• Graduates will be prepared for entry into and advancement in business careers.
• Graduates will be prepared to contribute to their global and local communities.

• Graduates will be prepared for entry into and advancement in business careers.
• Graduates will be prepared to contribute to their global and local communities.

• Graduates will be prepared for entry into and advancement in business careers.
• Graduates will be prepared to contribute to their global and local communities.

• Graduates will be prepared for entry into and advancement in business careers.
• Graduates will be prepared to contribute to their global and local communities.

• Graduates will be prepared for entry into and advancement in business careers.
• Graduates will be prepared to contribute to their global and local communities.

• Graduates will be prepared for entry into and advancement in business careers.
  Graduates will be prepared to contribute to their global and local communities.

Students will have an understanding of the nature of Geography as an academic discipline, including familiarity with its history and principal sub-fields, concepts are introduced in Geog 1400, and core courses.

Students will show proficiency in this area by meeting specific performance metrics in Geog 2200 and another upper division Human Geography Elective.

Students will show proficiency in this area by meeting performance metrics in Geog 2300

Students will show proficiency in this area by meeting performance metrics in Geog 2400 and another upper division Planning Courses

Students will show proficiency in this area by meeting performance metrics all classes requiring both quantitative and qualitative analysis

Demonstrate the ability to use and integrate GIS into research and project development non-GIS classes

Students will appreciate how Geography’s unique spatial perspective is essential for understanding historical, cultural, and demographic patterns in different world regions. Upper Division Regional courses, Geog3810, 3820, 3830, 3850,

Students will display competency in written expression with respect to clarity, logical expression, and effective argument as it relates to {a}geographic/spatial data (maps, photographs, graphs, databases, etc.)and {b} geographic concepts. This builds on experience in lower division core courses.

Students will be able to understand and apply basic research skills, including the ability to {a} critically evaluate the research of others and {b} develop a coherent, thoughtful analysis of these findings

Conceive, develop and produce a term project that involves a précis or abstract, an annotated bibliography and a review of academic literature presented in a coherent, well-developed articulate thesis or independent study project.

Students will acquire knowledge and skills sufficient to allow one to pursue advanced study in Geography or find employment in Geography-related fields, including but not limited to those involving urban and regional planning.

Students will demonstrate improvements in their comprehension compared to their entering year. Specifically they will demonstrate an ability to grasp complex ideas, understand a variety of perspectives, evaluate the merits of evidence, and analyze material.

Students will demonstrate excellence in written communication. Specifically by graduation, students will demonstrate the ability to write substantive papers with evidentiary support for their ideas. They will demonstrate the use of logical reasoning. Their papers will be well organized with appropriate structure, good use of grammar, sophisticated language, and professional style. They will understand rules regarding plagiarism, and will use appropriate citations.

Students will develop the ability to take responsibility for their own learning. Specifically, students will be able to articulate that learning is a lifelong process and that they are responsible for engaging in their course work. They will demonstrate that they are capable of pursuing information and understanding beyond the requirements of any specific course. Additionally students will complete a piece of independent scholarship for which they have primary responsibility in developing the topic, planning the research, organizing their results, and presenting their findings to an appropriate review committee.

Students will demonstrate foundational knowledge in a wide range of disciplines within the domain of liberal education. Specifically, students will demonstrate proficiency in foundational courses within the fields of language and literature, scientific investigation of human behavior, structure and function of institutions, historical studies, mathematics or analytical thought, and world culture.

Students will be able to articulate the relevance of their academic work and their personal choices to the broader community.

Students will be able to perform at the Intermediate High Level in the ACTFL Proficiency Guidelines.

Intermediate High:
Able to handle successfully most uncomplicated communicative tasks and social situations. Can initiate, sustain, and close a general conversation with a number of strategies appropriate to a range of circumstances and topics, but errors are evident. Limited vocabulary still necessitates hesitation and may bring about slightly unexpected circumlocution. There is emerging evidence of connected discourse, particularly for simple narration and/or description. The Intermediate-High speaker can generally be understood even by interlocutors not accustomed to dealing with speakers at this level, but repetition may still be required.

Students will be able to perform at the Intermediate High Level in the ACTFL Proficiency Guidelines.

