Assessment & Planning

Accounting

Educate students through a learning-centered environment. Graduates will be prepared for entry into and advancement in careers in business and for contributions to their global and local communities.

B.S. in Accounting
Students will be able to demonstrate an understanding of contract law in business situations
Graduates will demonstrate a foundational knowledge in the field of business.
Students will be able to demonstrate an understanding of the taxation of individual income
Graduates will demonstrate information literacy.
Students will be able to apply cost accounting methods to help managers make business decisions
Graduates will demonstrate ability to use practical business tools.
Students will be able to demonstrate knowledge of current Generally Accepted Accounting Principles (GAAP) relevant to governmental/not-for-profit entities.

 
Graduates will demonstrate professional communication skills.
Students will be able to demonstrate an understanding of the basic concepts of internal control
Graduates will demonstrate the ability to work effectively as part of a team.
Students will be able to demonstrate competence in fundamental skills in financial accounting
Graduates will demonstrate the ability to analyze complex business situations and ethical obligations in a realistic business environment.

Biology

To foster, through our programs and facilities, the personal, educational, and professional development of our students and faculty in the field of biology within the Bemidji State University community.

B.S. Clinical Laboratory Science

To provide both the essential framework of biology and an introduction to the specific aspects of biology that give rise to the technical assays and tests regularly used within the clinical laboratory setting.

Identify cell processes Identify and explain the major cellular processes in eukaryotes and prokaryotes.
Apply basic hematology Apply basic hematology to disease states.
Examine immune responses Examine the functions of the adaptive and innate immune responses and organs involved in the immune response.
Analyze microbial characteristics. Analyze the major cellular, metabolic, and genetic characteristics of microscopic organisms.
Compare and contrast human pathogens Compare and contrast the major microbial and parasitic pathogens in humans.
Diagnose diseases using molecular genetics Evaluate the role of molecular genetics in diagnosis of human diseases.
Practice clinical lab skills Practice and experience basic clinical laboratory skills and safety, including basic microscopy, basic blood and microbial cell types and their identification, and sterile technique.
B.S. in Science Education, Life Science Specialty
Identify cell processes Identify and explain the major cellular processes in eukaryotes and prokaryotes.
Identify inheritance patterns Identify and explain the chromosomal theory of inheritance.
Synthesize the flow of genetic information Synthesize the flow of genetic information in a cell.
Specify how genetics and evolution relate Specify the relationship between genetics and evolutionary change.
Identify characteristics of kingdoms and phyla Identify the fundamental characteristics of organismal structure and function within the kingdoms of life and select phyla within those kingdoms.
Evaluate behaviors of plants and animals Evaluate the behavioral characteristics of plants and animals.
Examine the mechanisms of evolution Examine and explain the mechanisms of evolutionary change.
Evaluate ecological relationships Evaluate ecological relationships among organisms and between organisms and the environment.
Write a primary research article Demonstrate an understanding of the scientific process by writing a primary research article based on a student’s original research.
B.S. and B.A. in Biology/B.S. in Aquatic Biology
Identify cell processes Identify and explain the major cellular processes in eukaryotes and prokaryotes. (Cell & Molecular Biology only)
Identify inheritance patterns Identify and explain the chromosomal theory of inheritance. (Cell & Molecular Biology only)
Synthesize the flow of genetic information Synthesize the flow of genetic information in a cell. (Cell & Molecular Biology only)
Identify characteristics of kingdoms and phyla Identify characteristics of organismal structure and function within the kingdoms of life and select phyla within those kingdoms. (Aquatic & Wildlife Biology only)
Examine the mechanisms of evolution Examine the mechanisms of evolutionary change.
Evaluate ecological relationships Evaluate ecological relationships among organisms and between organisms and the environment.
B.S. Biochemistry, Cellular and Molecular Biology

No mission statement or student learning outcomes available

M.S. in Biology
Critique scientific papers Demonstrate an ability to read, understand, and critique scientific papers.
Write a primary research article
Demonstrate an understanding of the scientific process by writing a primary research article based on the thesis experience.
Interpret biological data Apply mathematical and statistical approaches to interpret biological data.
Present an oral report Prepare and present an oral report in a standard scientific format.

Business Administration

Educate students through a learning-centered environment. Graduates will be prepared for entry into advancement in careers in business and for contributions to their global and local communities.

B.S. in Business Administration
Fundamental knowledge Graduates will demonstrate a foundational knowledge in the field of business.
Information literacy Graduates will demonstrate information literacy.
Practical business tools Graduates will demonstrate ability to use practical business tools.
Communication Graduates will demonstrate professional communication skills.
Teamwork Graduates will demonstrate the ability to work effectively as part of a team.
Analysis and ethical obligation Graduates will demonstrate the ability to analyze complex business situations and ethical obligations in a realistic business environment.
B.S. in Computer Information Systems
Graduates will demonstrate a foundational knowledge in the field of business.
Students will be able to analyze information systems solutions professionally and ethically.
Graduates will demonstrate information literacy.
Students will be able to evaluate the management of data through computer technology.
Graduates will demonstrate ability to use practical business tools.
Students will be able to apply information systems (IS) solutions within industry settings.
Graduates will demonstrate professional communication skills.
Students will be able to apply algorithmically multiple problem solving techniques.
Graduates will demonstrate the ability to work effectively as part of a team.
Students will be able to develop software in at least one higher-level programming language using an object-oriented approach.
Graduates will demonstrate the ability to analyze complex business situations and ethical obligations in a realistic business environment.
B.S. in Marketing Communication
Fundamental knowledge Graduates will demonstrate a foundational knowledge in the field of business.
Information literacy Graduates will demonstrate information literacy.
Practical business tools Graduates will demonstrate ability to use practical business tools.
Communication Graduates will demonstrate professional communication skills.
Teamwork Graduates will demonstrate the ability to work effectively as part of a team.
Analysis and ethical obligation Graduates will demonstrate the ability to analyze complex business situations and ethical obligations in a realistic business environment.
M.B.A. Business Administration

Educate students through a learning-centered environment. Graduates will be prepared for advanced and managerial entry into careers in business and for contributions to their global and local communities.

Recognize problems
  • Graduates will be prepared for entry into and advancement in business careers.
  • Graduates will be prepared to contribute to their global and local communities.
Integrate theory and practice for the purpose of strategic analysis
  • Graduates will be prepared for entry into and advancement in business careers.
  • Graduates will be prepared to contribute to their global and local communities.
Generate sustainable business options
  • Graduates will be prepared for entry into and advancement in business careers.
  • Graduates will be prepared to contribute to their global and local communities.
Identify and analyze ethical responsibilities

 
  • Graduates will be prepared for entry into and advancement in business careers.
  • Graduates will be prepared to contribute to their global and local communities.
Produce effective written and oral business presentations and other forms of business communications
  • Graduates will be prepared for entry into and advancement in business careers.
  • Graduates will be prepared to contribute to their global and local communities.
work effectively within a team
  • Graduates will be prepared for entry into and advancement in business careers.
    Graduates will be prepared to contribute to their global and local communities.

