Program Learning Objectives

1. Acquisition of new knowledge : Students in our courses are active participants in the process of learning and producing knowledge. We expect students who take our courses to acquire in-depth knowledge about major developments and processes, discourses and debates in a given scholarship, as well as the history, politics, economy, arts, literature, and culture of a region and people. Since our courses challenge the historical marginalization and misrepresentation of the lives and cultures of people of African descent, our students learn alternative ways of seeing, knowing, and understanding the world.
2. Mastery of critical thinking skills: We help our students build critical faculties to interrogate complex issues related to representation, racial/ethnic identity, political and social exclusion, global power dynamics, and transnationalism. Students should be able to demonstrate their critical analysis of Africana Studies subjects in verbal and written form. They should be able to show how their perspectives on questions of race, class, gender, sexuality, spirituality, and ethnicity shape their understanding of the world and their research interests.
3. Foundational skills: Students in our courses improve upon their writing, speech/communication, leadership, and organization skills. In addition they develop their ability to synthesize data, and conduct independent research. We also help our students develop the skills to produce innovative solutions for practical problems in life outside of school.
4. Developing socio-cultural awareness and civic responsibility: The sensitive nature of some of the material taught in our courses helps student develop attitudes such as openness and empathy (the desire to know others [cultures, peoples] and the ability to understand and share their feelings), which are critical in inter-personal and inter-group relationships. This is vital both at school and in the larger society where prejudice and stereotypes on the basis of class, race, sex, and sexual orientation.

1. Teaching experience
2. Development of research agendas
   • Familiarity with literature in chosen subfield
   • competence in at least one analytical method (e.g., phylogenetic analysis, geometric morphometrics, GIS, lithics analysis, ethno- or zooarchaeology, stable isotopic analysis)
3. Ability to propose and complete a research project (i.e., thesis or research report)
4. Grant writing
   • Submission of at least one external grant application
5. Writing and submission of peer-reviewed publications
6. Review of other people’s submissions.
7. Ethical training
8. Statistical literacy

1. Describe how evolutionary and historical processes have shaped primates and human ancestors and lead to the biological, behavioral, and cultural diversity seen in the present.
2. Describe how cultural systems construct reality differently for various human groups.
3. Describe the major questions, concepts, theories, ethical issues and methodologies of anthropology as a professional discipline.
4. Evaluate information critically and communicate anthropological knowledge effectively both orally and in writing.
5. Synthesize current scholarship in a research/seminar paper.
6. Use library resources to retrieve such literature on anthropological research topics.

1. Competence in acquiring and employing research methods, whether in cultural anthropology, archaeology, or biological anthropology.
2. A broad acquaintance with the literature relevant to the chosen sub-field.
3. The ability to formulate hypotheses within the context of the chosen sub-field; create a program of research necessary to test the hypotheses; and the capacity to bring the research project to a successful outcome.
4. The skills (research and literary) required to write up the data thus acquired into a form suitable for a dissertation.

1. Students will have met the objectives for learning outcomes in the graduate program in which they are enrolled.
2. Students will have demonstrated exposure to a variety of approaches to issues in Art and Philosophy, broadly understood.

1. Speak, read, and write at least one Asian language at the intermediate level or above.
2. Develop a systematic body of knowledge concerning Asia and Asian America.
3. Appreciate similarities and differences between three or more Asian civilizations (including, but not limited to, China, Korea, Japan, and South Asia).
4. Think critically about and communicate effectively on important topics related to Asian and Asian American history, culture, and society.
5. Understand the global importance of Asians and Asian Americans in the modern world and their contributions to American society.
6. Appropriately employ research methods from the Social Sciences and/or Humanities.
7. Write clearly and grammatically in English, with the ability to develop an argument using relevant evidence.