Intermediate High:
Able to meet most practical writing needs and limited social demands. Can take notes in some detail on familiar topics and respond in writing to personal questions. Can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. In those languages relying primarily on content words and time expressions to express time, tense, or aspect, some precision is displayed; where tense and/or aspect is expressed through verbal inflection, forms are produced rather consistently, but not always accurately. An ability to describe and narrate in paragraphs is emerging. Rarely uses basic cohesive elements such as pronominal substitutions or synonyms in written discourse. Writing, though faulty, is generally comprehensible to natives used to the writing of non-natives.

Students will be able to perform at the Advanced Level in the ACTFL Proficiency Guidelines.

Advanced Level:
Able to read somewhat longer prose of several paragraphs in length, particularly if presented with a clear underlying structure. The prose is predominantly in familiar sentence patterns. Reader gets the main ideas and facts and misses some details. Comprehension derives not only from situational and subject matter knowledge but from increasing control of the language. Texts at this level include descriptions and narrations such as simple short stories, news items, bibliographical information, social notices, personal correspondence, routinized business letters, and simple technical material written for the general reader.

Students will be able to perform at the Advanced Level in the ACTFL Proficiency Guidelines.

Advanced Level:
Able to understand main ideas and most details of connected discourse on a variety of topics beyond the immediacy of the situation. Comprehension may be uneven due to a variety of linguistic and extralinguistic factors, among which topic familiarity is very prominent. These texts frequently involve description and narration in different time frames or aspects, such as present, nonpast, habitual, or imperfective. Texts may include interviews, short lectures on familiar topics, and news items and reports primarily dealing with factual information. Listener is aware of cohesive devices but may not be able to use them to follow the sequence of thought in an oral text.

Students will be able to perform at the Intermediate High Level in the ACTFL Proficiency Guidelines.

Intermediate High:
Able to handle successfully most uncomplicated communicative tasks and social situations. Can initiate, sustain, and close a general conversation with a number of strategies appropriate to a range of circumstances and topics, but errors are evident. Limited vocabulary still necessitates hesitation and may bring about slightly unexpected circumlocution. There is emerging evidence of connected discourse, particularly for simple narration and/or description. The Intermediate-High speaker can generally be understood even by interlocutors not accustomed to dealing with speakers at this level, but repetition may still be required.

Students will be able to perform at the Intermediate High Level in the ACTFL Proficiency Guidelines.

Intermediate High:
Able to meet most practical writing needs and limited social demands. Can take notes in some detail on familiar topics and respond in writing to personal questions. Can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. In those languages relying primarily on content words and time expressions to express time, tense, or aspect, some precision is displayed; where tense and/or aspect is expressed through verbal inflection, forms are produced rather consistently, but not always accurately. An ability to describe and narrate in paragraphs is emerging. Rarely uses basic cohesive elements such as pronominal substitutions or synonyms in written discourse. Writing, though faulty, is generally comprehensible to natives used to the writing of non-natives.

Students will be able to perform at the Advanced Level in the ACTFL Proficiency Guidelines.

Advanced Level:
Able to read somewhat longer prose of several paragraphs in length, particularly if presented with a clear underlying structure. The prose is predominantly in familiar sentence patterns. Reader gets the main ideas and facts and misses some details. Comprehension derives not only from situational and subject matter knowledge but from increasing control of the language. Texts at this level include descriptions and narrations such as simple short stories, news items, bibliographical information, social notices, personal correspondence, routinized business letters, and simple technical material written for the general reader.

Students will be able to perform at the Advanced Level in the ACTFL Proficiency Guidelines.

Advanced Level:
Able to understand main ideas and most details of connected discourse on a variety of topics beyond the immediacy of the situation. Comprehension may be uneven due to a variety of linguistic and extralinguistic factors, among which topic familiarity is very prominent. These texts frequently involve description and narration in different time frames or aspects, such as present, nonpast, habitual, or imperfective. Texts may include interviews, short lectures on familiar topics, and news items and reports primarily dealing with factual information. Listener is aware of cohesive devices but may not be able to use them to follow the sequence of thought in an oral text.

Students should be able to perform at the level of Intermediate-mid as defined by the ACTFL Proficiency Guidelines:

Able to understand sentence-length utterances which consist of recombinations of learned utterances on a variety of topics. Content continues to refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping. Additional content areas include some personal interests and activities, and a greater diversity of instructions and directions. Listening tasks not only pertain to spontaneous face-to-face conversations but also to short routine telephone conversations and some deliberate speech, such as simple announcements and reports over the media. Understanding continues to be uneven.

