fitness, and activities related to ADL’s, functional movement and rehabilitation.  

• SLO3.1: Students will demonstrate proper terminology use towards treatment plans and rehabilitation protocols.  
• SLO3.2: Students will identify and demonstrate proper biomechanical techique within healthcare protocols.   

PLO4: Students will demonstrate knowledge in administrative principles, risk management, resume and budgeting in multiple healthcare professions  

• SLO4.1: Students will identify and evaluate principles and policies for healthcare professions.    
• SLO4.2: Students will understand the concepts of budget and facility design in in healthcare settings  

PLO5: Students will identify and demonstrate knowledge of health care professions roles, responsbilities, fiscal financial worth, and credentialing for future professions and/or graduate school   

• SLO5.1: Students will understand how philosophy and ethics relate to medical professions.   
• SLO5.2: Students will identify and understand credentialing and financial evolution of multiple healthcare professions. 

PLO1: Be able to perform mathematical computations in calculus (one and several variables), linear algebra, and discrete mathematics (combinatorics and Boolean logic).

• SLO1.1: Students will demonstrate mastery of limits, derivatives, definite integrals, and indefinite integrals by passing a departmental exam near the end of their sophomore year.
• SLO1.2: Students will demonstrate mastery of solving linear equations, and computations with matrices, linear transformations, and vector spaces by passing a departmental exam near the end of their sophomore year.
• SLO1.3: Students will demonstrate mastery of combinatorial and Boolean logic computations by passing a departmental exam near the end of their sophomore year.

PLO2: Have a conceptual understanding of mathematics in the following areas: calculus, linear algebra, abstract mathematics (logic and proof), probability and statistics, algebra, and analysis.

• SLO2.1: Students will take the ETS Major Field Test in Mathematics during their senior year and score in the top half on those areas mentioned above. (Note: areas included in the ETS test such as complex analysis and topology which we do not offer will be ignored.)

PLO3: Be able to correctly formulate a mathematical statement and to write a coherent proof.

• SLO3.1: Students will create a portfolio showing at least four proofs they have done in each of our four proof intensive courses. For the two upper-level courses, each proof will include the statement of the result, an initial proof with instructor’s comments and a final revised version.

PLO4: Be able to model real-world applications by formulating appropriate assumptions, making approximations, and testing predictions.

• SLO4.1: Students will create a portfolio showing at least two projects in at least two different courses, showing the problem, the assumptions, the mathematical development, and the evalution of the model.

PLO5: Be able to communicate mathematical content to others in both written and oral form.

• SLO5.1: Students will complete a senior project or an internship, producing both a well-written paper and a well-presented talk.

PLO1: Students will demonstrate knowledge and understanding of the scientific terminology, facts, principles, resume building, and concepts of exercise as appropriate for an entry-level health/fitness professional. 

• SLO1.1: Students will identify and summarize key concepts and principles of exercise science    
• SLO1.2: Students will conduct research and interviews with patients to manage health outcomes  

PLO2: Students will demonstrate competence of  structure and function of the human body as well as typical acute and chronic adaptations to exercise and injury.  

• SLO2.1: Students will identify, palpate and clinically test human structure and function.  
• SLO2.2: Students will research and identify adaptations and trends typical of acute and chronic exercise and injury 

PLO3: Students will explain and demonstrate biomechanical movement concepts of exercise, fitness, and activities related to ADL’s, functional movement and rehabilitation.  

• SLO3.1: Students will demonstrate proper terminology use towards treatment plans and rehabilitation protocols.  
• SLO3.2: Students will identify and demonstrate proper biomechanical techique within healthcare protocols.   

PLO4: Students will demonstrate knowledge in administrative principles, risk management, resume and budgeting in multiple healthcare professions  

• SLO4.1: Students will identify and evaluate principles and policies for healthcare professions.    
• SLO4.2: Students will understand the concepts of budget and facility design in in healthcare settings  

PLO5: Students will identify and demonstrate knowledge of health care professions roles, responsbilities, fiscal financial worth, and credentialing for future professions and/or graduate school   

• SLO5.1: Students will understand how philosophy and ethics relate to medical professions.   
• SLO5.2: Students will identify and understand credentialing and financial evolution of multiple healthcare professions. 

• SLO1:  Students will develop projects using specified media in a manner that reflects technical skill and appropriate decision making to creatively apply the elements and principles of design.
• SLO2: Students will analyze and categorize works of art by technical styles, movements, and/or artists.
• SLO3: Students will engage in critique, suggesting revisions to refine creative perception and decisions, and to improve resulting products.