1. Students will demonstrate strong knowledge of fundamental areas of atomic, molecular and cellular biosciences related to biochemistry and structural biology as judged by satisfactory performance in classwork, the qualifier examination, and their interactions with their thesis supervisor and thesis committee.
2. Students will be able to critically appraise advances reported in the biochemistry and structural biology literature as judged by satisfactory performance in journal clubs, lab meetings and interactions with their thesis supervisor and thesis committee.
3. Students will be able to present clear and concise oral presentations of the research in the literature and of their own research as judged by performance in journal club, student seminars, lab meetings, annual program symposia, meeting with thesis committee and thesis advisor, thesis defense, and (coupled with written presentations) at program of conference poster sessions.
4. Students will demonstrate fundamental laboratory skills and expertise in the modern biochemistry and structural biology techniques required for Ph.D. thesis work, and by the end of their thesis research have a strong working knowledge in the areas encompassed by their research project and closely related fields, as judged by their publication record, thesis defense and meetings with their thesis committee and thesis advisor. This encompasses issues indicative of proficiency in research. Including can students in a timely fashion: master application of existing research methodologies, techniques, and technical skills think originally and independently to develop concepts and methodologies, identify new research opportunities within one's field, demonstrate advanced research skill, synthesize existing knowledge, listen and receive feedback effectively and keep abreast of current advances within one's field and related areas, and finally develop, complete and disseminate an original research problem in written and oral formats.
5. Students will be able to maintain and transmit high ethical standards of science and scientific research as judged by completion of appropriate ethics courses, behavior in the laboratory and in their presentations and publication, and discussions of appropriate behavior in lab meetings, and meetings with their thesis committee and thesis advisor.
6. Students will become effective communicators and teachers as judged by competently teaching of undergraduates as teaching assistants, mentoring of junior students in their laboratories, and oral and written presentations at venues noted above. This also encompasses the degree to which they create an environment that supports learning through collaborative inquiry mentoring, their ability to provide effective feedback effectively, and their commitment to advancing the values of scholarship in how they transmit them to others.
7. Students will be able to plan out future their professional pathways as judged discussions with their mentors, the ability to effectively search for professional opportunities, defining how their present and future skills can be made use of effectively or even synergistically, attendance at formal meetings in which career opportunities and pathways are discussed, and commitment to personal professional development through enrollment in professional societies with participation in workshops, symposia and other professional society meetings.

Mastery in knowledge in the following areas:

1. The principles underlying modern biochemistry, cell biology, genetics, and the thermodynamics of living systems.
2. The principles and applications of modern instrumentation, computation, experimental design, and data analysis.
3. The opportunities in, and requirements for, careers available to biochemistry majors.

The following skills:

1. Locate, retrieve, and evaluate scientific information.
2. Communicate clearly and precisely, in writing and orally, how molecules define the basic functions of the living world.
3. Demonstrate laboratory skills that allow basic research questions in biochemistry, cell biology, and genetics to be pursued.
4. Design, perform, and quantitatively/qualitatively evaluate the results of laboratory experiments.
5. Work as part of a team to solve a basic scientific problem.
6. Critique and apply logical reasoning to questions related to human health, the living environment, and public policy.

1. Mastery of key scientific concepts in applied evolution;
2. Mastery of key quantitative methods used in evolution;
3. Knowledge of current research directions in applied evolution;
4. Ability to apply principles, concepts and methods of evolutionary biology;
5. Ability to communicate scientific concepts in written and oral form.

1. Mastery of key scientific concepts in applied ecology;
2. Mastery of key quantitative methods used in ecology;
3. Knowledge of current research directions in applied ecology;
4. Ability to apply ecological principles, concepts and methods to environmental issues;
5. Ability to communicate scientific concepts in written and oral form.

1. explain the living world, from molecules to ecosystems, in terms of biological, chemical, and physical theories;
2. clearly communicate scientific principles and experimental results, orally and in writing;
3. use laboratory and field techniques pertaining to their area of specialization;
4. use quantitative and empirical concepts to analyze scientific data, and reasoned argument to draw appropriate conclusions.
5. critically evaluate current biology research in areas pertinent to human health, the living environment, and public policy.