Students should be able to perform at the level of Intermediate-mid as defined in the ACTFL Proficiency Guidelines:

Able to handle successfully a variety of uncomplicated, basic, and communicative tasks and social situations. Can talk simply about self and family members. Can ask and answer questions and participate in simple conversations on topics beyond the most immediate needs; e.g., personal history and leisure time activities. Utterance length increases slightly, but speech may continue to be characterized by frequent long pauses, since the smooth incorporation of even basic conversational strategies is often hindered as the speaker struggles to create appropriate language forms. Pronunciation may continue to be strongly influenced by first language and fluency may still be strained. Although misunderstandings still arise, the Intermediate-Mid speaker can generally be understood by sympathetic interlocutors.

Students should be able to perform at the level of Intermediate-mid as defined in the ACTFL Proficiency Guidelines:

Able to read consistently with increased understanding simple, connected texts dealing with a variety of basic and social needs. Such texts are still linguistically noncomplex and have a clear underlying internal structure. They impart basic information about which the reader has to make minimal suppositions and to which the reader brings personal interest and/or knowledge. Examples may include short, straightforward descriptions of persons, places, and things written for a wide audience.

Students should be able to perform at the level of Intermediate-mid as defined in the ACTFL Proficiency Guidelines:

Able to meet a number of practical writing needs. Can write short, simple letters. Content involves personal preferences, daily routine, everyday events, and other topics grounded in personal experience. Can express present time and at least one other time frame or aspect consistently, e.g., nonpast, habitual, imperfective. Evidence of control of the syntax of non-complex sentences and basic inflectional morphology, such as declensions and conjugation. Writing tends to be a loose collection of sentences or sentence fragments on a given topic and provides little evidence of conscious organization. Can be understood by natives used to the writing of non-natives.

Students will understand the content and methods of the core areas of undergraduate mathematics.

Students will identify, interpret and analyze problems, discern structure and pattern and make conjectures.

Students will apply appropriate procedures and technology to solve problems.

Students will apply creative and analytic thinking to develop clear and valid mathematical arguments.

Students will understand the content and methods of the core areas of undergraduate mathematics.

Students will identify, interpret and analyze problems, discern structure and pattern and make conjectures.

Students will apply appropriate procedures and technology to solve problems.

Students will apply creative and analytic thinking to develop clear and valid mathematical arguments.

Students will gain an in depth understanding of mathematics content appropriate for elementary and middle level teachers.

Students will develop an understanding of the uses and limitations of a variety of instructional methodologies.

Student will design lessons and curriculum that communicate mathematical concepts to learners with diverse learning styles and ability levels.

Students will gain a understanding of the literature and use that understanding to answer research questions in a specialized area of mathematics education.

Students will gain an in depth understanding of mathematics content appropriate for secondary school teachers.

Students will develop an understanding of the uses and limitations of a variety of instructional methodologies.

Students will design lessons and curriculum that communicate mathematical concepts to learners with diverse learning styles and ability levels.

Students will gain an understanding of the literature and use that understanding to answer research questions in a specialized area of mathematics education.

• The baccalaureate-graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments.
• The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients

Students will become familiar with:

1. Various functions of management; the strategic planning process; various management theories; the decision-making process; the problem-solving process; human resource management; organizational structure and staffing.
2. Theories of sport leadership; leadership styles; skills & competencies required of sport leaders; motivation theories.
3. The process in planning & designing sport facilities; venue and event management, operations, maintenance, programming and scheduling logistics.
4. Governing bodies in professional and amateur sport; the organizational structure of a variety of sport governing bodies; the authority and functions of various sport governing bodies; the requirements for membership in sport governing bodies; the sanction and appeal processes utilized by sport governing bodies.

Definitions of marketing and sport marketing; unique aspects of sport marketing; consumer demographics & psychographics information; the marketing mix; the process of developing marketing goals & objectives; the segmentation process and identifying target markets; the process of developing a sport marketing proposal.

