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Program Specific Examples

Prepared by the Office of Institutional Research and Assessment, the learning outcomes below are examples which may be helpful in providing a starting point for developing learning outcomes for your own syllabi and programs. More than likely they can be improved upon, especially in terms of having specific learning outcomes that are derived from competencies and sub-competencies. If your program has an accrediting agency consider using the learning outcomes they specify and including additional learning outcomes unique to your program.

Arts and Sciences

Knowledge/ Cognitive

Following completion of the microbiology course students will be able to:

  • Use examples of infections, treatment, and epidemiologic control to compare and contrast the characteristics of prions, viruses, bacteria, protozoans, and multicellular parasites.
  • Explain the dynamics of commensal and pathological relationships that occur between microbes and humans.
  • Evaluate methods of microbial control and apply the proper methods necessary when given a scenario.
  • Briefly describe sample metabolic pathways found in microorganisms and their implications for food production and human disease.
  • Summarize basic bacterial genetic principles and analyze implications for mutation, genetic recombination, and bacterial control.
  • Articulate and diagram the role of the immune system in maintaining homeostasis, challenging infections, and fighting cancer.

Skills/ Psychomotor

Following Completion of the Microbiology Course students will be able to:

  • Apply the scientific method by stating a question; researching the topic; determining appropriate tests; performing tests; collecting, analyzing, and presenting data; and finally
  • Correctly perform microbiologic lab skills and display a habit of good lab practices which extends to relevant situations in the student's homes.

Attitudes and Behavior/Affective

Following Completion of the Microbiology Course students will be able to:

  • Retrieve, evaluate, and use microbiologic information regarding contemporary issues in the world and relevant to their everyday lives.

Source: Bakersfield College

Upon graduation, students earning any of these degrees should be able to:

  • Construct drawings through stages of development from the gesture to the final contour.
  • Record the human figure through objective adherence to proportional relationships, notice of negative spaces, value relationships, and line-sighting as methods essential to building the image.
  • Create figure drawings that demonstrate awareness of human anatomy and structure as revealed through the form's surface.
  • Produce sustained, investigative drawings that make accurate visual statements of the figure's form in space.
  • Orchestrate the visual elements to produce expressive figure drawings rooted in consideration of strong design principles, and conveying subjective meaning beyond objective fact.
  • Select appropriate graphic materials to influence the expressive content of the figurative form.
  • Articulate a formal analysis of a drawing and its interpretation based on that analysis.

Source: Central Michigan University

Goal: Students should be able to act.


  • Apply acting theory to characterization
  • Recognize and perform a wide range of acting styles
  • Act with technical and artistic skill and understanding.

Goal: Students should be able to dance.


  • Recognize and differentiate between various forms of dance including, but not limited to, jazz, tap, ballet, and modern; and dance with technical and artistic skill and understanding.
  • Design developmentally appropriate instructional experiences that promote the description and critical analysis of dance works, using a technical vocabulary based on the common elements of the discipline, i.e., space, time, force/energy.
  • Design and modify developmentally appropriate dance instruction for students of different ages and abilities in a variety of classroom and ensemble settings.
  • Create developmentally appropriate standards-based curricula that include objectives, instructional strategies, and assessments for dance instruction.
  • Describe dance and analyze works in their historical and cultural context.
  • To analyze how dance and dance education function within the context of schools and communities