1. Problem-Solving Skills: Chemistry education provides students with the tools to solve problems. This means that students should be able to apply the scientific method: define a problem clearly, develop testable hypotheses, design and execute experiments, analyze data, and draw appropriate conclusions. Assessment tools in chemistry courses should reflect this expectation. Examinations should be constructed to encourage the synthesis of a variety of concepts in solving problems while discouraging rote memorization. Students should be able to integrate knowledge across chemical subdisciplines and apply this knowledge to solve problems. In the laboratory, they should understand the use of statistical methods and the fundamental uncertainties in experimental measurements.
2. Chemical Literature Skills: Students should be able to retrieve specific information from the chemical literature and use the peer-reviewed scientific literature effectively. They should develop proficiency using Chemical Abstracts and other compilations. They should also be able to evaluate technical articles critically.
3. Laboratory Safety Skills: A high degree of safety awareness should begin with the first laboratory course and continue throughout a student’s college career. This includes understanding safety and dress rules; knowing when to use fume hoods; the use of safety/emergency equipment; handling, storage, and disposal of chemical waste; understanding and use of material* safety data sheets; awareness of OSHA requirements; and, in general, knowing how to handle laboratory emergencies effectively.
4. These skills, both written and oral, are among the most valued in chemistry graduates and least emphasized in many chemistry programs. At the same time, they are cited by industry as among those needing improvement in new graduates. Students should have a variety of writing experiences, not limited to laboratory reports. They should be able to synthesize information from a variety of sources in a clear and organized manner using a scientifically appropriate style. Equally important is the opportunity to present material orally. For the most effective experience, students should receive critical feedback on their oral or written communications. Students should be able to use communication technology such as computerized presentations as well as software for word processing, chemical-structure drawing, and poster preparation.
5. Team Skills: Solving scientific problems often involves working in teams, often in multidisciplinary teams. This is especially true in industry. Group experiences provide learning opportunities for students to appreciate how projects that capture the areas of particular expertise of the team members result in a stronger final product than would have been possible by independent work—the whole may be greater than the sum of its parts. Students should learn to work productively with a diverse group of peers; and should be able to lead portions of an activity or be effective followers, as dictated by the situation.
6. Ethics: Chemistry, like any discipline, has a social structure with a code of practices that govern acceptable/unacceptable behaviors. Progress in chemistry, as in all sciences, relies on complete honesty, openness, and trustworthiness of chemists, and on reproducibility of experimental results. Students should display high personal standards and integrity, conduct themselves responsibly, and be aware of contemporary issues related to chemistry.

* MSDSs are currently being replaced by a standardized, Globally Harmonized System, system of Safety Data Sheets that more succinctly provide essential safety data for chemical compounds.

1. Have advanced knowledge within at least one general sub-field of chemistry (organic, inorganic, physical, biological, materials, nuclear, etc.)
2. Possess general skills in problem solving, critical thinking, and analytical reasoning, including the ability to apply these skills to problems and questions in chemistry.
3. Be proficient in the use of literature searching methods and library resources to find information and references on specific scientific topics.
4. Be proficient in the experimental methods required for work in their field, including use and daily maintenance of relevant equipment and instrumentation. Students doing only theoretical or computational research should be proficient in the relevant computer hardware and software.
5. Be able to adapt general literature procedures to a specific problem or application assigned to them.
6. Have knowledge of and the ability to follow proper safety procedures in their area of research including safe handling and proper disposal of chemical and/or biological materials and proper and safe use of equipment and instrumentation.
7. Be proficient in written communication including the ability to prepare a written report of their own research results.
8. Be proficient in oral communication of chemistry.
9. Have an understanding of the ethical issues that scientists face, including any issues specific to their sub-field of chemistry or area of research expertise.