Students will become familiar with:

1. Internal and external factors that shape sport in a culture; how sport mirrors society; how sport is used as a medium for integrating gender, ethnic, religious, and disabilities interests; how social phenomena affect participation and behavior; how individuals enter and leave sport involvement; how mainstream values are inherent in contemporary society.
2. Personality, individual and group performances, competitiveness, goal setting, psychosocial influences, motivation, and violence within the context of sport psychology.
3. International cultures in sport; the similarities and differences with Ancient and modern Olympics; early American games and sports and their origination; world and international sports.

Students will become familiar with: tort law; risk management procedures; the concept of product liability; constitutional law; contract law; administrative and statutory law; the legal system; crowd control and security issues.

Students will:

1. Establish professional goals; develop a professional philosophy; engage in service learning activities; and develop an electronic portfolio (that include goals, philosophy, and activities) that will serve as a communication and marketing tool when searching for an internship and / or job position in the sport management industry.
2. Adequately demonstrated knowledge and skills while completing their internship: a) communication; oral & written, b) economics, c) ethics, d) event & facility management, f) finance & budgeting, g) governance, h) legal issues, i) management, and j) marketing.

1. Educate, collaborate and engage with external partners from a variety of disciplines to promote healthy choices, including physical activity at multiple settings and in a variety of populations.
2. Work with partners to promote health/physical activity. Work with organizations and individuals to capitalize on complementary strengths, capabilities, resources and opportunities for the promotion of PA.

1. Plan programming using evidence based interventions. Initiate a plan of action and review and recommend best and evidence-based practices and procedures for the development and implementation.
2. Utilize existing theoretical framework to develop and assess interventions.

1. Advocate for health promotion and disease prevention. Address cultural, social, behavioral, and environmental factors that contribute to disease progression and health promoting behaviors as part of a health promotion program or intervention. Understand health promotion and disease prevention.
2. Communicate effectively. Assist students in learning how and when to apply a variety of communication methods and techniques.

1. Recommend and translate effective health promotion interventions to partners and other constituents.
2. Organizational leadership. Provide organizational/program leadership by conducting strategic planning, analyzing the organization’s culture in relation to program goals and promoting cooperation and feedback among personnel related to the program.

1. Planning effective evaluations of health promotion
   programs.
2. Develop plans for evaluation and research by synthesizing the information presented in the literature, including evaluating research designs, basic statistical analysis, methods and findings presented in the literature.

The student will demonstrate a basic knowledge of:
1. human anatomy and physiology
2. exercise physiology
3. biomechanics
4. injury care and prevention
5. first aid and emergency procedures

The student will demonstrate knowledge of:
1. nutritional needs for active populations
2. weight management techniques
3. stress management techniques
4. commonly abused substance (ergogenic aids) and their detrimental effects on the body.

1. trends in fitness programming and health promotion.
2. and ability to use common fitness assessment equipment and demonstrate knowledge of risk management.
3. how to organize records and provide a safe environment for exercise.

1. Students will demonstrate the ability to communicate in writing and speaking.
2. The student will demonstrate knowledge of techniques for motivating, improving program adherence and retention.

1. The student will demonstrate knowledge of leading professional organization in exercise science, wellness, sport and sports medicine and relevant publications and continuing education opportunities.
2. The student will identify a professional development strategy, including certifictions to improve employability.
3. The student will have at least 30 hours of practical experience in research or at a worksite.

A teacher of health understands behaviors and factors that
prevent or reduce the risk of accidents, sudden illness, and violent injuries;

Identifying and accessing appropriate and cost-effective school and community health services;

A teacher of health understands the effects of advertising, media, technology, and social norms on health behaviors.

1. Identifies critical elements of skill performance, combine skills in appropriate sequences (A1)
2. Demonstrates competent motor skill performance in a variety of physical activities(A2)
3. Describes concepts & strategies related to skillful movement & physical activity (B2, B3)
4. Describes & applies biophysical & socio-psychological concepts to skillful movement, activity, & fitness (B1)
5. Understands physical education/activity issues based on historical, philosophical, sociological perspectives (B12)
6. Demonstrates knowledge of approved state & national content standards & local program goals (C4)

1. Identify, select, & implement appropriate instruction that is sensitive to students' strengths/weaknesses, multiple needs, learning styles, & prior experiences (B11)