Source: Central Michigan University


  • Students will think systemically about organizations and management processes, by showing that they can take a global perspective regarding accounting procedures and practices, for both descriptive and prescriptive purposes. This perspective requires that students analyze a system or process according to "the big picture," moving from the global to the particular or from the particular to the global.
  • Students will work effectively in teams, by exhibiting the kinds of behaviors that mark an effective team member: working cooperatively with others, accepting divergent views, encouraging active participation of others, dealing productively with conflict, and taking leadership roles as the need arises. This will show that they have the interpersonal skills necessary to be a successful accountant.
  • Students will demonstrate that they can present the results of their observations and research in a way that is objective, technically accurate, and legally acceptable.
  • Students will demonstrate that they can document clearly and precisely their own procedures of observation and research to satisfy both the client's needs and the requirements of the legal system. Students may demonstrate these abilities in reports to management, memoranda, working papers, and other similar documents.
  • Students will make appropriate recommendations based on acute critical analysis.
  • Students will identify existing problems, both long-term and short-term problems, by bringing appropriate standards and procedures to bear on information.
  • Students will make valid and viable recommendations for solving problems in a way that is useful and convincing for the intended audience or audiences. Students should demonstrate these abilities in one or more appropriate forms: report to management, memorandum, feasibility report, and proposal.
  • Students will explain accounting information to lay audiences.
  • Students will translate technical accounting material and terminology into terms that can be understood by a variety of audiences not trained in accounting in such a way that it meets the needs of those audiences. Students should demonstrate that they can provide this information in various appropriate forms, such as letters, memos, informal and formal presentations, and executive summaries.
  • Students will provide explanations that are suitably brief and organized in a way that clearly reflects the purpose of the explanation and satisfies the needs of the audience.
  • Students will give effective oral presentations to a variety of audiences to show that in professional occasions that call for speaking students can conduct themselves with the confidence and naturalness that mark a successful professional and a careful attention to the value of the presentation for the audience.
  • Students will use effective technology appropriately, such as PowerPoint, slides, posters, handouts, and transparencies in oral presentations.
  • Students will present information in a form that is useful, clear, and well organized and in a manner that inspires confidence in the audience. This ability is especially important when explaining accounting information to lay audiences.
  • Students will speak persuasively in situations that require the speaker to argue for a recommendation or to sell a product or service. Students may demonstrate this ability in reports to management, feasibility reports, proposals, etc.

Source: North Carolina State University

  • Students will analyze and evaluate positions on economic issues, showing that they can break an economic issue down into the various economic principles and concepts that form the basis of the position and identify the competing sides on the issue.
  • Students will critique an economic position in terms of the accuracy of its representations of economic principles and concepts and the soundness of its use of those concepts and principles to make a claim about economics.
  • Students will solve real-world economic problems effectively in the context of an industry or field of study, showing that they can identify and collect the appropriate economic data, analyze data in terms of costs and benefits, present economic data and solutions to problems in a way that is clear and accurate, and come to a reasoned judgment concerning benefits within the constraints of costs and can express that judgment convincingly for an audience who must act on it.
  • Students will explain economics to lay audiences, showing that they can translate economic concepts and principles into terms that can be understood by both general and specific audiences.

Source: North Carolina State University

  • Identify, and describe to the lay person, the important institutions and determinants of economic activity at the local, regional, national, and international levels, including the basics of fiscal and monetary policy and how each affects the economy.
  • Explain to the non-economist the fundamental economic problem of scarcity (and tradeoffs); the meaning of a market economy and how markets allocate society's scarce resources; what it means for markets to fail and the role of government in finding solutions for market failure.
  • Analyze the ethical and social justice dimensions of market and policy outcomes.
  • Identify key relationships between important variables understand the difference between correlation and cause-and-effect apply algebraic, graphical, and statistical tools to analyses of problems and issues in business and public policy identify the relationship between assumption and interpretation.
  • Think critically, for example, be able to: summarize low-level articles from professional journals. articulate the connections between the different sub-disciplines of economics. automatically compare and contrast different economic theories.
  • Employ their discipline knowledge and skills in service to the community, for example, present themselves and interact with others in a professional manner. communicate economic concepts orally .convey economic ideas in a variety of written forms.

Source: Seattle University

  • Students will be able to apply small business accounting and finance concepts and practices in new venture and small business environments.
  • Students will understand and be able to apply basic human resource management concepts and practices in new venture and small business environments.
  • Students will be able to use microcomputers for decision support and information retrieval in new venture and small business environments.

Source: University of Southern Mississippi

  • Collaborate effectively with others in situations requiring teamwork, leadership, and negotiation
  • Demonstrate the ability to organize and present business-related information in written reports
  • Demonstrate the ability to organize and professionally present business-related ideas in oral presentations
  • Identify a business-related problem, consider alternatives, and reach a conclusion based on logical analysis.

Source: Arapahoe Community College


Upon satisfactory completion of a MS degree in ESE, graduates will be able to:

  • Identify sources of environmental contaminants and processes that affect the movement, fate, and health effects of such contaminants in environmental/human systems;
  • Describe the rationale for and the approaches used to measure relevant properties of environmental/human systems;
  • Develop and/or apply theoretical/computational models to represent important aspects of environmental/human systems and assess their uncertainty;
  • Explain the relationships among scientific knowledge, exposure and risk assessment, and environmental management and policy; and
  • Demonstrate written and oral communication skills related to environmental sciences and engineering issues.