Center for Sustainability Studies
B.S. in Economics

The Economics Program in the Center for Sustainability Studies offers courses leading to a Bachelor of Sciences in Economics and an Economics minor. Vision: For students to be able 1) to critically analyze issues related to the economy, business, public policy and society; 2) to engage in research by applying economic theories to the development of dynamic public policy and business decisions; 3) more broadly, to obtain the problem solving skills that can be applied to their higher academic training in varies disciplines or their professional career in varies fields. Mission: Members of the Economics faculty within the Center for Sustainability Studies engage in research and in turn offer their expertise in the classroom 1) to provide students with interdisciplinary training of knowledge and skills necessary for critical thinking in economics and the social sciences; 2) to teach students qualitative and quantitative methodology necessary for economic and social science research; 3) to instill in students the tools necessary to engage in socio-economic problem solving.

The student will identify and interpret macroecon behaviors Understand theories for determinants of economic growth, including the impact macroeconomic policies may have on economic growth.
Identify causes of business cycles and evaluate policies Explain various theories for business cycle fluctuations and be able to prescribe and evaluate policy responses.
Understand supply, demand decisions and market outcomes Understand how supply and demand decisions are made in markets for factors of production, and the implications for equilibrium in these markets
Develop a critical understanding of role of money in the economy Understand the determinants of the demand and supply for money and be able to evaluate the impact changes in the market for money have on the economy as a whole, and accomplish these objectives above using quantitative skills and graphical models of the macroeconomy.
Identify and evaluate competing approaches to economics Apply economic reasoning and critical thinking skills to evaluate alternative policies for the macroeconomic stabilization and microeconomic +economy.
Evaluate competing policies for stabilization Evaluate the role of molecular genetics in diagnosis of human diseases.
B.S. in Environmental Studies
Ability to understand and distinguish environmental problems The graduates will understand and distinguish environmental problems based on review of published literature and other media.
Formulate hypothesis The graduates will formulate reasonable hypothesis.
Experimental design The graduates will design experiments and statistical procedures.
Data analysis and hypothesis testing The graduates will demonstrate ability for data analysis and hypothesis testing. Also the graduates will formulate conclusions and recommendation for future study.
Performance and outcomes assessment The graduates will demonstrate higher level of performance than sophomores on the program level student learning outcomes assessment rubric.
Effective communications skills Graduates will attain skills to demonstrate effective written and oral communication.
Knowledge in specialized field The graduates will attain learning in the specialized areas of environmental field.

 

B.S. in Science Education, Earth and Space Science Specialty

No mission statement or student learning outcomes available

M.S. Environmental Studies
Ability to distinguish problems The graduates will distinguish problems based on literature review.
Formulate hypothesis The graduates will formulate reasonable hypothesis.
Experimental design The graduates will design experiments and statistical procedures.
Data analysis and hypothesis testing The graduates will demonstrate ability for data analysis and hypothesis testing. Also the graduates will formulate conclusions and recommendation for future study.
Effective communications skills Graduates will attain skills to demonstrate effective written and oral communication.
Knowledge in specialized field The graduates will attain learning in the specialized areas of environmental field.

 

B.A. and B.S. in Geography and B.A.S. in Wilderness Management
Geographic understanding

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.
Thematic geographic knowledge Students will demonstrate understanding of Geography as a spatial science within its various sub-disciplines
Competence in the basic concepts of human geography

Students will show proficiency in this area by meeting specific performance metrics in Geog 2200 and another upper division Human Geography Elective.
Competence in the basic concepts of physical geography

Students will show proficiency in this area by meeting performance metrics in Geog 2100 and another upper division Physical Geography Elective.
Competence in the basic concepts of economic geography

Students will show proficiency in this area by meeting performance metrics in Geog 2300
Competence in the basic concepts of planning

Students will show proficiency in this area by meeting performance metrics in Geog 2400 and another upper division Planning Courses
Understanding the basic concepts of geospatial analysis

Students will show proficiency in this area by meeting performance metrics all classes requiring both quantitative and qualitative analysis
Demonstrate confidence with GIS software

Demonstrate a competency in selected geographic techniques and/or methods: Relevant Courses: Geog3231, Geog3232, Geog 4275
Apply GIS skills in a related geography course

Demonstrate the ability to use and integrate GIS into research and project development non-GIS classes
Basic understanding of regional concepts

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,
Effective communication Students will display competency in written expression with respect to clarity, logical expression, and effective argument.
Effective communication and project development

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.
Competence in the basic concepts of physical geography

Students will show proficiency in this area by meeting performance metrics in Geog 2100 and another upper division Physical Geography Elective.
Competence in geographic research

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
Geographic research

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.
Practical experience - internship

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.

Chemistry

The mission of the Chemistry Department is to provide a challenging and supportive environment for students to learn chemical principles and laboratory skills, enhance their critical thinking and communication skills, and become responsible in their use of scientific knowledge.

B.A. and B.S. in Chemistry
1.2 Conceptual Topics Students will use IUPAC nomenclature when naming molecules.
1.3 Conceptual Topics Students will the priciples of kinetics to describe the rate of a chemical reaction.
1.4 Conceptual Topics Students will use thermodynamics to describe the energetics of a chemical reaction.
1.5 Conceptual Topics Students will the periodic table to predict trends in elemental properties.
1.6 Conceptual Topics Students will use chemical bonding theories to describe the electron arrangement in molecules.
1.7 Conceptual Topics Students will use acid/base theories to describe the behavior of these compounds in solution.
1.8 Conceptual Topics Students will be able to describe the basic chemical molecules of living systems, including proteins nucleic acids, carbohydrates and lipids. (Biochemistry Emphasis Only)
1.9 Conceptual Topics Students will demonstrate their ability to perform quantitative measurements and analysis.
1.10 Conceptual Topics Students will demonstrate their ability to perform qualitative measurements and analysis.
2.1 Conceptual Topics Students will demonstrate their competency in scientific communication.
B.S. in Science Education, Chemistry Specialty
Conceptual Topics A. Students will demonstrate their understanding of IUPAC nomenclature.

B. Students will demonstrate their understanding of chemical equilibria.

C. Students will demonstrate their understanding of kinetics.

D. Students will demonstrate their understanding of thermodynamics.

E. Students will demonstrate their understanding of the periodic table.

F. Students will demonstrate their understanding of the theories of chemical bonding.

G. Students will demonstrate their understanding of acids, bases, and pH.

H. Students will be able to describe the basic chemical molecules of living systems, including proteins, nucleic acids, carbohydrates and lipids.

I. Students will demonstrate their ability to perform quantitative measurements and analysis.

J. Students will demonstrate their ablity to perform qualitative measurements and analysis.
Practical Topics A. Students will understand laboratory and chemical safety.

B. Students will demonstrate their compentency in scientific communication.

Criminal Justice

The Department’s mission is to provide a theoretical and practical understanding of how the Criminal Justice system functions, and to introduce students to the basic knowledge that scholarship has produced relating to crime and the administration of justice. Having an interdisciplinary focus, the major develops critical thinking, communication skills, technology skills, and exposure to scientific and theoretical models. Equally important, the department will instruct students in the use of ethical professional behavior.

B.S. in Criminal Justice
1.