1. Uses managerial routines that create smoothly functioning learning experiences & environments (C2)
2. Uses a variety of developmentally appropriate practices to motivate students to participate in physical activity in and out of school (C3)
3. Uses strategies to help students demonstrate responsible & social behaviors that promote positive relationships & a productive learning envirionment (B6)

1. Demonstrates effective communication skills (e.g. use of language, clarity, conciseness, pacing, giving & receiving feedback, age appropriate language, non-verbal communication (D2)
2. Communicates managerial & instructional information in a variety of ways (e.g. bulletin boards, music, task cards, posters, Internet, video)
3. Communicates in ways that demonstrate sensitivity to all students (e.g. ethnic, cultural, socio-economic, ability, gender differences) (D3)

To enable students to evaluate differing governmental systems and policy outputs from a comparative perspective.

To understand the various theories useful in explaining the behavior of nation-states and other international actors.

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

1. Promote, support, and model creative
   and innovative thinking and inventiveness
2. Engage students in exploring real-world issues
   and solving authentic problems using digital tools
   and resources
3. Promote student reflection using collaborative
   tools to reveal and clarify students’ conceptual
   understanding and thinking, planning, and
   creative processes
4. Model collaborative knowledge construction by
   engaging in learning with students, colleagues,
   and others in face-to-face and virtual environments

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies
   and situations.
2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success
   and innovation.
3. Communicate relevant information and ideas effectively to students, parents, and peers using
   a variety of digital age media and formats.
4. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate,
   and use information resources to support research and learning.

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

1. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
2. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision
   making and community building, and developing the leadership and technology skills of others
3. Evaluate and reflect on current research and professional practice on a regular basis to make
   effective use of existing and emerging digital tools and resources in support of student learning.
4. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their
   school and community.

Psychology majors will:

1. Describe key concepts, principles, and overarching themes in psychology.
2. Develop a working knowledge of psychology's content domains.
3. Describe applications of psychology

Psychology majors will:

1. Apply ethical standards to evaluation psychological science and practice.
2. Build and enhance interpersonal relationships.
3. Adopt values that build community at local, national, and global levels.

Psychology majors will:

1. Apply psychological content and skills to career goals.
2. Exhibit self-efficacy and self-regulation.
3. Refine project-management skills.
4. Enhance teamwork capacity.
5. Develop meaningful professional direction for life after graduation.

Student satisfaction surveys have been consistently used on campus with each faculty member striving for an average of 3 out of 4 in overall student satisfaction. The new online program will include course assessments with the goal of reaching the same average satisfaction as the on campus students.

1. Understand major developments in world history from the beginnings of human society to 500 CE.
2. Understand major developments in world history from 500 to 1450.
3. Understand major developments in world history from 1450 to 1850.
4. Understand major developments in world history from 1850 to the present.

1. Understand major developments in early U.S. history from the precontact period to 1789.
2. Understand major developments in U.S. history from 1789 to 1877.
3. Understand major developments in U.S. history from 1877 to 1929
4. Understand major developments in U.S. history from 1929 to the present.

1. Understand geographic terms, concepts, sources, and research skills.
2. Understand physical features, physical systems, and the interaction between the environment and human societies.
3. Understand human systems.

1. Understand political science concepts, terms, perspectives, and research skills.
2. Understand the foundations of U.S. government, the U.S. political process, and the rights and responsibilities of U.S. citizenship.
3. Understand the structure, organization, and operation of different levels of government in the United States.

1. Understand basic economic concepts, microeconomics, and consumer economics and personal finance
2. Understand macroeconomics and international economics

1. Understand how personal and social identity is formed and shaped.
2. Understand the role of culture and social institutions in human societies

Practice Behaviors:

• make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
• use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
• demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
• use technology ethically and appropriately to facilitate practice outcomes; and
  use supervision and consultation to guide professional judgment and behavior.

Practice Behaviors:

• apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
• engage in practices that advance social, economic, and environmental justice.

Practice Behaviors:

• identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
• assess how social welfare and economic policies impact the delivery of and access to social services;
• apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Practice Behaviors:

• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
• Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Practice Behaviors:

• collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
• develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies; and
• select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Practice Behaviors:

• critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
• use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
• negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
• facilitate effective transitions and endings that advance mutually agreed-on goals.

Practice Behaviors:

• select and use appropriate methods for evaluation of outcomes;
• apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
• critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
• apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.