1. Have advanced knowledge within at least one general sub-field of chemistry (organic, inorganic, physical, biological, materials, nuclear, etc.)
2. Possess general skills in problem solving, critical thinking, and analytical reasoning, and the ability to apply these skills to problems and questions in chemistry.
3. Be proficient in the use of literature searching methods and library resources to find information and references on specific scientific topics.
4. Be proficient in written communication including the ability to assimilate information from multiple research articles on a single topic from scientific journals into a cohesive document.
5. Be able to propose further original experiments that follow up on recently published research results in their own area of interest and concentration.
6. Be proficient in oral communication of chemistry.
7. Have an understanding of the ethical issues that scientists face, including any issues specific to their sub-field of chemistry or area of concentration.

1. Have advanced knowledge within at least one general sub-field of chemistry (organic, inorganic, physical, biological, materials, nuclear, etc.)
2. Possess general skills in problem solving, critical thinking, and analytical reasoning, including the ability to apply these skills to problems and questions in chemistry.
3. Be proficient in the use of literature searching methods and library resources to find information and references on specific scientific topics.
4. Be proficient in the experimental methods required for work in their field, including use and daily maintenance of relevant equipment and instrumentation. Students doing only theoretical or computational research should be proficient in the relevant computer hardware and software.
5. Be able to adapt general literature procedures to a specific problem or application assigned to them.
6. Have knowledge of and the ability to follow proper safety procedures in their area of research including safe handling and proper disposal of chemical and/or biological materials and proper and safe use of equipment and instrumentation.
7. Be proficient in written communication including the ability to prepare a written report of their own research results.
8. Be proficient in oral communication of chemistry.
9. Develop a mathematical skills set in areas of finance, statistical analysis or mathematical modeling.
10. Develop the characteristics of a SCANS skill set: personal skills, interpersonal skills, resource management, information management, and the understanding of social and/or business systems.
11. Have an understanding of the ethical issues that scientists face, including any issues specific to their sub-field of chemistry or area of research expertise.

1. Have broad knowledge within at least one general sub-field of chemistry (organic, inorganic, physical, biological, materials, nuclear, etc.)
2. Have in depth knowledge of a specific area of research including being abreast of the most recently published research in the field.
3. Possess general skills in problem solving, critical thinking, and analytical reasoning, including the ability to apply these skills within their area of research.
4. Be proficient in the experimental methods required for work in their field, including use and daily maintenance of relevant equipment and instrumentation. Students doing only theoretical or computational research should be proficient in the relevant computer hardware and software.
5. Be proficient in the use of literature searching methods and library resources to find information and references on specific scientific topics.
6. Be able to work as an independent scientist including the ability to analyze results of experiments, plan subsequent experiments, and develop proposals on new research topics.
7. Have knowledge of and the ability to follow proper safety procedures in their area of research including safe handling and proper disposal of chemical and/or biological materials and proper and safe use of equipment and instrumentation.
8. Be proficient in written communication including the ability to write up research results for publication in a journal in their field and the ability to prepare written research proposals for submission to funding agencies or to internal corporate management.
9. Be proficient in oral communication encompassing the following three areas:
   • Should be able to effectively present results of their own research and current literature in their field at an advanced level to other experts and peers within their field of chemistry and in their specific area of research.
   • Should be able to communicate in a pedagogical manner to undergraduate students and less advanced graduate students.
   • Should be able to communicate their research and their field of chemistry at a level understandable to a general non-technical audience.
10. Have an understanding of the ethical issues that scientists face, including any issues specific to their sub-field of chemistry or area of research expertise.

1. Craft. Students will produce a book-length manuscript of publishable quality.
2. Craft. Students will demonstrate an understanding of the fundamentals of writing for children and young adults, and a sense of their own voice as an author.
3. Professional Development. Students will cultivate a professional identity as a writer.