• SLO1:  Students will present their work, describing process, appraising quality, and articulating meaning.
• SLO2:  Students will create a series of digital portfolios – compilations of creative works illustrating technical skills, creativity, and breadth of media – developing from novice to professional quality.

PLO1: Students will demonstrate knowledge and understanding of the scientific terminology, facts, principles, resume building, and concepts of exercise as appropriate for an entry-level health/fitness professional.

• SLO 1.1: Students will identify and summarize key concepts and principles of exercise science
• SLO 1.2: Students will conduct research and interviews with patients to manage health outcomes

PLO2: Students will demonstrate competence of structure and function of the human body as well as typical acute and chronic adaptations to exercise and injury.

• SLO 2.1: Students will identify, palpate, and clinically test human structure and function.
• SLO 2.2: Students will research and identify adaptations and trends typical of acute and chronic exercise and injury

PLO3: Students will explain and demonstrate biomechanical movement concepts of exercise, fitness, and activities related to ADL’s, functional movement, and rehabilitation.

• SLO 3.1: Students will demonstrate proper terminology use towards treatment plans and rehabilitation protocols.
• SLO 3.2: Students will identify and demonstrate proper biomechanical technique within healthcare protocols.

PLO4: Students will demonstrate knowledge in administrative principles, risk management, resume and budgeting in multiple healthcare professions

• SLO 4.1: Students will identify and evaluate principles and policies for healthcare professions.
• SLO 4.2: Students will understand the concepts of budget and facility design in in healthcare settings

PLO5: Students will identify and demonstrate knowledge of health care professions roles, responsibilities, fiscal financial worth, and credentialing for future professions and/or graduate school

• SLO 5.1: Students will understand how philosophy and ethics relate to medical professions.
• SLO 5.2: Students will identify and understand credentialing and financial evolution of multiple healthcare professions field of education as a means for bringing about social justice

PLG1: Students will demonstrate that they possess the fundamental business knowledge generally expected of all business students and the depth of knowledge generally expected of students in their area if study (Business Management, Accounting, Finance, Marketing, or Sports Management).

• SLO1.1: Students will demonstrate a comprehensive understanding business principles
• SLO1.2: Students will apply specialized knowledge in their area of study to practical and real-world scenarios.

PLG2: Students will demonstrate the ability to apply the knowledge and skills they have acquired to bridge the gap between theoretical knowledge and practical application.

• SLO2.1: Students will apply their academic knowledge in professional settings SLO2.2: Students will develop and demonstrate professional workplace skills.

PLG3: Students will demonstrate the ability to think critically and to communicate effectively.

• SLO3.1: Students will identify, analyze, and resolve unstructured business problems, which result in making evidence-based decisions
• SLO3.2: Students will demonstrate the ability to communicate effectively, both orally and in writing.

1. Recognize that education is a human and civil right.

Student Learning Outcomes:

• Students will develop and articulate their professional identity in a vocation by demonstrating their ability to effectively communicate in written and spoken forms on various platforms.
• Students will engage in reflective analysis of coursework, clinical experiences, and personal growth through various modes advocating their knowledge and understanding of educational systems and learning environments.

2. Seek to improve the human condition through ethical educational practices.

Student Learning Outcomes:

• Students will establish and reciprocate professional relationships that are inclusive and equity-minded while demonstrating ethical decision making.
• Students will participate in clinical experiences recognizing professional practices as ethical or unethical and propose alternate practices to improve the human condition.

3. Design, implement, and assess developmentally appropriate learning experiences.

Student Learning Outcomes:

• Students will construct and deliver developmentally appropriate curriculum or organizational models for learners applying research-based practices.
• Students will assess and evaluate learners’ performances/development and effectiveness of organizational programs using data-driven practices.

The mission statement of the Manchester University Department of Education is to bridge theory and practice, preparing students for professional careers that promote individual well-being, community engagement, and social justice.

Learning Goals: Graduates of our program will

1. bridge theory and practice by applying their knowledge and skills in semester long internships or student teaching placements
2. assess learning and development or the effectiveness of organizational programs designed for children, adolescents, and/or adults
3. establish professional and reciprocal relationships with others invested in the emotional, physical, and cognitive well-being of others with whom they work
4. create positive and caring environments for the development and academic progress of children, adolescents, and/or adults
5. reflect on their role in the field of education as a means for bringing about social justice

1. Students will analyze literary texts from a diverse selection of periods, genres, and cultures, integrating both secondary research and literary theory.

Student Learning Outcomes:

• IDENTIFY and analyze diverse literary texts with scholarly depth: Students will analyze literary texts from diverse periods, genres, and cultures, integrating secondary research and applying relevant literary theories to explore and interpret texts critically.
• SYNTHESIZE secondary research and literary theory: Students will synthesize secondary research by demonstrating their ability to evaluate, interpret, and incorporate scholarly sources responsibly.