Apply the fundamental content areas of the criminal justice discipline and the administration of justice through the study and application of research and analytical methods of law enforcement, corrections, tribal justice, and victimology/victim services.
2. Ensure that students develop the skills necessary to serve in modern society. The skills include (1) the ability to find ethical solutions to complex problems, (2) the ability to integrate information technology, (3) understanding, appreciation, and sensitivity when working in a culturally diverse workforce and serving a culturally diverse community, (3) understanding, appreciation, and sensitivity when working in a culturally diverse workforce and serving a culturally diverse community.
3.
Communicate effectively orally and in writing within the criminal justice discipline.
4.
Students will critically apply core criminology and criminal justice principles to situations related to crime, criminal justice, and related areas of practice.
5.
Apply interpersonal and leadership skills to work both independently and cooperatively as a member of a team. 
6.
Students will develop and apply a personal understanding of diversity and the way it impacts work in criminology and criminal justice. 

 

English
B.A. in English

To foster the ability to appreciate, evaluate and create the myriad forms of practical and aesthetic communication. Based on these results, we are pleased with curriculum and our successes. We will continue to monitor student success in these areas, communicate with the Reacting to the Past materials with suggestions based on our students' experiences, and introduce study of poetic meters into lower-level classes to better prepare students for Shakespeare study.

Critical thinking, reading, writing Students will demonstrate skills in critical thinking, reading, and writing.
World Literatures Students will demonstrate knowledge of world literatures.
Texts in contexts Students will demonstrate understanding of diverse texts in diverse contexts.
Writing for a variety of purposes and audiences Students will demonstrate effective writing for a variety of purposes and audiences.
Literary conventions and criticism Students will demonstrate understanding of literary conventions and criticism.
B.F.A. in Creative and Professional Writing
Critical thinking, reading, writing Students will demonstrate skills in critical thinking, reading, and writing.
World Literatures Students will demonstrate knowledge of world literatures.
Texts in contexts Students will demonstrate understanding of diverse texts in diverse contexts.
Writing for a variety of purposes and audiences Students will demonstrate effective writing for a variety of purposes and audiences.
Create & evaluate original prose or poetry Students will create and evaluate the formal features of original prose or poetry.
Writing for professional purposes Students will demonstrate understanding of the uses of writing for a variety of professional purposes.
B.S. in English Education, Teacher Licensure

To foster the ability to appreciate, evaluate and create the myriad forms of practical and aesthetic communication.

Critical thinking, reading, writing Students will demonstrate skills in critical thinking, reading, and writing.
World Literatures Students will demonstrate knowledge of world literatures.
Texts in contexts Students will demonstrate understanding of diverse texts in diverse contexts.
Literary conventions and criticism Students will demonstrate understanding of literary conventions and criticism.
Writing for a variety of purposes and audiences Students will demonstrate effective writing for a variety of purposes and audiences.
Standards of effective practice Students will demonstrate mastery of Minnesota's Standards of Effective Practice, as established by the state's Board of Teaching.
M.S. and M.A. in English

To foster the ability to appreciate, evaluate and create the myriad forms of practical and aesthetic communication at the graduate level.

Texts and contexts Students will understand diverse texts in diverse contexts at the graduate level.
Literary conventions and criticism Students will demonstrate understanding of literary conventions and criticism at the graduate level.
Critical thinking, reading and writing Students will demonstrate skills in criticial thinking, reading, and writing at the graduate level.
Research Identify the research tools and rhetorical methods necessary for literary criticism at the graduate level and beyond.

Honors Program

The Honors Program of Bemidji State University offers motivated students an intellectually challenging, supportive environment that encourages transdisciplinary learning, academic excellence and service to the global community.

Honors Program Participation
Receptive Critical Thinking

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.
Expressive Critical Thinking Students will demonstrate creativity in handling complex ideas. Specifically they will be able to synthesize and explain complex material, formulate higher order questions, develop hypotheses and methods for testing their hypotheses, and present appropriate support for a thesis.
Written Communication

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.
Oral Communication

Students will demonstrate fluency in spoken communication. Specifically by graduation, students will demonstrate the ability to make formal oral presentations, engage in spontaneous public dialogue, and engage in extemporaneous debate and oral problem solving.
Responsibility for Learning

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.
Foundational Knowledge

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.
Civic Engagement

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

Humanities

The Department of Humanities embraces diverse ways of knowing and communicating with intellectual rigor. We strive to promote courses and programs that cultivate critical and creative thinking, that sharpen contextual interpretations of the many different modes in the expression of human experience and thought. We seek to cultivate an appreciation and grasp of the methods and traditions central to studies within the Humanities, Philosophy, Art History, Theatre and History that will inspire life-long learning and creative activity, an appreciation of inquiry and learning, a tolerance of opposing views, and a thoughtful openness to new ideas.

B.A. in Humanities
Demonstrating a breadth of knowledge

A student will demonstrate a breadth of knowledge across the allied disciplines represented in the Humanities program. [Assessed through portfolio of materials produced in courses.]
Effective, clear writing and speaking

A student will be able to communicate with clarity and critical thought about particular issues and manifestations of cultural expression (e.g., artworks, historical artifacts and documents, etc.) [assessed through portfolio of material collected through coursework.]
Analysis

A student will utilize methodological approaches and modes of analysis both common to the allied disciplines and distinctive to any.
Employing appropriate technologies and methods of research

A student will employ appropriate technologies and methods of research including the posing of questions, problem formulation, and analyzing the cultural appraisal of theoretical position in secondary sources.
Producing a work of analysis, narrative, and/or criticism

A student will produce a work of analysis, narrative, and/or criticism appropriate to their individual disciplinary formulation integrating the central intellectual skills delineated in the Humanities S.L.O.s 1-4 above.
B.A. in Philosophy
Distinguishing various subfields of Philosophy

A student will understand a sufficient range of what issues distinguish the main subfields in philosophical study. [Dimension of Student Learning #1,B: Means of measurement (direct): Exit test given in 1cr Senior Assessment course]
Contribution of influential philosophers

A student will understand a sufficient range of the contributions of influential thinkers in the history of Philosophy. [Dimension of Student Learning #1, B: Means of measurement (direct): Exit test given in 1cr Senior Assessment course]
Write an expository essay on Philosophy

A student will be able to write an expository essay on a philosophical topic that is accurate in content and well-constructed in its form of presentation. [Dimension of Student Learning #1, A; #2, B: Means of measurement (direct): Portfolio Assessment in 1cr Senior Assessment course]
Write a critical essay on a philosophical topic

A student will be able to write a critical essay on a philosophical topic demonstrating good argumentation. [Dimension of Student Learning #1, A; #2, B: Means of measurement (direct): Portfolio Assessment in 1cr Senior Assessment course]
Understanding ethical decision-making

A student will understand how to carry out good ethical decision making in a rational manner. [Dimension of Student Learning #1, A; #2, A: Means of measurement (direct): Exit test (oral) after completion of required Ethics course]
B.A. and B.S. in History
Student Learning Outcome 1: Introductory Level

Students will identify and explain major historical events, including their sequence and causes. In doing so, they will recognize the diversity and interconnectivity of human experiences across both geography and time.