1. To demonstrate a level of Chinese language proficiency in all four skills (listening, speaking, reading, and writing) that is one year above the entry level
2. To demonstrate a basic body of knowledge and understanding of Chinese culture
3. To understand the global importance of China and its contributions to the world, both present and in the past
4. To communicate effectively on topics related to the richness and complexity of China’s social, economic, geopolitical, ecological, linguistic, and cultural landscapes
5. To demonstrate analytical skills in examining primary and secondary sources, synthesizing information, and presenting research results both orally and in writing
6. To think critically and comparatively about traditions, heritages, challenges as well as opportunities facing the changing China in the 21st century

1. Engage in interdisciplinary analysis of cultural practices, processes, and productions.
2. Assess an original and substantial contribution to the interdisciplinary field of cultural studies.
3. Explain and apply theoretical and methodological tools to analyze culture.
4. Apply cultural studies approaches in conversations with other disciplinary or interdisciplinary traditions.
5. Review and assess current scholarship in cultural studies and other relevant fields.
6. Identify new research opportunities that place cultural studies and other relevant fields in conversation with one another.

1. Apply key theoretical concepts to interpret literary texts
2. Employ the method of close reading to unpack the meaning of short passages from literary texts
3. Read, summarize, and discuss literature in a language other than English.
4. Express familiarity with literature from more than one national or regional context
5. Compose proficient literary analysis and interpretation in their written work.

1. Engage in interdisciplinary literary analysis across regional and national boundaries.
2. Express a comparative grasp of two or more national literatures and their concomitant traditions through close readings of primary texts in their original languages and/or in translation;
3. Generate an original and substantial contribution to interdisciplinary scholarship in comparative literature.
4. Explain and Apply theoretical and methodological tools to analyze literature in relation to other modes of scholarly inquiry.
5. Critique current scholarship in the field, and identify new research opportunities.
6. Summarize a multitude of pedagogical strategies for diverse learning styles and outcomes.

1. Craft. In response to a society increasingly dependent on the intelligent use of language, students will demonstrate an understanding of the fundamentals of craft and a sense of their own voice in one or more genres.
2. Context. To provide interdisciplinary breadth to their primary field of study, students will demonstrate an understanding of the contemporary literary landscape in the United States, including current issues in fiction, poetry, scriptwriting, and creative nonfiction.
3. Professional Development. Students will begin to develop a sense of their professional identity.

1. Students will develop their capacity for creative expression, using elements of craft persuasively
2. Students will apply the conventions of creative written expression to their own texts
3. Students will demonstrate proficiency with writing (and reading) in a variety of genres
4. Students will be able to analyze peer-produced texts from a working writer’s perspective
5. Students will demonstrate editing, revising and proofreading skills
6. Students will carry a vision through to completion, demonstrating a productive writing process
7. Students will be able to connect their own original work to its literary, cultural, historical, ethical and professional contexts
8. Students will be able to produce a book-length manuscript, demonstrating an artistic sensibility and creative problem-solving skills

1. Craft. Students will produce a book-length manuscript of publishable quality.
2. Craft. Students will demonstrate an understanding of the fundamentals of craft and a sense of their own voice in one or more genres.
3. Context. Students will demonstrate an understanding of the contemporary literary landscape in the United States, including current issues in fiction, poetry, scriptwriting, and creative nonfiction.
4. Professional Development. Students will cultivate a professional identity as a writer in the United States including aspects of publishing, teaching and arts administration.

1. Craft. Students will understand the basic tools and terminology of multiple genres of creative writing and, building on that foundation, demonstrate a deeper mastery of at least one of them.
2. Craft. Students will begin to develop a sense of their professional identity and their own voice as an author.
3. Critical Skills. Students will develop their interpretive, analytical and critical skills.

1. Apply interdisciplinary analysis to cultural practices, processes, and productions.
2. Express an original and substantial contribution to the interdisciplinary field of cultural studies as well as to the primary field/s with which their research engages.
3. Explain and apply theoretical and methodological tools to analyze culture.
4. Explain how cultural studies approaches may be brought into conversation with other disciplinary or interdisciplinary traditions.
5. Critique current scholarship in cultural studies and other relevant fields, and identify new research opportunities that place these fields in conversation with one other field.