2. Students will practice writing conventions of a variety of forms, including journalism, creative writing, and professional writing.

Student Learning Outcomes:

• ADAPT writing style to different audiences and purposes: Students apply writing across various forms and adapt their writing style to different discourse conventions, producing clear, coherent, and engaging texts tailored to specific communicative goals.
• CRITICALLY evaluate and revise written work: Students will evaluate and revise by engaging in peer feedback, demonstrating proficiency in identifying areas of improvement for deep revision to enhance clarity, coherence, and effectiveness.

3. Students will demonstrate appropriate citation style.

Student Learning Outcomes:

• STUDENTS demonstrate proficiency in applying both MLA style for academic writing and AP style for journalistic writing, effectively incorporating signal phrases, in-text citations, quotes, and appropriate source attributions to their Works Cited lists.

PLO 1: Students will apply critical thinking skills in relation to environmental issues.

• SLO 1.1: Synthesize information from a variety of sources that not only demonstrates an ability to identify an environmental problem but also propose options for solutions.
• SLO 1.2: Effectively communicate scientific findings, from published and student-generated data, in oral and written formats.
• SLO 1.3: Design, conduct and present (orally and in writing) independent research that is consistent with the standards and practices of research in environmental science.

PLO 2: Students will integrate the many disciplines and fields that intersect with environmental concerns.

• SLO 2.1: Synthesize the interactions of scientific, economic, and political perspectives regarding local, regional, and global environmental issues in the context of current literature.
• SLO 2.2: Formulate an action plan for sustainable alternatives to environmental issues that integrate ecological, social, and economic perspectives.

PLO 3: Students will express an awareness, knowledge, and appreciation of the intrinsic values of ecological processes and communities.

• SLO 3.1: Describe the fundamental structure and function of natural systems, and how humans can alter these systems.
• SLO 3.2: Apply qualitative and quantitative research methods to gain empirical evidence for environmental decision-making.

Associates Degree

PLO1: To provide students with a broad-based intellectual foundation across the liberal arts and sciences, fostering the ability to integrate different perspectives when addressing complex issues. 

• SLO1.1 Demonstrate the ability to construct and deliver clear, evidence-based arguments in both written and oral formats, adapted for diverse audiences and purposes. 
• SLO1.2Students will analyze contemporary issues by synthesizing insights from the social sciences, natural sciences, and ethical or faith-based frameworks. 
• SLO1.3 Students will interpret data and solve practical problems. 

Minor

PLO 1: Students will analyze how gender informs lives across cultures. 

• SLO 1: Students will read widely in the gender studies discipline, identifying  how gender informs society and explaining its significance. 

PLO 2: Students will analyze gender from a variety of interdisciplinary perspectives. 

• SLO 2: Students will demonstrate their ability to apply different disciplinary  perspectives of gender through class discussion. 

PLO 3: Students will practice written and oral communication skills in developing  persuasive texts and/or presentations about the experience of humans as gendered beings. 

• SLO 3: Students will write analyses of texts discussing gender. 
• SLO 4: Students will conduct oral presentations on texts discussing gender. 

PLO1: Students will demonstrate knowledge and understanding of the scientific terminology, facts, principles, resume building, and concepts of exercise as appropriate for an entry-level health/fitness professional. 

• SLO1.1: Students will identify and summarize key concepts and principles of exercise science    
• SLO1.2: Students will conduct research and interviews with patients to manage health outcomes  

PLO2: Students will demonstrate competence of  structure and function of the human body as well as typical acute and chronic adaptations to exercise and injury.  

• SLO2.1: Students will identify, palpate and clinically test human structure and function.  
• SLO2.2: Students will research and identify adaptations and trends typical of acute and chronic exercise and injury 

PLO3: Students will explain and demonstrate biomechanical movement concepts of exercise, fitness, and activities related to ADL’s, functional movement and rehabilitation.  

• SLO3.1: Students will demonstrate proper terminology use towards treatment plans and rehabilitation protocols.  
• SLO3.2: Students will identify and demonstrate proper biomechanical technique within healthcare protocols.   

PLO4: Students will demonstrate knowledge in administrative principles, risk management, resume and budgeting in multiple healthcare professions  

• SLO4.1: Students will identify and evaluate principles and policies for healthcare professions.    
• SLO4.2: Students will understand the concepts of budget and facility design in in healthcare settings  

PLO5: Students will identify and demonstrate knowledge of health care professions roles, responsbilities, fiscal financial worth, and credentialing for future professions and/or graduate school   

• SLO5.1: Students will understand how philosophy and ethics relate to medical professions.   
• SLO5.2: Students will identify and understand credentialing and financial evolution of multiple healthcare professions. 

