Education Department
Early Childhood Education, Bachelor of Science
Upon completion of the program, candidates will:
- PLANNING: Apply a variety of developmentally appropriate strategies and differentiation techniques when planning for educational and caring environments for young children birth to age 8.
- ASSESSMENT: Assess young children in the classroom environment using non-invasive, developmentally appropriate strategies for collecting, organizing, and analyzing information. ADAPT INSTRUCTION: Plan and adapt instruction for all children between the ages of birth through age 8, taking into account each child’s diversity.
- INSTRUCTION: Utilize teacher inquiry inclusive of student work sampling to inform an effective teaching practice that reflects appropriate instructional strategies respectful of all forms of diversity in order to achieve successful student outcomes.
- PHILOSOPHY OF EDUCATION: Effectively articulate a philosophy of working with children and families, communities and community agencies, and related educational and support professionals.
- PROFESSIONAL ETHICS: Knowing the ethical guidelines for early childhood practice includes the following:
a. Reflect on their practice in light of research on teaching and resources available for professional learning.
b. Connect to the professional community through professional associations and opportunities for ongoing professional development.
c. Be Informed advocates acting on behalf of children and their families.
Elementary Education, Bachelor of Science
1. CANDIDATE EFFECT ON STUDENT LEARNING:
a. Assess their ability to plan effective instruction based on their student outcomes.
b. Gauge and reflect on whether they are able to assess student outcomes using pre- and post-assessment.
c. Plan effective instruction based on state standards and assessment data.
2. LESSON PLANNING:
a. Plan a standard-based sequence of instruction using national and state standards.
b. Align assessments with meaningful learning objectives.
c. Differentiate instruction for different learning needs.
3. STUDENT TEACHING PORTFOLIO:
a. Align activities with curriculum objectives, as well as state and national standards.
b. Write clear objectives and plan developmentally appropriate lesson plans based on student needs.
c. Differentiate instruction and use appropriate scaffolding, thereby ensuring that all students can learn.
d. Use effective instructional techniques and maintain a positive environment in the classroom.
e. Reflect on their performance and its effect on student understanding.
f. Work in collaboration with others.
4. SERVICE LEARNING:
a. Gain firsthand experience observing/working in included classrooms and reflect on these experiences.
Integrated Elementary and Special Education Bachelor of Science
1. CANDIDATE EFFECT ON STUDENT LEARNING:
a. Learn to assess their ability to plan effective instruction based on student outcomes.
b. Gauge and reflect on whether they are able to assess student outcomes using pre- and post-assessment.
2. STUDENT TEACHING:
a. Gain firsthand experience observing/working in classrooms and reflect on these experiences. They will be in a 1-6 general education classroom for four weeks and in a K-12 special education setting for ten weeks.
3. STUDENT TEACHING PORTFOLIO:
a. Align activities with curriculum objectives, state and national standards.
b. Write clear objectives and plan developmentally appropriate lesson plans based on student needs.
c. Differentiate instruction and use appropriate scaffolding thereby ensuring that all students can learn.
d. Use effective instructional techniques and maintain a positive environment in the classroom.
e. Reflect on their performance and its effect on student understanding.
f. Work in collaboration with others.
g. Plan a standard-based sequence of instruction using national and state standards.
h. Align assessments with meaningful learning objectives.
i. Differentiate instruction and make accommodations for students from diverse backgrounds and abilities.
j. Understand the importance of reflective practice and provide strong evidence of their ability to reflect on their practice.
Health Science Department
Exercise Science, Bachelor of Science
- Content Knowledge: Exercise Science majors understand concepts related to anatomical, physiological, biomechanical, and psychological aspects of health and human movement.
- Translation and Application: Exercise Science majors should understand how health and exercise tests (ranging from testing, training, analysis of blood markers) are performed and individualized based on the patient population according to evidence-based practice.
- Communication: Exercise Science majors use knowledge of effective verbal and nonverbal practices to enhance learning engagement, and delivery of information and ideas.