 Dimensions of Student Learning: Outcome B: Knowledge, Values, and Abilities, Outcome C: Human Diversity
Student Learning Outcome 2: Introductory Level

Students will narrate change over time, both orally and in writing. In doing so, they will accurately interpret both primary and secondary sources to substantiate their accounts of the past. They will also use prose styles and organizational structures in their essays that effectively convey their ideas.

 Dimensions of Student Learning: Outcome B: Knowledge, Values, and Abilities, Outcome B: Communication
Student Learning Outcome 3: Introductory Level

Students will recognize the value of historicization and identify its use in historical scholarship. In other words, they will recognize that historians interpret current issues by evaluating their relationships to past events.

 Dimensions of Student Learning: Outcome A: Values, Outcome B: Knowledge, Values, and Abilities
Student Learning Outcome 4: Intermediate Level

Students will demonstrate intellectual empathy when assessing the values and choices of past peoples. Intellectual empathy is the recognition that although past peoples held cultural ideals with which we may disagree, the diversity of historical human perspectives is worthy of respect and of being studied.

 Dimensions of Student Learning: Outcome A: Values, Outcome B: Knowledge, Values, and Abilities, Outcome C: Human Diversity, Outcome D: Self Development
Student Learning Outcome 5: Intermediate Level
Students will demonstrate the ability to think historically. They will evaluate causation, appraise historical significance, analyze contested interpretations of the past, and defend arguments using historical evidence.		 Dimensions of Student Learning: Outcome A: Higher Order Thinking, Outcome A: Readiness for Career, Outcome B: Knowledge, Values, and Abilities
Student Learning Outcome 6: Intermediate Level

Students will exhibit the ability to historicize. In other words, they will interpret present-day issues by evaluating their relationships to both past events and the choices of historical actors.

 Dimensions of Student Learning: Outcome A: Higher Order Thinking, Outcome B: Knowledge, Values, and Abilities, Outcome B: Responsible Citizenship, Outcome D: Self Development
Student Learning Outcome 7: Advanced Level

Students will critically engage with historical discourse. Students will evaluate the evidence, theories, assumptions, and methods underlying historians’ arguments. In doing so, students will recognize that historians’ interpretations have changed over time because they were shaped by the cultures and societies in which the historians lived.

 Dimensions of Student Learning: Outcome A: Higher Order Thinking, Outcome A: Readiness for Career, Outcome B: Knowledge, Values, and Abilities, Outcome C: Human Diversity
Student Learning Outcome 8: Advanced Level

Students will author original research, both by effectively investigating and interpreting primary and secondary-source evidence and by appropriately situating their work within pertinent historiographical debates.

 Dimensions of Student Learning: Outcome A: Higher Order Thinking, Outcome A: Readiness for Career, Outcome B: Knowledge, Values, and Abilities, Outcome B: Communication, Outcome B: Responsible Citizenship
Student Learning Outcome 9: Advanced Level

Students will analyze and investigate the applications of historical thinking to multiple careers located either within the field of history education and research or beyond it. Careers that utilize historical thinking include museum and archival curation, cultural resource management, creative writing, publication, law, public policy and advocacy, and other fields that are based on informational research, analysis, and synthesis.

 Dimensions of Student Learning: Outcome A: Readiness for Career, Outcome D: Self Development

International Studies

The International Studies program seeks to promote awareness and knowledge of the global community and its component cultures/nations and to encourage an appreciation of other peoples.

It will seek to achieve this mission through the achievement of the following objectives:

1. The International Studies Program will subscribe to a process of continuous improvement in its curriculum, teaching methodologies, and faculty development.

2. It will seek to recruit interested and committed faculty across campus in order to offer its courses.

3. It will strive to engage students from the area in its programs, courses, and study abroad offerings so that they may become active participants in the global community.

4. It will encourage a campus-wide global perspective to raise overall awareness of other regions, nations, and cultures.

5. It will encourage its faculty to embark on a process of continual improvement and professional development.

6. It will promote enrollment in the International Studies major and minor, and will also seek to enroll students from other disciplines in its courses.

B.A. in International Studies
Students will understand diverse cultures and societies
Through course work and study abroad experiences, students will gain an understanding of the validity of cultures and societies that could be very different from those they may have encountered in their own communities.
Students will possess a global outlook
Through the International Studies curriculum, students will gain an appreciation of the history and structure of the world's diverse cultures and societies as well as the contemporary challenges that they face
Students will understand global interdependence
Through the International Studies curriculum and other experiences, students will gain a clear understanding of the causes and consequences of the increasing economic, environmental, political, and social interdependence that contributes to globalization and a global society.
Students will gain conversational multilingual competency
The International Studies curriculum requires preparation in a second language
Students will gain first hand experience of other cultures
The International Studies curriculum requires students to experience travel and study outside the United States. Students are actively encouraged to broaden their horizons through Bemidji State University's own variety of study abroad programs, or through independent study abroad experiences.

Languages & Indigenous Studies

Vision: Students are transformed through linguistic proficiency and culture literacy, to act with greater awareness of self, of other cultures, and of their own relationship and responsibility to those cultures.

Mission: To provide excellent instruction in language, literature, culture and linguistics.

B.A. in Indigenous Studies

Indigenous Studies Bemidji State University: Vision Statement
The vision of Indigenous Studies Bachelor of Arts program at Bemidji State University is designed to authenticate the vitality of Indigenous peoples and their unique status as nations and not as underrepresented minorities. The Indigenous Studies program aspires to conceptualize how we gather knowledge and recognition from our local and regional Indigenous communities and translate that Indigenous Knowledge to suit a national and international Indigenous peoples agenda. Indigenous Studies honors their environment where Indigenous knowledge is advanced, respected and recognized as a potent means by which to understand the world. This vision understands the holistic culture of Indigenous Peoples (mental, physical, emotional and spiritual) and attributes this wisdom to land-based identities that are embedded in the intellect and reasoning of Indigenous Peoples.

To achieve this wisdom the Indigenous Studies Bachelor of Arts degree at Bemidji State University recognizes that a significant amount of empowerment must be transferred from Indigenous educators to students of Indigenous Studies in order to advance the unique scholarly framework which supports diverse Indigenous nations.

Mission Statement
The mission of the Indigenous Studies Bachelor of Arts degree at Bemidji State University is to equalize traditional and contemporary Indigenous Studies, intellect, and philosophies to the students of Indigenous Studies: embracing the intellect and philosophies of the I students. Indigenous contributions and traditional lifeways are essential to advancing Indigenous Studies at Bemidji State University. This undertaking allows Bemidji State University to recognize and naturalize Indigenous knowledge thus promoting further contributions in academia.

The opportunity to meet the challenge to integrate Indigenous knowledge at Bemidji State University observes frameworks unintended to recognize such approaches and perspectives. Yet, this opportunity offers cutting edge opportunities in setting the pace with Two Plus Two colleges with Indian Studies programs locally and regionally. It invites an all-encompassing transformation in thinking that is needed so that Indigenous knowledge is seen from a position of strength and equality. It also opens up a true equitably balanced (bi-cultural) partnership between Bemidji State University and the Indigenous Studies Program.