Minor

PLO 1: Students will demonstrate an ability to research and report the news ethically and according to professional standards. 

• SLO 1: Students will compose a variety of articles that are both ethical and  a accurate. 

PLO 2: Students will demonstrate appropriate citation style. 

• SLO 2: Students will demonstrate proficiency in applying AP style. 

PLO 3: Students will demonstrate a familiarity with basic news literacy. 

• SLO 3: Students will analyze and judge the reliability and credibility of news  sources. 

Education

The mission statement of the Manchester University Department of Education is to bridge theory and practice, preparing students for professional careers that promote individual well-being, community engagement, and social justice.

Learning Goals: Graduates of our program will

1. bridge theory and practice by applying their knowledge and skills in semester long internships or student teaching placements
2. assess learning and development or the effectiveness of organizational programs designed for children, adolescents, and/or adults
3. establish professional and reciprocal relationships with others invested in the emotional, physical, and cognitive well-being of others with whom they work
4. create positive and caring environments for the development and academic progress of children, adolescents, and/or adults
5. reflect on their role in the field of education as a means for bringing about social justice

Clinical and Rehabilitation Sciences

PLO1: Students will demonstrate knowledge and understanding of the scientific terminology, facts, principles, resume building, and concepts of exercise as appropriate for an entry-level health/fitness professional.

• SLO 1.1: Students will identify and summarize key concepts and principles of exercise science 
• SLO 1.2: Students will conduct research and interviews with patients to manage health outcomes

PLO2: Students will demonstrate competence of structure and function of the human body as well as typical acute and chronic adaptations to exercise and injury. 

• SLO 2.1: Students will identify, palpate, and clinically test human structure and function. 
• SLO 2.2: Students will research and identify adaptations and trends typical of acute and chronic      exercise and injury

PLO3: Students will explain and demonstrate biomechanical movement concepts of exercise, fitness, and activities related to ADL’s, functional movement, and rehabilitation. 

• SLO 3.1: Students will demonstrate proper terminology use towards treatment plans and rehabilitation protocols.
• SLO 3.2: Students will identify and demonstrate proper biomechanical technique within healthcare protocols.

PLO4: Students will demonstrate knowledge in administrative principles, risk management, resume and budgeting in multiple healthcare professions 

• SLO 4.1: Students will identify and evaluate principles and policies for healthcare professions. 
• SLO 4.2: Students will understand the concepts of budget and facility design in in healthcare settings

PLO5: Students will identify and demonstrate knowledge of health care professions roles, responsibilities, fiscal financial worth, and credentialing for future professions and/or graduate school 

• SLO 5.1:  Students will understand how philosophy and ethics relate to medical professions.
• SLO 5.2: Students will identify and understand credentialing and financial evolution of multiple healthcare professions.e field of education as a means for bringing about social justice

The mission statement of the Manchester University Department of Education is to bridge theory and practice, preparing students for professional careers that promote individual well-being, community engagement, and social justice.

Learning Goals: Graduates of our program will

1. bridge theory and practice by applying their knowledge and skills in semester long internships or student teaching placements
2. assess learning and development or the effectiveness of organizational programs designed for children, adolescents, and/or adults
3. establish professional and reciprocal relationships with others invested in the emotional, physical, and cognitive well-being of others with whom they work
4. create positive and caring environments for the development and academic progress of children, adolescents, and/or adults
5. reflect on their role in the field of education as a means for bringing about social justice

PLO1: Students refine their professional values:

• SLO1.1: Student will define what values and principles mean to them
• SLO1.2: Students will defend their personal integrity statements and demonstrate how they will guide actions and choices
• SLO1.3: Students will model what it means to live with integrity by weighing their own values and principles as part of the decision process
• SLO1.4: Students will examine what purpose means to them as leaders and individuals by designing purpose statements that focus on leadership and values

PLO2: Students master skills necessary to be strategic decision makers

• SLO2.1: Student will demonstrate techniques to champion projects and engage stakeholders
• SLO2.2: Students will execute organizational vision: Recognizing opportunities, prioritizing tasks, and identifying efficient uses of organizational resources to effect change
• SLO2.3: Students will interpret data to drive strategic decisions
• SLO2.4: Students will demonstrate effective critical thinking skills: Identify problems; evaluating alternatives using various techniques; and formulating, describing, and defending solutions

PLO3: Students demonstrate the ability to effectively lead others:

• SLO3.1: Students will demonstrate effective communication and leadership skills to successfully manage diverse workforces
• SLO3.2: Students will describe, defend, and utilize productive theories and tools to manage and resolve conflict
• SLO3.3: Students will identify and reflect on their own strengths and weaknesses to choose the best leadership style for them
• SLO3.4: Students will demonstrate their emotional intelligence by improving self-awareness and understanding others’ responses to varying leadership styles
• SLO3.5: Students will assess relationship to strength to enhance students’ own effectiveness as change leaders

Program Goal 1: Analyze and apply foundational pharmacogenomic principles.   