Source: University of North Carolina at Chapel Hill

Students will be able to:

  • Identify the broad context of civil engineering problems, including describing the problem conditions, identifying possible contributing factors, and generating alternative solution strategies.
  • Design the fundamental elements of civil engineering systems, system components and processes, with a good understanding of associated safety, quality, schedule and cost considerations.
  • Undertake laboratory, field and other data collection efforts using commonly used measurement techniques to support the study and solution of civil engineering problems.
  • Employ mathematics, science, and computing techniques in a systematic, comprehensive, and rigorous manner to support the study and solution of civil engineering problems.
  • Synthesize analysis results to provide constructive and creative engineering solutions that reflect social and environmental sensitivities.
  • Exhibit good teamwork skills and serve as effective members of multidisciplinary project teams.
  • Articulate and justify technical solutions to diverse audiences through oral, written, and graphical communication.

Source: Modified from BS Civil Engineering Educational Outcomes, Department of Civil Engineering, College of Engineering , University Texas at Austin

Students will be able to:

  • Critically evaluate alternate assumptions, approaches, procedures, tradeoffs, and results related to engineering problems.
  • Design a variety of electronic and/or computer-based components and systems for applications including signal processing, communications, computer networks, and control systems.
  • Lead a small team of student engineers performing a laboratory exercise or design project; to participate in the various roles in a team and understand how they contribute to accomplishing the task at hand.
  • Use written and oral communications to document work and present project results.

Source: Modified from Electrical Engineering Objectives and Outcomes, Department of Electrical and Computer Engineering, University of Rhode Island

What students are expected to know at the time of graduation:

  • Apply energy, momentum, continuity, state and constitutive equations to thermal, fluids and mechanical systems in a logical and discerning manner.
  • Design and perform laboratory experiments for thermal, fluid and mechanical systems to gather data and test theories.
  • Design thermal, fluid, mechanical and control systems to meet specifications.
  • Participate effectively in the same-discipline and cross-disciplinary groups.
  • Identify, formulate, and solve thermal, fluid and mechanical engineering problems by applying first principles, including open-ended problems.
  • Develop practical solutions for mechanical engineering problems under professional and ethical constraints.
  • Communicate effectively with written, oral, and visual means in a technical setting.
  • Recognize the fact that solutions may sometimes require non-engineering considerations such as art and impact on society.
  • Recognize environmental constraints and safety issues in engineering
  • Use modern modeling and simulation techniques, and computing tools.

Source: Modified from "Program Outcomes and Objectives," Department of Mechanical Engineering, College of Engineering, University of Akron

By the end of the educational experience our students should have learned to:

  • Solve open ended problems
  • Complete a design project
  • Design a mechanical or thermal system
  • Use calculus and differential equations in solving engineering problems
  • Solve engineering problems involving basic chemistry and physics
  • Solve engineering problems using basic industrial engineering principles and methods
  • Communicate effectively in writing
  • Effectively communicate orally in small and large groups
  • Work effectively in teams
  • Apply current knowledge and adapt to emerging applications of mathematics, science and technology
  • Conduct, analyze and interpret experiments concerning mechanical engineering technology
  • Use creativity in the design and use of mechanical systems and processes
  • Identify, analyze and solve technical problems associated with mechanical engineering technology

Source: Modified from "Bioengineering: Student Outcomes," College of Engineering Assessment Plans, College of Engineering, University of Toledo

Desired outcomes of the Bioengineering program are:

  • Apply knowledge of life sciences, advanced mathematics (including differential equations and statistics), physical sciences, and engineering to biological and medical systems
  • Design, conduct and document laboratory experiments involving biological or medical systems
  • Design systems, devices and processes for use in medicine, health care or biological applications
  • Identify, formulate, and solve problems at the interface of engineering and biology
  • Communicate effectively their work and ideas in oral and written forms
  • A recognition of the need for and the ability to engage in life-long learning
  • Use modern techniques, skills and tools necessary for bioengineering practice and for disseminating the results of their work
  • The ability to obtain, analyze and interpret data from living systems, addressing the problems associated with the interaction between living and non-living materials and systems

Modified from "Bioengineering: Student Outcomes," College of Engineering Assessment Plans, College of Engineering, University of Toledo

Upon graduation, Honors students will be able to:

  • Assess the existing knowledge, concepts, techniques, and methodology appropriate to the graduate's chosen discipline.
  • Conceive and plan a high-quality research and/or creative capstone project in the appropriate disciplinary or multi-disciplinary context.
  • Apply discipline-based and/or cross-discipline-based knowledge to design a problem-solving strategy.
  • Identify major issues, debates, or approaches appropriate to the discipline.
  • Synthesize complex information appropriate to the discipline.
  • Select and organize credible evidence to support converging arguments.
  • Develop an argument in accordance with the methods of the discipline.
  • Solve discipline-based and/or cross-discipline-based problems using strategies appropriate to the subject.
  • Employ writing conventions appropriate to the discipline.
  • Exhibit disciplined work habits as an individual.

Source: Central Michigan University

Hospitality, Retail, & Sport Management

  • Examine the functions of human resource management, with special attention to strategic human resource alliances and developing trends.
  • Apply accounting and financial information to executive decision making in the hospitality industry.
  • Develop marketing & advertising systems for hospitality industries based on the need to create new markets and the need to respond to significant shifts in social and economic patterns.
  • Examine service marketing and management concepts relevant to the hospitality industry and explore how these concepts can be applied to service delivery systems.
  • Examine research methods including: scientific method, literature review, sampling, statistics, research design and analytical technique.
  • Examine mechanisms and techniques employed in the management of hotel management, convention and meetings management, casino management, or food service management.
  • Develop strategies to address the challenges of a specific problem in hospitality management on basis of interest and preparation and apply this to their current work environment.
  • Conduct independent research in their major area of work on the analysis of a problem for a hospitality organization.

Source: University of Nevada at Las Vegas

At the end of this program, the students should be able to:

  • Describe the "typical" retail stores organizational structure, position responsibilities, and chain-of-command protocol.
  • Explain the role of store management in today's multi-retail environments and identify the skills needed to be successful in store operations management.
  • Read, interpret, and use "typical" retail financial data in store operations management
  • Describe the basic principles of effective store planning and visual display standards commonly used in the retail industry.

At the end of this program, the students should be able to:

  • Identify and describe the roles the merchant "team" (management, merchant, planner, allocator, support staff) play in the procurement and distribution of merchandise to the multiple channels of retail outlets.
  • Read, interpret, and use "typical" retail financial data in the execution of retail merchandising principles.
  • Identify the competitive retail markets in which a merchant must function.
  • Use basic retail math skills and common inventory planning methods in the daily operation of a merchandising function.
  • Describe the inventory sourcing process and methods used to procure merchandise both domestically and internationally.
  • Identify the factors that lead to the selection of a retail assortment.

At the end of this program, the students should be able to:

  • Conduct merchandising research.
  • Locate pertinent secondary information related to fashion merchandising.
  • Solve merchandising problems using acquired knowledge.
  • Analyze information resulting from a merchandising research study.
  • Evaluate, interpret, and apply information available to fashion recommend a plan of action.

Upon completion of this course each student should be able to:

  • Summarize major trends affecting the parks, recreation, tourism & hospitality industry.
  • Distinguish marketing from selling.
  • Discuss in general terms the benefits of a marketing plan.
  • Summarize the typical positions in a sales office.
  • Describe several types of personal sales calls.
  • Describe the basics of good telephone communication.
  • Discuss internal marketing.
  • Identify and explain common advertising strategies.
  • List and explain the factors involved in creating a brochure.
  • Cite three important factors in selecting newspapers for ads.
  • Identify two types of direct mail campaigns.
  • List types of radio and television ads.
  • Discuss a public relations plan.
  • Discuss baby boomers and other individual leisure consumers.
  • Identify three types of consumers served by a variety of PRT related agencies.
  • Describe types of association and corporate meetings.
  • Describe how agencies can market in a manner to communicate with people with disabilities.

 Source: The University of Utah

Mass Communications & Information Studies

Students will be able to:

  • Develop a viable research topic for which information can be successfully located in a variety of college-level resources.
  • Construct a research strategy that will lead to an effective and efficient search for the required information using a variety of appropriate print and electronic sources and based on a working knowledge of the topic gathered from preliminary, background research. 
  • Identify the appropriate Library of Congress Subject Headings, and the essential key words, synonyms, and Boolean search statements that will retrieve relevant information on a topic in the library catalog, online databases, and on the Internet.
  • Customize a search in the library catalog, electronic databases, and the Internet using the truncation, limiters, and other advanced searching features that will narrow the results to the most relevant materials.
  • Locate the information using in-library methods such as the library catalog, classification system, periodical citations and holdings lists, and online methods such as searching a range of full-text databases, catalogs from other libraries, and conducting appropriate Internet searches.
  • Evaluate the credibility of print, online database, and Internet information using established criteria including the author's credentials, published reviews, currency, sources cited, scholarship, etc.
  • Demonstrate an understanding of the legal and ethical issues of information use including plagiarism, documentation of sources, and copyright.