The mission of Indigenous Studies is unique to Bemidji State University to recognizing the unique relationships native academics have with their extended families, communities, and nations. It includes acknowledging the Minnesota homeland of the Anishnabe and Dakota people. This sensibility identifies the need to collaborate with the local/regional educational tribal leaders at the community college level as an inclusive way to address their visions. This broader scope is a paradigm shift from learning and studying to experiencing Indigenous intellect and thought through Indigenous world views and interactions. (World view is consciousness, language, and identity.) The Indigenous Studies program at Bemidji State University acknowledges that Indigenous knowledge is embedded in the community and is passed on by doing. Everything done at the college must resonate with the local Indigenous communities because the communities who define who are their citizens.

This mission is open to unique delivery methods and educational opportunities for tribal people, who are less assimilated and less likely to attend classes on campus. (Many traditional individuals hold key cultural positions, some are leaders, and some work directly in their communities.) This opportunity reaches out to those who can have a tribal-nation-wide- impact utilizing traditional and contemporary Indigenous Studies frameworks that address issues regarding Indigenous sovereignty federal government, law, culture, language, spirituality, identity, education, poverty, violence and substance abuse.

Diversity
Students will learn about the diversity of American Indian cultures and histories throughout the Americas
Pre-contact and Post-contact
Understand the consequences of contact by examining both pre- and post-contact Indigenous peoples
Cultural Genocide and Resistance
Identify and analyze the policies of assimilation and cultural genocide and Indigenous resistance to those policies
Sovereignty and Decolonization
Apply what they have learned towards the work of cultural and language revitalization, self-government and legal frameworks.
Social Justice Awareness
Students will be able to identify social justice strategies and apply them to individual social situations.
Professional multidisciplinary skills
Students will be able to develop professional skills in punctuality, writing, communicating, presentation, research and critical thinking.
B.A. in Spanish

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.
Written Proficiency

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.
Reading Proficiency

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.
Listening Proficiency

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.
Cultural Practices
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture of Spanish-speaking countries.
Cultural Products
Students demonstrate an understanding of the relationship between the products and perspectives of the culture of Spanish-speaking countries.
B.S. in Spanish Education, Teacher Licensure
Oral Proficiency

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.
Written Proficiency

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.
Reading Proficiency

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.
Listening Proficiency

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.
Cultural Practices
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture of Spanish-speaking countries.
Cultural Products
Students demonstrate an understanding of the relationship between the products and perspectives of the culture of Spanish-speaking countries.
Minor in Ojibwe
Listening

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.
Speaking

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.
Reading

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.
Writing

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.
Culture Practices
Students will demonstrate an understanding of the relationship between the practices and perspectives of the Ojibwe culture.
Material Culture
Students will demonstrate an understanding of the relationship between the products and perspectives of Ojibwe culture.

Mass Communication

The mission of the BSU Mass Communication Department is to shape skilled, knowledgeable and ethical mass communicators for a dynamic, complex global venue.

Integrated Media Program Outcomes
Technical proficiency
Demonstrate technical proficiency in video, audio, photography and design, and will demonstrate mastery of at least one area.
Storytelling Identify the elements of effective storytelling and craft polished stories.
Writing
Write correctly, clearly, accurately and appropriately for a variety of media formats and audiences.
Presentation skills

 
Plan, prepare, organize and present written and spoken content individually or collaboratively in a professional manner.
Research and evaluation

 
Be able to conduct thorough research using a variety of methods, and be able to critically evaluate and synthesize information.
Professional ethics

 
Conduct themselves professionally and ethically, and approach problem solving tenaciously, creatively, and systematically.
B.S. in Mass Communication
Concepts and theories
Understand concepts and apply theories in the use and presentations of images and information
Critical Thinking
Think critically, creatively and independently
Writing
Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve
Technology

 
Apply tools and technologies appropriate for the communications professions in which they work

Mathematics & Computer Science

The Department of Mathematics and Computer Science at Bemidji State University is dedicated to providing outstanding academic courses of study in mathematics, mathematics education, computer science and statistics. The Department is committed to preparing mathematics, mathematics education and computer science majors for work in industry and the public sector, secondary/middle school teaching and graduate school. The Department is also committed to minors in computer science and mathematics which complement a wide variety of majors and to a mathematics specialty for elementary education majors. In addition, the Department provides useful and needed mathematics and computer science courses for liberal education to all University students and service courses to students in other departments. At the graduate level the Department offers two master’s programs serving the region’s mathematics teachers.

In order to achieve its fundamental goals, the Department of Mathematics and Computer Science has identified the following professional obligations as basic objectives.
1. Encourage excellence and innovation in teaching by its faculty.
2. Encourage creative work, scholarly work, and other forms of professional development among its faculty.
3. Strive to develop analytical thinking, problem solving and deductive reasoning among our students.
4. Provide proper academic advising for our students.
5. Promote revision and development of curricula and courses.
6. Encourage participation in department, college, and university committees.
7. Encourage participation in local, state, regional and national meetings in our discipline.

B.S. in Computer Information Systems
Analyze IS Solutions
Students will be able to analyze information systems solutions professionally and ethically.
Management of Data
Students will be able evaluate the management of data through computer technology.
Apply IS Solutions
Students will be able to apply information systems (IS) solutions within industry settings
Problem Solving
Students will be able to apply algorithmically multiple problem solving techniques.
Develop Software
Students will be able to develop software in at least one higher level programing language using an object-oriented approach.
B.S. in Computer Science
Problem solving
Students will demonstrate understanding of multiple problem solving techniques and how to apply them algorithmically
Core areas
Students will demonstrate knowledge of core areas and how to apply them towards solving problems in computer science and other disciplines
Communication
Students will communicate effectively with a wide range of audiences
Productive in teams
Students will work productively in teams
Broad knowledge of field
Students will demonstrate a broad knowledge of the field through the different electives offered
Professional and ethically
Students will develop a basis for making professional and ethical decisions that pertain to the software they are developing
Programming languages
Students will demonstrate proficiency in a programming language and ability to learn new ones on their own
B.S. in Mathematics
Knowledge

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

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

Students will apply appropriate procedures and technology to solve problems.
Proof

Students will apply creative and analytic thinking to develop clear and valid mathematical arguments.
Communication
Students will communicate mathematical ideas and understanding effectively.
Career Readiness
Students will be prepared for careers in industry and further study in mathematics.
B.S. in Mathematics Education, Teacher Licensure
Knowledge

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

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

Students will apply appropriate procedures and technology to solve problems.
Proof

Students will apply creative and analytic thinking to develop clear and valid mathematical arguments.
Communication
Students will communicate mathematical ideas and understanding effectively.
Pedagogy
Students will develop an understanding of a variety of pedagogical techniques and be able to apply them to the design of lessons and curriculum that communicate mathematical concepts to learners with diverse learning styles and ability levels.
Career Readiness
 Students will be prepared for careers in education and further study in mathematics.
M.S. Elementary and Middle Level Mathematics Education
Knowledge

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

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

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

Students will gain a understanding of the literature and use that understanding to answer research questions in a specialized area of mathematics education.
Professional Advancement
Students will apply what they have learned to improve the learning of their students and enhance the mathematics curriculum at their schools.
M.S. in Mathematics
Knowledge

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

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

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

Students will gain an understanding of the literature and use that understanding to answer research questions in a specialized area of mathematics education.
Professional Advancement
Students will apply what they have learned to improve the learning of their students and enhance the mathematics curriculum at their schools.