SLOs: 

1. Apply the central dogma of genetics to explain how DNA variation, gene expression and gene regulation in eukaryotic cells influences gene-drug interactions and variability in drug response. 

1. Evaluate and apply knowledge of major drug classes by linking therapeutic targets and mechanism of action properties to variability in drug response 

1. Describe and apply pharmacokinetic knowledge, integrating genetic variation to explain interpatient differences in drug disposition and response. 

1. Apply ethical principles in pharmacogenomics by analyzing issues of patient consent, privacy, and equitable access in the use of genetic information to guide drug therapy. 

Program Goal 2: Critically evaluate literature and utilize database resources to inform and support evidence-based decision-making in pharmacogenomics   

SLOs:   

1. Design, perform, and critically evaluate statistical analyses of data, and interpret results to support evidence-based conclusions 

1. Analyze complex scientific questions by evaluating the consistency and discrepancies among literature, databases, and guidelines, and defend decisions when evidence is conflicting or incomplete in written and oral format 

Program Goal 3 : Critically analyze and interpret pharmacogenomic test results to formulate evidence-based, patient-specific recommendations and communicate these findings to diverse audiences. 

SLOs: 

1. Analyze pharmacogenomic test results by integrating genetic data with clinical evidence and guidelines to inform individualized drug therapy decisions. 

1. Evaluate the quality and limitations of pharmacogenomic test results to support clinical decision making 

1. Communicate pharmacogenomic findings and therapeutic recommendations clearly and effectively to diverse audiences 

PLO1: Students will explore the natural sciences and relate them to human health.

• SLO1.1: Students will master biological and chemical concepts in coursework spanning various sub-disciplines of biology and chemistry.

PLO2: Students will develop technical laboratory skills.

• SLO2.1: Students will perform basic wet laboratory skills commonly used in the disciplines of both biology and chemistry
• SLO2.2: Students will prepare comprehensive reports that effectively document laboratory work in adherence to professional standards.

PLO3: Students will develop professionalism needed to succeed in the medical field.

• SLO3.1: Students will deliver well-organized oral laboratory reports and project presentations that demonstrate effective communication skills by incorporating appropriate technical language and responding to questions with confidence and professionalism.

SLO1: Demonstrate an understanding of the discipline of nursing’s distinct perspective and where shared perspectives exist with other disciplines, apply theory and research-based knowledge from nursing, the arts, humanities, and other sciences, and demonstrate clinical judgment founded on a broad knowledge base. (Knowledge for Nursing Practice) 

SLO2: Engage with the Individual in establishing a caring relationship, communicate effectively with individuals, integrate assessment skills in practice, diagnose actual or potential health problems and needs, develop a plan of care, demonstrate accountability for care delivery, evaluate outcomes of care, promote self-care management, and provide care coordination. (Person-Centered Care) 

SLO3: Manage population health, engage in effective partnerships, consider the socioeconomic impact of health care delivery, advance equitable population health policy, demonstrate advocacy strategies, and advance preparedness to protect population health during disasters and public health emergencies. (Population Health) 

SLO4: Advance the scholarship of nursing, integrate the best evidence into nursing practice, and promote the ethical conduct of scholarly activities. (Scholarship for the Nursing Discipline) 

SLO5: Apply quality improvement principles in care delivery, contribute to a culture of patient safety, and contribute to a culture of provider and work environment safety. (Quality and Safety) 

SLO6: Communicate in a manner that facilitates a partnership approach to principles and values of team dynamics, use knowledge of nursing and other professions to address healthcare needs, and work with other professions to maintain a climate of mutual learning, respect, and shared values. (Interprofessional Partnerships) 

SLO7: Apply knowledge of systems to work effectively across the continuum of care, incorporate consideration of cost-effectiveness of care, and optimize system effectiveness by applying innovation and evidence-based practice. (Systems-Based Practice) 

SLO8: Describe the various information and communication technology tools used in the care of patients, communities, and populations; use information and communication technology to gather data, create information, and generate knowledge; use information and communication technologies and informatics processes to deliver safe nursing care to diverse populations in a variety of settings; use information and communication technology to support documentation of care and communication among providers, patients, and all system levels; and use information and communication technologies in accordance with ethical, legal, professional, and regulatory standards, and workplace policies in the delivery of care. (Informatics and Healthcare Technologies) 