1. Acquire And Demonstrate Technical And Performance Skills In Dance, Movement And Somatic Practices.
2. Expand Cultural Knowledge And Recognize The Significance Of Dance As A Common Factor In Our Global Society.
3. Enhance Critical Thinking Skills Through Examination Of History, Theory, Societal Attitudes, Cultural Contexts, Creative Processes, And Performance Styles
4. Enhance Kinesthetic And Proprioceptive Awareness, Musicality And Rhythmic Ability
5. Document And Describe Personal And Artistic Growth
6. Clarify And Evaluate The Inner Work Of The Performer
7. Formulate, Construct And Perform Creative Projects
8. Transform Critiques Received Into Implemented Action Items
9. Cite The Skills Of Somatic Authority
10. Participate And Build An Improvisatory Practice Through Creative And Exploratory Studies Of Human Movement, Behavior, Dance And Body Mind Processes
11. Analyze Relational Aspects, Spatial Perception, And Efforts Of Time, Weight, Space And Flow In All Movement And Dance Forms
12. Compare And Contrast Approaches To Creative Process, Problem Solving, Innovation And Invention
13. Construct And Apply New Ideas For Learning And Practice
14. Apply Technical Training Through Formal Performances, Small Repertory Studies And Creative Projects
15. Apply Historical, Theoretical And Creative Approaches To Performance And Creative Work

1. Understand the fundamental principles of the basic sciences, mathematics, and earth and space science, and how they are integrated.
2. Develop hands-on inquiry approaches using scientific methodology
3. Recognize the balance of earth systems and how this balance is affected by societal pressures.
4. Demonstrate scientific and popular science literacy and writing skills to convey ideas meaningfully.

1. Understand the fundamental principles of the basic sciences, mathematics, and earth and space science.
2. Successfully engage in hands-on inquiry using scientific methodology.
3. Recognize the interconnectivity of the sciences
4. Demonstrate scientific and popular science literacy and writing skills to convey ideas meaningfully.

1. Mastery of key scientific concepts and theories in ecology and evolutionary biology;
2. Mastery of key quantitative methods used in ecology and evolutionary biology;
3. Ability to formulate research questions and research plans;
4. Ability to carry out independent scientific research;
5. Ability to communicate research results in written and oral form;
6. Knowledge of current research directions in ecology and evolutionary biology.

1. the basic microeconomic models of individual and firm behavior
2. the structure of markets and the implications of market failures
3. the measures of a macro – economy, macroeconomic policy objectives and tools
4. the basic macroeconomic models including, Keynesian cross, Aggregate Demand – Aggregate Supply and IS – LM

1. The student should understand how microeconomic concepts like preferences, revealed preferences, utility functions as representations of preferences, production functions, prices and income, demand functions and supply functions, perfect competition, oligopoly, monopoly, and equilibrium are combined to analyze and model a market or markets and how to find the equilibrium (or equilibria) in a market or markets. The student should also be able to understand that different market structures can result in different equilibrium prices, and different levels of consumer and producer surplus.
2. The student should understand how macroeconomic concepts like interest rate, investment, savings, government expenditures, taxes, inflation, and the money supply, fit together to build a model of the macro economy, which once accounting for the individual problems of individuals and producers in the economy, can solve the General Equilibrium problem of the full economy using recursive methods and modern optimization techniques. They should also understand how these macroeconomic concepts are related to microeconomic concepts and models, what is known as the micro-foundations of macroeconomics.
3. The student should understand how data can be used along with econometric methods to test the hypotheses derived from economic theory. The student should show proficiency in the understanding of the basic methods of modern econometrics including multiple regression, non-linear models, maximum likelihood, and simulation methods. The student is also expected to understand how under some conditions, advanced econometric models coupled with recursive methods can allow us to uncover the preference parameters of an economic model properly specified.
4. The student should learn how to represent mathematically and graphically, incentives of individuals, how the incentives faced by individuals produce their behavior, how the behavior of individuals produces an overall equilibrium in the economy, and how the overall equilibrium feeds back into and produces a set of incentives for individuals. The student should be able to apply this general process to various application areas of economics and to various ways of viewing models in economics courses taught in the second year in the program.
5. The student should be able to write an MA project due at the end of the last semester of study which poses a research question with some elements of originality, which reflects the construction of a model of a market and to the logical connection of the pieces to each other and to the whole structure of the market. As part of understanding the details of the question at hand, the student should be able to use algebraic functions, algebra, numerical graphs, some important concepts from calculus in constructing and using models of markets, as well as econometric and statistical techniques to connect the theoretical discussion with empirical evidence.