Music

The primary mission of the Department of Music at Bemidji State University is to prepare students for professional careers in music. The faculty recognizes the need for excellence within a broad liberal education, so the department places equal emphasis on music education, performance and theoretical/historical study in its degree offerings. The Department, an accredited institutional member of the National Association of Schools of Music, also maintains a cultural leadership and development role locally and regionally, while striving to achieve a national and international reputation.

The specific objectives of the Music Department are:

1. To provide students interested in teaching careers with the professional knowledge and skills necessary for success in the field.

2. To train students to become critical, independent, creative musicians with necessary background in applied music (private instruction in voice/instrument), music theory, music history and literature, keyboard skills, sight-reading, and music technology; and to become full participants in music professions.

3. To provide all students of the university with opportunities to enrich themselves through participation in Music Department ensembles, academic courses, applied lessons and through attendance at concerts, recitals and lectures.

4. To develop the creative potential of the region through workshops, performances, and a summer music camp.

B.A. in Music
Applied Study
Students will demonstrate the technical skills necessary for independent musical expression in at least one major performance area at a level appropriate to their area of emphasis and career objectives. Students will also demonstrate an understanding of a range of musical styles through performance of repertoire across a wide range of eras, genres, and cultural sources.
Musical Ensembles
Students will demonstrate leadership skills, collaborative abilities, broad knowledge of repertoire, and overall musical artistry through their participation in small and large ensembles.
Music Theory
Students will understand and apply knowledge of undergraduate Music Theory including aural, verbal, and visual analyses. Students will also demonstrate sight-reading skills and the ability to take aural dictation.
Music History
Students will demonstrate an understanding of music in historical and cultural contexts. They will be able to analyze a broad range of repertory both verbally and aurally and demonstrate a thorough knowledge of the repertory within their specialty.
Keyboard Skills
Each student will demonstrate the keyboard competency at a level appropriate to his or her area of emphasis.
Music Technology
Students will understand and apply basic knowledge of music technology within their major or field of emphasis.
Conducting
Students will understand and demonstrate conducting and rehearsal skills according to their major or field of emphasis.
Pedagogy
Students will develop the appropriate teaching skills as required by their licensure programs or fields of emphasis.
B.S. in Music Education, Teacher Licensure
Applied Study
Students will demonstrate the technical skills necessary for independent musical expression in at least one major performance area at a level appropriate to their area of emphasis and career objectives. Students will also demonstrate an understanding of a range of musical styles through performance of repertoire across a wide range of eras, genres, and cultural sources.
Musical Ensembles
Students will demonstrate leadership skills, collaborative abilities, broad knowledge of repertoire, and overall musical artistry through their participation in small and large ensembles.
Music Theory
Students will understand and apply knowledge of undergraduate Music Theory including aural, verbal, and visual analyses. Students will also demonstrate sight-reading skills and the ability to take aural dictation.
Music History
Students will demonstrate an understanding of music in historical and cultural contexts. They will be able to analyze a broad range of repertory both verbally and aurally and demonstrate a thorough knowledge of the repertory within their specialty.
Keyboard Skills
Each student will demonstrate the keyboard competency at a level appropriate to his or her area of emphasis.
Music Technology
Students will understand and apply basic knowledge of music technology within their major or field of emphasis.
Conducting
Students will understand and demonstrate conducting and rehearsal skills according to their major or field of emphasis.
Pedagogy
Students will develop the appropriate teaching skills as required by their licensure programs or fields of emphasis.

Nursing

We educate professional nurses to lead inspired lives.

To engage in scholarship that supports the development of critical thinkers, creative problem-solvers, and innovative leaders in care delivery. (Essentials 1, 2 and 3) To teach and support professionalism and professional values in the care of individuals and populations across diverse cultures, ages, and environments. (Essentials 7, 8 and 9) To educate the baccalaureate nurse generalist for a future that includes lifelong learning and professional practice. (Essential 1)

B.S. and A.S. in Nursing
Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and education of nurses.
Basic Organizational and Systems Leadership for Quality Care and Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care.
Scholarship for Evidence-Based Practice
Professional nursing practice is grounded in the translation of current evidence into one’s practice.
Information Management and Application of Patient Care Technology
Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care.
Health Care Policy, Finance, and Regulatory Environments
Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice.
Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care.
Clinical Prevention and Population Health
Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice
Professionalism and Professional Values
Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing.
Baccalaureate Generalist Nursing Practice
  • 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

Human Performance, Sport & Health

The Department of Human Performance, Sport and Health provides students with opportunities to excel through purposeful experiences resulting in skills for lifelong learning, skills for citizenship, and skills for work that include communication, use of technology, and appreciation of individual differences. Through our programs, students develop an appreciation of the contributions of physical activity and sport to health by developing personalized exercise programs.

B.A. in Sport Management
Ethics
Students will become familiar with: theories of ethics; concepts of morality; professional ethics, rights and responsibilities; the importance in developing personal and management values; the importance in developing a personal philosophy regarding social responsibility.
Finance, accounting and economics Students will become familiar with:

  1. The financial status of the sport industry; sources of income to finance sport; with alternative sources of revenue to finance sport; the justifications using public and private sources of revenue to finance sport.
  2. Basic accounting principles; financial statements; the different types of budgeting; developing budgets when financing sport; spreadsheet utilization.
  3. The economic growth of the sport industry; the concepts of competitive strategy as it applies to the sport industry; economic impact principles as they are applied to the sport industry; economic theories as they apply to the sport industry; how the media has economically impacted the sport industry; the economic impact of venues and events; economic perspectives in labor relations within the sport industry.
Sport management principles, leadership, operations and government

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.
Sport marketing
Students will become familiar with:

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.
Social, psychological and international foundations

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.
Legal issues

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.
Integrative experience

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.
B.S. in Community Health

The Department of Physical Education, Health & Sport provides students with opportunities to excel through purposeful experiences resulting in skills, including leadership, communication, use of technology, and appreciation of individual differences. Through our programs, students develop an appreciation of the contributions of physical activity, wellness, and sport to society.