SLO9: Demonstrate an ethical comportment in one’s practice reflective of nursing’s mission to society, employ a participatory approach to nursing care, demonstrate accountability to the individual, society, and the profession, comply with relevant laws, policies, and regulations, demonstrate the professional identity of nursing, and integrate diversity, equity, and inclusion as core to one’s professional identity. (Professionalism) 

SLO10: Demonstrate a commitment to personal health and well-being and demonstrate a spirit of leadership. (Personal, Professional, and Leadership Development)

PLO1: Students will be able to identify, interpret and apply nutrition principles and concepts to evaluate and improve nutritional health for individuals and community.  

• SLO1.1: Student will determine and translate nutrient needs into menus for individuals and groups across the lifespan, cultures, income levels, and religions 
• SLO1.2: Students will identify and advocate public policy related to nutrition programs and/or health care  

PLO2: Students will be able to demonstrate a variety of communication strategies in nutrition and food education emphasizing all mode of communication  

• SLO2.1: Students will identify and deliver written and verbal nutritional communication to individuals and groups.  
• SLO2.2: Students will apply interviewing techniques for diet information for individual clients.  

PLO3: Students will be able to apply management principles to evaluate human, physical, and fiscal resources in organizations  

• SLO3.1: Students will apply principles and theories of management to the administration of human, physical and financial resource in food and nutrition services  

PLO4: Students will be able to integrate knowledge and skills in food and nutrition with professional issues affecting the nutrition and/or dietetics fields. 

• SLO4.1: Students will utilize outcomes-based research and statistics to interpret nutrition conditions and/or current issues. 

PLO 1: Students will understand and analyze the dynamics of conflict, be it interpersonal, intragroup, or between nations or global parties.

• SLO1.1: Students will analyze conflicts from different disciplinary perspectives including psychological, social, cultural, political, economic, environmental, religious, and historical ones.
• SLO1.2: Students will demonstrate an understanding of definitions and the causes of violence, both direct and structural (such as economic, environmental, racial-ethnic, religious, and gender) and the relationship between justice and peace.

PLO2: Students will know nonviolent strategies to address conflicts and challenges to peace and justice.

• SLO2.1: Students will explain why and how individuals and groups use nonviolence to promote peace and social justice, including the principled and pragmatic rationales for its use; the varieties of nonviolent action; the dynamics of nonviolent action; and the role of strategic planning in nonviolent campaigns
• SLO2.2: Students will develop strategies for the prevention of violence, the promotion of social justice, and the peaceful resolution of conflicts at the interpersonal, intergroup, and international levels.
• SLO2.3: Students will develop mediation and conflict resolution skills that are valuable in both personal and professional life.

PLO3: Students will develop strong critical thinking, writing, and communication skills that are transferable to any field.

• SLO3.1. Students will generate well-crafted written and oral arguments and demonstrate group facilitation skills.

1. Students will demonstrate knowledge and understanding of the scientific terminology, facts, principles, laws, and concepts of exercise as appropriate for an entry-level health/fitness professional.

Student Learning Outcomes:

• Students will identify and master key concepts and principles of human performance (eg: General Physical Preparedness, General Fitness Markers, Nutrition, Strength and Conditioning, and enhancing Athletic Performance).

2. Students will apply fundamental human movement principles in the areas of anatomy, physiology, and biomechanics to a variety of exercise/fitness contexts and populations in order to design safe and effective training programs for a multitude of populations.

Student Learning Outcomes:

• Students will analyze functional movement to identify pre-existing conditions in human movement and how to best navigate limiting factors and optimize performance.
• Students will evaluate and create safe and effective exercise and fitness programs for a multitude of athlete/client populations.

3. Students will demonstrate the knowledge of behavior strategies to enhance fitness and health behavior changes, specifically in the areas of general health, nutrition, mental health, and athletic performance.

Student Learning Outcomes:

• Students will understand components of health and fitness plans in order to accommodate client and drive specific physical adaptations/goals.

4. Students will evaluate scientific literature to synthesize relevant information in exercise/fitness to be subject matter experts and contributing members of the field.

Student Learning Outcomes:

• Students will conduct research, interviews, and engage in academic discourse to showcase their mastery of the content and ability to contribute to the field.

 PLO 1: Students will explain the relationship between form and function and interpret the significance of this relationship.  