Source: Bakersfield College

  • Students will organize and utilize various information resources within the context of library and information services, for the purposes of access, instruction and implementation.
  • Students will articulate the philosophy and principles governing selection and procurement of library materials to serve diverse communities and address cultural uniqueness.
  • Students will operate successfully in a library or other information environment as cooperative and productive members of the work unit.
  • Student will demonstrate technology skills and applications appropriate to the modern library.

Source: University of Southern Mississippi

Upon graduation, students earning any of these degrees should be able to:

Goal: To provide students with a body of knowledge and a system of inquiry and scholarship that inform and enrich their professional preparation.


  • Describe how ideas, knowledge and understanding are created and communicated;
  • Explain how technology affects the availability, communication and use of information and ideas;
  • Explain how government, commerce, philanthropy and multicultural diversity have evolved and function in their communities; and
  • Explain the history, functions, processes, law and ethics of journalism and mass communication.

Goal: To prepare students for jobs in which they are accountable to their employers.


  • Gather, analyze, organize, synthesize and communicate information to particular audiences and through specific delivery systems;
  • Edit their own work and the work of others;
  • Identify credible and diverse sources of information and commentary; and

Goal: To prepare students for a craft in which they are accountable for their competencies and quality of work to citizens, clients and consumers.


  • Describe how race, gender and class interact with law, public policy, employment, social relations and culture in American society; and
  • Describe how government, business and industry, and philanthropy function to serve public and private interests.

Source: Central Michigan University

Learning Outcomes for Basic Communication Skills for all Communication Degrees:

Oral Communication Skills Learning Outcomes:

  • Invention: Student is able to prepare a speech with a clearly developed purpose. The selection of ideas and materials is good. There are established relationships among all the disparate materials. Ideas are clearly related to a well identified audience.
  • Delivery: Student is able to deliver a speech with accurate pronunciation, clear articulation, good control of voice, and emotional control.
  • Style: Student is able to prepare and deliver a speech in which the use of language (word choice, figures of speech, rhetorical tropes, etc.) provide clarity, vividness and concreteness to subject. Style of speaking is appropriate to clearly identified audience.
  • Arrangement: Student is able to prepare and deliver a speech in which the pattern of arrangement and the ordering of ideas is clear and appropriate for topic and audience.
  • Command: Student is able to prepare and deliver a speech that demonstrates a command of the subject and materials by the use of a variety of methods for establishing relationships between ideas.

Written Communication Skills Learning Outcomes:

  • Focus: Student can prepare a written message that has a clear central idea.
  • Development and Support: Student can prepare a written message in which the major idea is sufficiently and logically developed.
  • Organization: Student can prepare a written message with a clear organization. There is a reasonable and readable sequence of ideas with appropriate transitions and/or headings.
  • Mechanics: Student is able to write a paper that conforms to accepted standards of grammar, spelling, punctuation, and capitalization.
  • Professional Appearance: Student is able to prepare a professional looking paper with appropriate selection of fonts, high quality paper, high quality printing, and correct use of APA style.

Visual Communication Skills Learning Outcomes:

  • Color: Student is able to use color in visual images to create a second strand of meaning to smoothly accompany the verbal message. Images contain planned variety in hue and tone and use of color symbolism.
  • Composition: Student is able to use visual images to create a second strand of meaning to smoothly accompany the verbal message. These images are well composed with careful attention to direction, balance, and the use of the frame.
  • Contrast/Scale/Dimension: Student is able to use visual images that demonstrate control of visual meaning through contrasts of color or composition including contrasts of scale. Student uses size appropriate to the audience. Images, whether slides, transparencies, or tape, show the three-dimensional scale of objects.
  • Line/Shape: Student is able to create images made up of a variety of lines and shapes. Lines are used to express direction, purpose, and a definitive goal. Shapes are used appropriate for their symbolic meaning and for the audience which will view them.
  • Unity/Emphasis: Student is able to create visual images that have a balance of the diverse elements into one totality that is visually of one piece. One message element stands out from the rest as the most important concept of the image.