Create partnerships
  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.
Plan health promotion strategies
  1. Involve students and organizations/stake-holders in health program planning.
  2. Incorporate data and literature into evidence-based health program planning. Incorporate data analysis and principles of culturally competent community interventions.
Implement and support health promotion strategies
  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.
Communication and advocate for health and physical activity

 
  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.
Administer and organize health promotion programs
  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.
Evaluate and research health promotion strategies
  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.
B.S. in Exercise Science
Demonstrate Scientific Knowledge

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
Demonstrate the ability to prescribe exercise The student will demonstrate:

  1. skills for physiological testing including evaluation and interpretation of results
  2. the ability to prescribe individual exercise programs with modifications in type, intensity, duration, frequency, and progression for special populations
  3. the ability to lead exercises in aerobic exercise, strength conditioning and joint flexibility.
Demonstrate knowledge of health promotion

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.
Demonstrate knowledge of administrative tasks

 
The student will demonstrate knowledge of:
  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.
Demonstrate professional skill working others
  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.
Identifies professional development
  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.
B.S. in Health Education, Teacher Licensure
Prevent accidents

A teacher of health understands behaviors and factors that
prevent or reduce the risk of accidents, sudden illness, and violent injuries;
Philosophy of health promotion A teacher of health understands concepts related to health promotion and disease prevention including:
the need for and role of a philosophy of health, health education, and health promotion;
Valid health information

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

 
A teacher of health understands health-enhancing behaviors that reduce health risks including: the importance of individual responsibility for health; and
Effects of media on behavior

A teacher of health understands the effects of advertising, media, technology, and social norms on health behaviors.
Health pedagogy
A teacher of health understands how to use goal-setting and decision-making skills to enhance health including predicting the immediate and long-range impact of health decisions on the individual, family, and the community.
B.S. in Physical Education, Teacher Licensure
Content knowledge
  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)
Growth and development
  1. Designs safe instruction that meets student developmental needs in the physical, cognitive, and social/emotional domains (B7, B8)
  2. Understands the biological, psychological, sociological, experiential, & environmental factors that influence developmental readiness to learn & refine movement skills (A4)
  3. Identifies, selects, implements appropriate learning/practice opportunities based on understanding the student, learning environment, task (C1)
Diverse students
  1. Identify, select, & implement appropriate instruction that is sensitive to students' strengths/weaknesses, multiple needs, learning styles, & prior experiences (B11)
Management and motivation
  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)
Communication
  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)
Planning and instruction
  1. Identifies, develops, & implements appropriate program & instructional goals (B4, B5)
  2. Develops plans linked to program & instructional goals, & student needs (B4, B5)
  3. Uses instructional strategies, based on content, student needs, & safety issues, to facilitate learning (C1, C9)
  4. Designs & implements learning experiences that are safe, appropriate, relevant, and based on principles of effective instruction (C2, C9)
  5. Applies disciplinary & pedagogical knowledge in developing & implementing effective learning environments & experiences (C2, C9)
  6. Provides learning experiences that allow students to integrate knowledge & skills from multiple subject areas (B4)
  7. Selects & implements appropriate teaching resources & curriculum materials (B5)
  8. Uses effective demonstrations & explanations to link physical activity concepts to learning experiences.
  9. Develops & uses appropriate instructional cues & prompts to facilitate competent motor skill performance (A3)
Student assessment
  1. Uses a variety of appropriate authentic & traditional assessment techniques to assess student understanding & performance, provide feedback, & communicate student progress (C2)
  2. Involves students in self & peer assessment
  3. Interprets & uses learning & performance data to make informed curricular and/or instructional decisions (C2, C4)
Reflection
  1. Uses a reflective cycle that describes teaching, justification of teaching performance, critique of teaching performance, setting of teaching goals, & implementation of change
Technology
  1. Demonstrates knowledge of current technologies & their application in physical education
Collaboration
  1. Identifies strategies to become an advocate in the school & community to promote a variety of physical activity opportunities (C6)
  2. Identifies & actively seeks community resources to enhance physical activity opportunities (B7)

Physics
B.S. in Science Education, Physics Specialty

No outcomes available.

Political Science

The program trains its students to become responsible and effective global citizens, with focus on the application of disciplinary concepts and methods to issues of local, state, national and international concern.

B.A. in Political Science
Foundation for career, learning and participation
To provide the foundation for a career in the public or private sector and for a lifetime of learning and participation in politics.
Develop thinking, leadership and communication skills
To develop student abilities in critical thinking, analytical reasoning, leadership, writing, presentation, and research.
Produce a quality senior paper
Students should be able to write a senior paper of approximately 20 pages that is tightly focused, persuasive, well documented and clearly presented. The papers should contain an abstract, literature review, original analysis, and a discussion and conclusion.
Effectively present paper to college community
Students should be able to effectively present their senior paper in a roundtable or panel format to the college community.
Understand and utilize research methodologies
Students should be able to understand and utilize the major research methodologies of the discipline.
Students should participate in politics
Students should participate in politics in some form either on or off campus either for credit or not. (e.g., Model UN, Student government, political campaigning, community volunteer work, internship, etc.)
An understanding of American government and politics
To develop an in depth understanding of American governmental institutions and policy-making processes; with an appreciation of the role of the citizen and the motivations of public officials.
Evaluate political beliefs and tolerance of diversity
To enable students to evaluate political structures in terms of their beliefs about the proper relationship between the individual and the state. To encourage students to appreciate the diversity of political perspectives, and to encourage understanding and tolerance of differing points of view.
Evaluating politics from a comparative perspective

To enable students to evaluate differing governmental systems and policy outputs from a comparative perspective.
Understand theories explaining international actors

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

Professional Education

BSU prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners.

B.S. in Education

The licensure requirements and subject matter standards for teachers of elementary education are at  https://www.revisor.mn.gov/rules/8710.3200/

Certificate in Online Teaching
Facilitate and inspire student learning

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
Design and develop digital age learning Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.

  1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
  2. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
  3. Customize and personalize learning activities to address students’ diverse learning styles,working strategies, and abilities using digital tools and resources
  4. Provide students multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Model digital age work and learning

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.
Promote and model digital citizenship

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

  1. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the
    appropriate documentation of sources.
  2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
  3. Promote and model digital etiquette and responsible
    social interactions related to the use of technology and information
  4. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
Engage in professional growth and leadership

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.
MAT in Education

Upon completion of the Master of Arts in Teaching, students will:

  • Show evidence of the ability to read and understand educational research methodologies,
  • Show evidence of the ability to create a relevant review of the literature based on scholarly research,
  • Show evidence of the ability to create unique and significant capstone proposal based on a thorough review of the literature,
  • Show evidence of the ability to articulate key concepts in Educational Psychology, Curriculum and Instruction,
  • Show evidence of the ability to create and complete a unique and significant applied capstone project.
M.S. or M.E.d. in Special Education

The licensure requirements and core skill areas for teachers of special education are at https://www.revisor.mn.gov/rules/8710.5000/

Psychology

The Psychology Department educates students in the science and applications of psychology, to enhance student development, to prepare students for advanced training in graduate schools and to prepare students for paraprofessional and professional work in the field.

B.S. and B.A. in Psychology
Knowledge base in psychology

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
Scientific inquiry and critical thinking Psychology majors will:

  1. Use scientific reasoning to interpret psychological phenomena.
  2. Demonstrate psychology information literacy.
  3. Engage in innovative and integrative thinking and problem-solving.
  4. Interpret, design, and conduct basic psychological research.
  5. Incorporate socio-cultural factors in scientific inquiry.
Ethical and social responsibility in a diverse world

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.
Communication

Psychology majors will:

  1. Demonstrate effective writing for different purposes.
  2. Exhibit effective presentation skills for different purposes.
  3. Interact effectively with others.
Professional development

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.
On-line program will result in student satisfaction equivalent to on-campus program

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.