• SLO 1.1: Students will describe atomic and chemical structure, and properties.  
• SLO 1.2: Students will explain the significance of the relationship between form and function using specific examples in molecular and/or cellular systems and their response to abiotic and biotic factors.  

PLO 2: Students will apply biological knowledge within the scientific method.  

• SLO 2.1: Students will effectively use standard laboratory equipment, instrumentation, and techniques.  
• SLO 2.2: Students will demonstrate how to use qualitative and quantitative methods to interpret scientific data.  
• SLO 2.3: Students will effectively communicate scientific findings from published and student-generated data, in oral and written formats.

1. Students will demonstrate that they possess the core business knowledge generally expected of all business students and the depth of knowledge generally expected of students in their particular major or minor areas of study.

Student Learning Outcomes:

• Students will demonstrate a comprehensive understanding of fundamental business principles, including accounting, finance, marketing, and management.
• Students will apply specialized knowledge in their major or minor areas of study to practical and real-world scenarios.

2. Students will demonstrate the ability to apply the knowledge and skills they have acquired.

Student Learning Outcomes:

• Students will gain hands-on experience, allowing them to apply their academic knowledge in professional settings and develop practical skills that are essential for their career.
• Students will demonstrate their ability to apply business concepts to real-world situations, thereby bridging the gap between theoretical knowledge and practical application.

3. Students will demonstrate the ability to think critically and to communicate effectively.

Student Learning Outcomes:

• Students will demonstrate the ability to think critically by identifying, analyzing, and resolving unstructured business problems, and by making evidence-based decisions.
• Students will demonstrate the ability to communicate effectively, both orally and in writing.

PLO1: Students will develop an understanding of software development principles and the technical skills to use them.

• SLO1.1: Students will build systems that demonstrate the ability to translate complex requirements into correct system solutions
• SLO1.2: Students will make architecture and design decisions that reflect understanding of how those decisions affect the system.
• SLO1.3: Students will be intentional about quality by creating and executing test-plans

PLO2: Students will develop critical thinking skills, computational thinking skills and the ability to be self-taught

• SLO2.1: Students will complete projects that demonstrate the attributes of decomposition, abstraction and algorithm development.
• SLO1.2: Students will demonstrate the ability to solve problems that require knowledge they are not given.

PLO3: Students will develop analysis and communication skills that are interdisciplinary.

• SLO3.1: Students will read, analyze and write about seminal computer science papers.
• SLO3.2: Students will read, analyze and write about case studies of large interdisciplinary projects.

LG 1: Analyze complex, contemporary issues from multidisciplinary perspectives to develop informed positions. 

• SLO 1.1 Analyze and synthesize facts or theories from more than one field of study or perspective to understand the complexity of a contemporary issue. 

LG 2: Develop an informed position on the issue(s) and communicate it effectively. 

• SLO 2.1 Demonstrate the ability to communicate personal beliefs and values that recognize multiple and even conflicting positions (e.g., cultural, disciplinary, personal beliefs and values and ethical). 

LG1: Explore the fundamental concepts, methods and processes of a discipline or interdisciplinary field employing creative expression, including, but not limited to, arts, communications, creative writing, journalism, media arts, music, and theater. 

• SLO 1.1 Identify creative processes and the resulting works in specified discipline or field. 
• SLO 1.2 Produce works of creative expression effectively using appropriate tools, materials, technologies, and equipment. 

LG2: Critique forms of creative self‐expression, through reflection and assessment 

• SLO 2.1 Engage in reflections with peers that address purpose, intention, and effectiveness of their own and their peers’ creative works. 
• SLO 2.2 Articulate how meaning is created and how experience is interpreted and conveyed in creative expression. 

LG 1: Develop an awareness of cultures and/or societies, respecting the infinite worth of every individual. 

• SLO 1.1 Identify and analyze the social, political, religious, historic, economic and/or linguistic elements of a given culture. 
• SLO 1.2 Describe the contributions to knowledge and civilization that have been made by members of diverse cultural and identity groups. 

LG 2: Integrate cultural awareness, knowledge, and practical skills to navigate cultural differences. 

• SLO 2.1 Apply cultural knowledge to identify factors that create challenges or opportunities in intercultural interactions. 
• SLO 2.2 Develop strategies to foster cultural understanding and manage miscommunications or conflict that may arise from cultural differences. 

LG1: Demonstrate critical and independent thinking.  

• SLO 1.1 Explicate, elucidate, and evaluate arguments. 

LG2: Demonstrate an understanding of the frameworks that undergird faith, reason, and/or ethics and their personal and cultural significance.  