1. The student should understand how microeconomic concepts like preferences, revealed preferences, utility functions as representations of preferences, production functions, prices and income, demand functions and supply functions, perfect competition, oligopoly, monopoly, and equilibrium are combined to analyze and model a market or markets and how to find the equilibrium (or equilibria) in a market or markets. The student should also be able to understand that different market structures can result in different equilibrium prices, and different levels of consumer and producer surplus. The student should master mathematical techniques that can be used analyze realistic models of the decision making of individual consumers or firms. For example, the student should be able to characterize and describe the properties on equilibrium in a market or strategic environment, and how it changes with different fundamentals.
2. The student should be able to solve a standard stochastic macroeconomic model, which requires them to find the General Equilibrium problem of the full economy. This includes modeling the government, as well as the individual problems of consumers and producers in the economy. This also includes having a realistic representation of the level of wealth and income inequality that we see in the data. To do this, the student should get to experiment with numerical techniques and modern optimization techniques that can be used to solve for the equilibrium of the model on the computer. The student should then be able to use the numerical solution to do policy analysis and to establish the effects on equity and efficiency of various government reforms. The student should also understand how macroeconomic concepts are related to microeconomic concepts and models, what is known as the micro-foundations of macroeconomics.
3. The student should understand how data can be used along with econometric methods to test the hypotheses derived from economic theory. The student should show proficiency in the understanding of the basic methods of modern econometrics including multiple regression, non-linear models, maximum likelihood, and simulation methods. The student is also expected to understand how under some conditions, advanced econometric models, coupled with recursive and optimization methods, can allow us to uncover the preference parameters of an economic model properly specified.
4. The student should learn how to represent mathematically and graphically, incentives of individuals, how the incentives faced by individuals produce their behavior, how the behavior of individuals produces an overall equilibrium in the economy, and how the overall equilibrium feeds back into and produces a set of incentives for individuals. The student should be able to apply this general process to various application areas of economics and to various ways of viewing models in economics courses taught in the second year in the program.
5. The student should be able to write a paper due at the end of the second year of study which poses a research question with some elements of originality, which reflects the construction of a model of a market and to the logical connection of the pieces to each other and to the whole structure of the market. As part of understanding the details of the question at hand, the student should be able to use algebraic functions, algebra, numerical graphs, some important concepts from calculus in constructing and using models of markets, as well as econometric and statistical techniques to connect the theoretical discussion with empirical evidence.
6. At the end of the third year of study the student should be able to formulate an economic question that represents a contribution to the literature in one of the fields within economics, and write a detailed document, called dissertation proposal, that explains how this idea fits into the literature in that field, and how the student plans to answer the question in terms of the theoretical and/or empirical methods learnt in the program. The student will present and defend the document in front of a committee of at least three department professors.
7. By the end of the program through the dissertation document and its defense, the student should show how a sizable economic contribution has been made, answering a question that would internally and externally be regarded as interesting and important, showing a mastery of economic methods and models, and a broad understanding of the discipline, which at the same time sets the stage for future research and researchers.