Social Studies

The social studies program prepares students to identify, understand, and work to solve the challenges facing our diverse nation in an increasingly interdependent world. It helps students acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Competent and responsible citizens are informed and thoughtful, participate in their communities, are involved politically, and exhibit moral and civic virtues.

B.A. in Social Studies
Foundation for career, learning and participation
To provide the foundation for a career in the public or private sector and for a lifetime of learning and participation in civic life.
Develop thinking, leadership and communication skills
To develop student abilities in critical thinking, analytical reasoning, leadership, writing, presentation, and research.
Produce a quality senior paper
Students should be able to write a senior paper of approximately 20 pages that is tightly focused, persuasive, well documented and clearly presented. The papers should contain an abstract, literature review, original analysis, and a discussion and conclusion.
An understanding of American society and politics
To develop an in depth understanding of American social and political institutions; with an appreciation of the role of the citizen and the motivations of public officials.
Evaluate socio-cultural beliefs and develop tolerance of diversity
To enable students to evaluate social institutions and political structures in terms of their beliefs about the proper relationship between the individual and the state. To encourage students to appreciate the diversity of perspectives, and to encourage understanding and tolerance of differing points of view.
B.S. in Social Studies
Social studies skills
  1. Understand how to locate, gather, organize, and present social studies information.
  2. Understand how to analyze and evaluate social studies information, make generalizations, and reach supportable judgments and conclusions.
  3. Understand historical concepts, terms, sources, and perspectives.
  4. Understand the content and methods for developing students' content-area reading skills to support their reading and learning in the social studies.
World History
  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.
U.S. and Minnesota History
  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.
Geography
  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.
Government and citizenship
  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.
Economics
  1. Understand basic economic concepts, microeconomics, and consumer economics and personal finance
  2. Understand macroeconomics and international economics
Behavioral sciences
  1. Understand how personal and social identity is formed and shaped.
  2. Understand the role of culture and social institutions in human societies

Social Work

Prepare students for generalist social work practice that is grounded in community involvement, diversity-informed practice, social and economic justice, professional values and ethics, critical thinking, and global interconnectedness.

B.S. in Social Work
Demonstrate Ethical and Professional Behavior

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.
Engage Diversity and Difference in Practice. Practice Behaviors:

  • apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
  • present themselves as learners and engage clients and constituencies as experts of their own experiences; and
  • apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
Advance Human Rights and Social, Economic, and Environmental Justice

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.
Engage in Practice-Informed Research and Research-Informed Practice

Practice Behaviors:

  • use practice experience and theory to inform scientific inquiry and research;
  • apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
  • use and translate research evidence to inform and improve practice, policy, and service delivery.
Engage in Policy Practice

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.
Engage with Individuals, Families, Groups, Organizations, and Communities

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.
Assess Individuals, Families, Groups, Organizations, and Communities

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.
Intervene with Individuals, Families, Groups, Organizations, and Communities

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.
Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

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.

 

Sociology & Communication Studies

To create learning environments in which we examine social structures and explore capacities for change.

B.A. in Sociology
Inequality
Students will be able to specify patterns of inequality.
Analytical Ability
Students will be able to select an appropriate research method and justify its use
Concept Differentiation
Students will be able to differentiate among concepts associated with classic and contemporary social theory.
Theoretical Ability
Students will be able to construct and apply theoretical concepts.
Social Structure
Students will be able to identify micro-, meso-, and macro-levels of social structure in contemporary society.
Social Change
Students will be able to illustrate how social change has happened and can happen.
Career Readiness
Students will be able to prepare a post-baccalaureate plan that ties interests and abilities to one or more employment trajectories and includes an understanding of civic responsibility.
Women's Studies

Women's Studies Gender Studies (WSGS) offers a gendered perspective of the diversity of human experiences. WSGS courses are interdisciplinary and emphasize participatory education that allows students to explore the role of gender and its practical implications of their basic life experiences. As a result, students will recognize the present and future roles of women and men in the world. Students use the lens of gender to examine such issues as stratification, colonization, power relationships, and cultural stereotypes. In addition, WSGS students extend their learning beyond the classroom through community engagement and social action. Our students will have an opportunity to explore how their future careers are gendered and how their own perceptions affect expectations in work environments.

Sex Roles
Describe the roles of men and women in society.
Feminist Perspectives
Differentiate among various feminist theoretical perspectives.
Evaluate Social Positions
Evaluate the social positions of men and women in organizations and in society.
Articulate Cultural Values
Articulate cultural values of self and others.
Apply Interdisciplinary Perspectives
Apply an interdisciplinary perspective to issues of sex and gender.
Connect Disciplinary Values to Sex and Gender
Describe the values associated with the arts, humanities, and sciences as they relate to sex and gender.
Critique Analyses of Gender and Sex
Critique analyses of gender and sex from the arts, humanities and the sciences.
Apply Feminist and Gender Understandings
Apply feminist and gender understandings to career goals.
Integrate Feminist and Gender Understandings
Integrate feminist and gender understandings into civic engagement activities.

 

Technology, Art & Design
Imagine, Create, Innovate & Lead.
Developing leaders to imagine, create & innovate.
Imagining new worlds of artistic & technological thought, creating responsible citizens and professionals for a sustainable future and global community.
B.A.S. in Applied Engineering, CEL Program

The Applied Engineering Degree Program is designed to prepare individuals to work in a variety of applied engineering settings in business and industry, including construction, communications, manufacturing and transportation. The program is designed ideally for individuals who possess a two-year technical degree. Coupled with a technical degree which provides a focused foundation, junior and senior level courses in the major cover a broad range of applied engineering concepts and applications in areas such as product design, material science, automation, quality, engineering economics and project management. The program provides maximum flexibility for graduates to pursue diverse employment opportunities.

Technological development and innovation
Graduates will demonstrate higher learning abilities by applying technological innovations to address real world problems.
Technology transfer Graduates will assess current knowledge for application to emerging technologies.
Communication
Graduates will demonstrate professional communication skills and the ability to work effectively as a part of a team in a technological environment.
Leadership

 
Graduates will apply principles of leadership, management, and supervision in a variety of technological settings.
Ethics and sustainability in technology
Graduates will ethically employ global technologies to address social, economic and environmental issues.
B.A.S. in Applied Management, CEL Program

No outcomes available.

B.S. In Art & Design

Developing leaders to create innovative design solutions for a technological world.

Program 1
Students will communicate effectively in oral, written and visual forms
Program 2 Demonstrate knowledge in diverse cultural and historical perspectives and apply them to their art and design practice
Program 3
Students will develop and demonstrate competence in implementing art and/or design principles.
Program 4

 
Students will demonstrate the ability to implement the creative process independently and/or interdependently.
Program 5
Students will exhibit the ability to seek, give and accept constructive criticism.
Program 6
Students will identify and integrate production management standards and practices within their artistic and/or design process.
B.S. in Engineering Technology

No outcomes available. 

B.S. in Project Management

Developing progressive and thoughtful leaders with the capabilities to successfully meet a future of global challenges in Construction and Facilities Management.

No outcomes available.