Learning Outcomes for Each Degree Path:

Public Communication Learning Outcomes

  • Analytical Skills: Student is able to analyze discourse for artistic merit, practical effect, philosophical standards, and underlying structure.
  • Application and Practice: Student is able to construct messages that are logical, persuasive, elegant, and effective.

Organizational Communication Learning Outcomes [Bachelor of Science Degree]

  • Analytical Skills: Student is able to assess and describe communication problems in organizations, message and information flow in organizations, significant symbols in organizations, communication barriers and effective techniques in superior-subordinate communication relationships and work groups and criteria for value clarification and ethical-decision-making in organizations.
  • Application and Practice: Student is able to develop and implement plans for improving message and information flows within organizations, the use of persuasive messages in organizations, the proper strategies for managerial communication and the techniques of team leadership.

Public Relations Outcomes [Bachelor of Science Degree]

  • Analytical Skills: Student is able to monitor the organizational environment, analyze and select the important organizational concerns within the environment, and develop an organizational response to these concerns.
  • Application and Practice: Student is able to implement plans to manage flow of information to and from an organization, to work effectively with electronic and print media, to prepare clear and persuasive messages, and to do all this in communication campaigns with long-term goals.

Source: Adapted from Eastern Washington University

Specifically, graduates should be able to:

  • Identify and explain the theoretical concepts central to the study of interpersonal, public, and organizational communication and identify the communication behaviors that reflect those concepts; and 
  • Identify and explain the different methods used to study communication. 
  • Locate, synthesize, and evaluate information from relevant print, electronic, and human sources; 
  • Evaluate the validity of arguments in oral and written messages; 
  • Argue the ethical implications of a given communication behavior in a specific context; and 
  • Evaluate the message strategies in interpersonal, public, and organizational contexts. 
  • Construct reasoned arguments; 
  • Solve communication problems systematically, creatively, and effectively

Source: Central Michigan University

Upon graduation, students earning this degree should be able to:


  • Name and explain theories central to the communication discipline
  • Compare and contrast the different research methods used when conducting communication research
  • Recognize ethical issues in the discipline and when conducting research


  • Critically analyze and communicate knowledge of the discipline orally and/or in writing
  • Collect and synthesize current research in the discipline


  • Describe the importance and complexity of human communication

Source: Central Michigan University

Upon graduation, students earning this degree should be able to:

Goal: Students should be able to sing.


  • Recognize and perform a wide range of musical theatre vocal repertoire
  • Sing with technical and artistic skill

Goal: Students should be able to sing, dance and act simultaneously


  • Integrate singing, dancing and acting, or any combination of the three in performance

Goal: Students should understand the unique demands of the musical theatre on performers.


  • Recognize and appreciate the skills required for musical theatre performance
  • Recognize the skills necessary for a career in the musical theatre

Upon graduation, students earning any of these degrees should: 

  • Hear, identify, and work conceptually with the elements of music -- rhythm, melody, harmony, and structure; 
  • Identify types and characteristics of music (including instruments) from traditions that have influenced music in the United States. 
  • Apply techniques of conducting to a given school situation. 
  • Apply techniques of scoring and arranging in a school music situation. 
  • Identify stylistic performance practices for vocal and instrumental music.

Source: Central Michigan University

Public Health

  • Identify sources of environmental contaminants and processes that affect the movement, fate, and health effects of such contaminants in environmental/human systems; 
  • Describe the rationale for and approaches used to measure and model relevant properties of environmental/human systems; 
  • Explain the relationships among scientific knowledge, exposure and risk assessment, and environmental management and policy;
  • Identify sources of environmental contaminants and processes that affect the movement, fate and health effects of such contaminants in environmental/human systems; 
  • Explain the relationships among scientific knowledge, exposure and risk assessment, and environmental management and policy

Source: University of North Carolina

Upon graduation, students earning this degree should be able to:

  • Assess individual and community needs for health education
  • Plan effective health education programs
  • Implement health education programs 
  • Evaluate effectiveness of health education services
  • Coordinate provisions of health education services
  • Act as a resource person in health education
  • Apply appropriate research principles and methods in health education
  • Administer health education programs