- Management, Motivation and Professional Conductance: Exercise Science majors use an understanding of physiological and psychological functions of the individual to create a safe environment that encourages respect, compassion, positive social interaction, active engagement in learning, and selfmotivation for health and wellness.
- Professional Development: Exercise Science candidates are critical and reflective thinkers who evaluate their actions, appreciate other professionals, and accept professional responsibility.
- Technology: Exercise Science majors must use technology to enhance learning and personal and professional productivity.
- Collaboration: Exercise Science majors should foster relationships with colleagues, clinicians, and community agencies to support the student’s professional growth and well-being.
Health Sciences, Associate of Science
- Written Communication: Students will demonstrate effective written communication skills.
- Oral Communication: Students will demonstrate effective communication.
- Critical Thinking: Students will demonstrate critical thinking.
- Professional Growth and Development: Students will demonstrate a commitment to professional growth and development.
Health Sciences, Bachelor of Science, including:
Health Sciences Pre-Professional, Bachelor of Science
Health Sciences Pre-Chiropractic, Bachelor of Science
Health Sciences Pre-Optometry, Bachelor of Science
Health Sciences Pre-Pharmacy, Bachelor of Science
Health Sciences Pre-Podiatry, Bachelor of Science
- Students will demonstrate effective written communication skills.
- Students will demonstrate effective oral communication skills.
- Students will demonstrate proficiency in biology.
- Students will demonstrate proficiency in chemistry.
- Students will demonstrate proficiency in physics.
- Students will concisely and accurately describe the foundation of the U.S. healthcare system.
- Students will demonstrate a commitment to professional growth and development.
Radiologic Technology, Bachelor of Science
Learning Outcome 1
1.1. Students will demonstrate competence in routine radiographic procedures.
1.2. Students will practice radiation protection.
Learning Outcome 2
2.1. Students will employ effective oral communication skills.
2.2. Students will employ effective written communication skills.
Learning Outcome 3
3.1. Students will sufficiently adapt technical factors based on the clinical situation.
3.2. Students will demonstrate the ability to respond to a critical situation.
Learning Outcome 4
4.1. Students will demonstrate professionalism during their clinical experience.
4.2. Students will integrate a commitment to lifelong learning into their professional practice of radiologic technology.
Respiratory Care, Bachelor of Science
Learning Outcome 1
1.1. Students will demonstrate effective oral communication skills.
1.2. Students will demonstrate effective written communication.
Learning Outcome 2
2.1. Students will apply problem-solving strategies in the patient care setting.
2.2. Students will demonstrate the ability to respond to a critical situation.
Learning Outcome 3
3.1. Students will demonstrate competency in respiratory therapy procedures.
3.2. Students will demonstrate expected knowledge.
Learning Outcome 4
4.1. Students to demonstrate professionalism during their clinical experience.
4.2. Students will integrate a commitment to life-long learning into their professional practice of respiratory therapy.
Nursing Department
Nursing, Bachelor of Science in Nursing
At the completion of the program, the students will be able to:
- Apply evidence-based nursing knowledge as well as knowledge from other disciplines to inform clinical judgment and practice.
- Apply principles of health promotion, disease prevention, and management in diverse settings by providing developmentally and culturally appropriate, respectful, just, compassionate, and holistic care to individuals, families, communities and populations.
- Demonstrate interprofessional collegiality to optimize health outcomes for clients across the lifespan.
- Exhibit professional values and standards that promote lifelong learning, personal growth, self-reflection and the development of leadership behaviors.
- Contribute to a culture of safety by participating in clinical decision-making and the implementation of safe, effective and high-quality nursing care to minimize the risk of harm to clients and providers through both system effectiveness and individual performance.
- Utilize principles of information and communication technologies to inform delivery and documentation of care, comply with regulatory standards and drive clinical and organizational decision-making.
- Advocate within the complex system of healthcare to address social determinants of health and ethical distribution of resources to provide safe, quality, equitable care to diverse populations.
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