• SLO 2.1 Articulate a sense of self and of personal/professional responsibility to others with respect to philosophical, religious, and/or ethical frameworks.  
• SLO 2.2 Identify and evaluate the assumptions that underlie different ways of understanding the human and natural world. 
• SLO 2.3 Apply frameworks of faith, reason and/or ethics to personal and social circumstances and evaluate these positions.

LG 1: Develop listening‐centered approach to communicate across contexts. 

• SLO 1.1 Describe how models of communication are fundamental to a listening centered approach to communication. 
• SLO 1.2 Apply the five canons of rhetoric to develop persuasive and well-researched presentations tailored to a specific audience. 
• SLO 1.3 Organize and effectively facilitate group meetings. 

LG 2: Apply communication strategies that highlight supportive language behaviors and listening choices that develop and maintain interpersonal relationships. 

• SLO 2.1 Demonstrate supportive language to transform interpersonal conflict with paraphrasing, clarifying questions, and empathetic listening. 
• SLO 2.2 Use descriptive and problem‐oriented language behaviors to offer supportive speech criticism. 

LG 1: Help students to successfully transition to college life through personal development, relationship building, and skill acquisition. 

• SLO 1.1 Students will identify and utilize academic success resources (e.g., Academic Support, the Writing Center, the Math Center, tutoring programs, Career and Professional Development). 
• SLO 1.2 Students will begin to recognize, develop, and nurture a network of trusted peers and leaders that support their thriving in college. 
• SLO 1.3 Students will identify and improve an understanding of their own learning processes, including identifying their strengths, weaknesses, and preferences, and acquire a diverse range of study techniques (e.g., time management, note taking, setting goals, test taking strategies, etc.

LG 1: Practice college‐level writing in Standard Written English 

• SLO 1.1 Articulate a thesis and provide evidence to support it.
• SLO 1.2 Demonstrate effective use of tone, syntax, grammar, and spelling. 

LG 2: Understand the audience and write appropriately. 

• SLO 2.1 Apply knowledge with attention to audience, purpose, context, genre, and convention. 

LG 3: Develop analytical and critical thinking. 

1. SLO 3.1 Find, evaluate, and utilize appropriate primary and secondary sources. 

LG 1: Articulate and execute the unique features of scientific methodologies. 

• SLO 1.1 Explain the process of formulating, testing, validating, and modifying scientific theories. 
• SLO 1.2 Apply appropriate observational, quantitative, or technological methods to collect data and generate evidence‐based conclusions with attention to statistical significance. 

LG 2: Analyze modern scientific work written for varying audiences and connect it to foundational scientific theories. 

• SLO 2.1 Use models and theories to describe, explain, and predict natural phenomena. 
• SLO 2.2 Distinguish between scientific and non-scientific evidence and explanations. 
• SLO 2.3 Apply foundational knowledge and discipline specific concepts to address and solve problems. 

LG 1: Interpret and represent mathematical information. 

• SLO 1.1 Interpret information that has been presented in mathematical form (e.g. with functions, equations, algebraic and statistical graphs, diagrams, tables, words, geometric figures). 
• SLO 1.2 Represent information/data in mathematical form as appropriate (e.g. with functions, equations, algebraic and statistical graphs, diagrams, tables, words, geometric figures). 

LG 2: Analyze mathematical arguments and results. 

• SLO 2.1 Analyze mathematical arguments, determining whether stated conclusions can be inferred and explaining why or why not. 
• SLO 2.2 Analyze mathematical results in order to determine the reasonableness of the solution. 
• SLO 2.3 Cite the limitations of the processes and procedures where applicable. 

LG 3: Communicate and solve problems using mathematical processes. 

• SLO 3.1 Demonstrate skill in carrying out mathematical procedures flexibly, accurately, and efficiently to solve problems that require algebraic thinking. 
• SLO 3.2 Clearly explain what assumptions have been made in the problem and the solution process and determine whether or not those assumptions are reasonable. 
• SLO 3.3 Clearly explain the solution of the math problem. 

LG 1: Demonstrate an understanding of how social science disciplines seek to analyze, explain and/or influence human behavior. 

• SLO 1.1 Identify and evaluate major concepts and/or theories that shape how social science disciplines approach social problems and explain human experience. 
• SLO 1.2 Apply critical and creative thinking to analyze and evaluate evidence proposed solutions for practical problems in the social sciences. 

LG 2: Develop cultural self‐awareness and skills critical to understanding individuals, cultures, societies, and /or contemporary or historical issues. 

• SLO 2.1 Identify and assess one’s own biases, stereotypes, and cultural competence when applying or evaluating evidence and conclusions about the behaviors of individuals, groups, institutions, or communities. 
• SLO 2.2 Develop culturally competent strategies to promote civil discourse and cross-cultural understanding.