Source: Central Michigan University

  • Evaluate strategies to met the individual needs and promote healthy development at different stages of development
  • Analyze causes and effects of malnutrition on individuals, families, and society.
  • Plan and evaluate a personal weight management program through diet and exercise.
  • Analyze drug (including tobacco and alcohol) and nutrient interaction on health and wellness.
  • Identify varying nutritional needs throughout the life cycle.
  • Use technology to assess and evaluate wellness.
  • Identify health problems, disease prevention strategies, and determine appropriate responses.
  • Identify strategies for effective communication with health care providers.
  • Explain a variety of research statistics, study designs and methodologies specific to nutrition.
  • Evaluate emerging concepts in nutritional science, clinical nutrition, nutrition assessment and behavioral sciences related to nutrition.
  • Evaluate emerging concepts in specialty areas of dietetics (geriatrics, obesity, eating disorders, pediatrics, etc.).
  • Synthesize merging concepts in nutrition for improved outcomes using new research techniques for outcome based measurement.
  • Synthesize best practice concepts in dietetics.

Source: Central Michigan University

  • Apply concepts, principles, models, and frameworks from disciplines that contribute to management theory-leadership, law, ethics, organizational theory, organizational behavior, organizational design, and strategic management-to the analysis of management problems in healthcare organizations.
  • Critically review, synthesize, and utilize rigorous and up-to-date research from a variety of interdisciplinary fields (e.g., communication, administration, public administration, and management) to improve health administration through problem-solving, collaboration of diverse specialists in healthcare, and validation of current and proposed administrative practices.
  • Independently design and conduct original health services research using a variety of qualitative and quantitative research methods, leading to recommendations for improving the practice of administration in the healthcare industry.

Source: Central Michigan University

  • Engage in effective screening procedures and a review of systems for patients/clients, and accurately determine if they are appropriate candidates for physical therapy services (recognize scope and limits of practice) or if referral to or consultation with another health care professional or agency is necessary. 
  • Effectively and efficiently conduct and accurately document an examination/re-examination of a patient/client, including: gathering relevant patient history from the patient and other sources, subjective data and patient goals, and selecting and performing appropriate objective tests and measures of impairment, function and disability, while maintaining patient safety and dignity. 
  • Systematically evaluate and interpret data collected through patient examination and make accurate clinical judgments regarding the patient's physical therapy diagnosis and prognosis, and to guide clinical decision-making about an appropriate plan of care. 
  •  In collaboration with patients, caregivers and other health care professionals, develop a plan of care for patients/clients that addresses patient goals, incorporates the skillful application of interventions that are appropriate and safe based on patient presentation, supported by evidence, and that are consistent with legal, regulatory, ethical, and administrative guidelines governing the practice environment. 
  • Design a plan of care for patients/clients that incorporates methods/tools for monitoring and assessment of patient response to treatment and attainment of patient and therapy goals/outcomes, addresses the adequacy of resources to meet goals, and is accurately and appropriately documented according to administrative, regulatory, and payer guidelines. 
  • Effectively educate patients/clients and others (caregivers, colleagues, other health care professionals, students, the public) using culturally sensitive and appropriate teaching methods that are adapted to individual or group learning needs, the content being conveyed, and the educational context for teaching/learning. 
  • Communicate expressively and receptively (verbally, non-verbal, in writing) with patients, caregivers, colleagues, other health care practitioners, and others in ways that are respectful, culturally and linguistically sensitive and competent, and that take into consideration the individual differences, values, preferences and needs of those with whom they are communicating. 
  • Consistently accesses, uses and critically evaluates resources from a variety of sources (published literature, information technology, web-based materials) to examine the scientific basis for physical therapy practice and integrates scientific evidence with clinical judgment and patient/client values and needs to determine the best care for patients.

Source: Central Michigan University

  • Students will demonstrate the ability to appropriately describe therapeutic and diagnostic clinical sessions as related to the field of Communication Disorders.
  • Students will be able to explain neuroanatomical structures and functions associated with the production and perception of speech and language
  • Students will identify the pathological conditions of the outer, middle and inner ear that can affect auditory function
  • Students will transcribe verbal utterances into phonetic symbols

Adapted from: University of Southern Mississippi

Upon graduation, students should be able to:

  • Discuss basic human communication processes including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.
  • Explain the communication disorders and swallowing disorders, including etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.
  • Apply the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders.
  • Define and describe the standards of professional and ethical conduct.
  • Collect case history information and integrate information from all relevant sources in planning speech, language, child clients with speech-language disorders.
  • Select and administer appropriate evaluation procedures such as behavioral observations, non-standardized and standardized tests.
  • Interpret, integrate and synthesize all information to develop diagnosis and make appropriate recommendations for intervention.
  • Develop and implement setting-appropriate intervention plans with measurable and achievable goals that meet client's needs.
  • Select or develop and use appropriate materials for prevention and intervention.
  • Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client, family, caregivers, and relevant others.

 Source: Central Michigan University

Upon satisfactory completion of the MPH degree in Biostatistics, graduates will be able to:

  • Effectively communicate statistical results to persons without specialized statistical training
  • Describe the foundations of public health (including physical, biological, and social or behavioral factors affecting the health of communities) and systems for health services delivery
  • Explain and apply basic biostatistical techniques to a variety of estimation and hypothesis testing situations
  • Use a variety of statistical computing programs to analyze data from studies on health
  • Participate in drawing conclusions from data and in the presentation and writing of reports and papers

Source: Michigan University

  • Develop an appropriate study design to explore a public health research question. Specifically, the student should be able to formulate testable specific aims, select an appropriate study design, critique data collection methods, and assess the potential role of bias and confounding.
  • Develop and execute a general statistical analysis plan for data collected in an etiologic epidemiologic study, health survey, or health services program evaluation. Specifically, the student should be able to select the appropriate statistical tests, perform them using a statistical computing program, and to summarize findings and interpret the results.

Source: Tufts University

  • Advise fellow investigators on the design, conduct and data analysis for studies in the health sciences
  • Serve as data coordinators, managers and analysts for epidemiologic studies or public health-related projects, e.g., multi-center clinical trials, government surveys, outcome databases, etc.
  • Design and implement studies related to public health problems
  • Describe and discuss the important risk factors for major chronic and infectious diseases
  • Assist in the investigation of an infectious disease outbreak
  • Determine the appropriate study design to analyze a community health problem
  • Locate and access existing sources of data including vital statistics records, disease registries, and clinic and hospital records that might bring light to the problem
  • Analyze basic relationships between risk factors and outcome data using data management and statistical software
  • Seek additional biomedical, statistical, and computing assistance when appropriate
  • Interpret the results of research reports that focus on public health and/or policy implications
  • Identify potential bias in research reports and evaluate the likelihood that these potential biases actually explain the findings
  • Write the results of data analysis in a coherent report that can be used to guide public policy
  • Identify behavioral/social/cultural and epidemiological factors in a particular setting/problem and analyze how these factors affect disease
  • Apply principles of cultural competence in the research process through the use of appropriate data collection instruments, methodologies and analysis techniques

At the conclusion of the educational experience, social work students will be able to:

  • Discuss the historical development of the social work profession that impacts on current structure and services.
  • Link people with and assist in the development of resources, services, and opportunities.
  • Identify and assess interactions of people within their social environment.
  • Explain how systems promote or deter people in the maintenance or attainment of optimal health and well-being.
  • Explain the effect of policy on social work practice in helping or deterring people in the maintenance or attainment of optimal health and well-being.
  • Explain the knowledge of bio-psycho-social variables that affect individual development and behavior, and use theoretical frameworks to understand the interactions among individuals, and between individuals and social systems (i.e. families, groups, organizations, and communities).
  • Define issues, collect and assess data, plan and contract, identify alternative interventions, select and implement appropriate course of action, using appropriate research-based knowledge and technological advances, and termination.
  • Assist and empower people to develop and use problem-solving, coping, and networking capacities.
  • Recognize the forms and mechanisms of oppression and discrimination and apply the strategies and skills of change that advance social and economic justice.
  • Explain and evaluate research studies that are critical for understanding client systems of various sizes and shapes.
  • Identify and use professional written and verbal communication skills that are effective when working with client groups, colleagues, and members of the community.
  • Employ generalist practice skills sensitive to diverse, oppressed, and at-risk populations.
  • Apply critical thinking skills within the context of professional social work practice.
  • Apply knowledge of research studies to practice, and, under supervision, evaluate one's own practice interventions and those of other relevant systems.
  • Explain the values and ethics that guide professional social workers in their practice.
  • Discuss factors that are critical for continual professional growth and development.
  • Explain attributes that are critical to the professional use of self.

Source: Adapted Learning Outcomes Assessment Weber State University

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