1. Read texts closely with attention to nuances of language, content and form; such texts include published works and drafts of student writing for the purposes of peer review.
2. Write focused, organized and convincing analytical essays in clear, standardized English prose, making use of feedback from teachers and peers.
3. Locate, evaluate, synthesize and incorporate relevant primary and secondary source materials into thesis-driven, interpretive essays of increasing length and complexity.
4. Understand conventions of literary study, including: familiarity with literary terms, genres, devices; knowledge of poetic, dramatic, narrative and rhetorical forms; awareness of literary criticism and theory.
5. Participate in discussions by listening to others’ perspectives, asking productive questions, and articulating ideas with nuance and clarity.
6. Communicate complex ideas clearly in formal presentations through speaking, writing and use of digital media.
7. Know a broad range of English and American literatures with an understanding of how texts emerge from, respond to and shape historical and cultural contexts.
8. Read non-Western literatures with attention to aesthetic traditions particular to these bodies of literature and awareness of how texts emerge from, respond to and shape historical and cultural contexts.
9. Understand history, structure and dialect variations of English language.
10. Read, write and speak a language other than English at the intermediate level in order to: understand the structure of English; gain access to non-Anglophone literature for comparative purposes; and satisfy requirements for post-baccalaureate study.

1. Understanding of history and structure of English Language.
2. Reading proficiency in a language other than English.
3. Familiarity with the theoretical foundations and historical development of the disciplines of literary study and rhetoric.
4. A broad familiarity with the contemporary field of literary studies in English, through coursework spanning diverse subfields, British and American literary traditions, canonical and non-canonical works, and genres.
5. Proficiency in the practice of literary/rhetorical scholarship necessary for composing sustained arguments and analyses in 15-20 page papers, 20-minute conference presentations, and a 30-40 page thesis; such practice entails the following abilities:
   • to engage with professional scholarship in discussion and in writing.
   • to identify and locate appropriate primary and secondary source materials, including print and electronic material; to paraphrase and cite sources according to MLA style.
   • to carry out close interpretive analysis of literary/rhetorical works.
   • to develop frameworks for interpretive analysis, through theoretical and historical research.
6. Depending on the student’s professional objectives, the MA program should provide:
   • an enhanced knowledge base and new critical perspectives that enrich teaching
   • a strong foundation for doctoral-level study.
   • pertinent expertise, including research and writing skills, for careers in publishing, the public humanities, and related fields.

1. Proficiency in the discourse genres of professional literary studies: the conference presentation and proposal; the peer-reviewed article; and, ultimately, the dissertation.
2. Advanced research skills, including the abilities to conduct a comprehensive search for relevant secondary sources (a literature review); to conduct archival research, if appropriate; to summarize and synthesize findings; and generally to join scholarly discussions in writing as a peer.
3. Reading proficiency in a language other than English (the student may have satisfied this outcome in an MA program).
4. Excellence in all aspects of literary-studies pedagogy, including course conception, development of syllabi and assessments, leading discussions, lecturing, and teaching writing.
5. Knowledge, amounting to teaching competency, of the major works, authors, and issues pertaining to three subfields of literary study, including at least two literary-historical periods.
6. Scholarly expertise in a more narrowly delimited subject, of appropriate scope for a book-length project.

1. Linguistic Proficiency
   • The expected learning outcomes for language courses are correlated with the ACTFL (American Council on the Teaching of Foreign Languages) standards, performances, and proficiencies in the major language skills: listening, speaking, reading, writing, and culture.
   • All ELLC language courses integrate language and culture since language is the cornerstone of any given culture.
   • Students will achieve progressing levels of proficiency in the five areas listed above, concluding their experience by demonstrating "Advanced" level skills as delineated in the ACTFL Proficiency scale.
   • Students will acquire the skills necessary to interpret the metaphorical usage of language in literature and film.
2. Research Skills
   • Students will acquire the necessary tools and specific vocabulary in the target language to analyze and categorize genres of literature, language, and culture.
   • They will acquire the skills necessary to the interpretation of the of literature and film.
3. Critical Thinking Abilities
   • Through enhanced exposure to comparison of target language and culture and their own language and culture, students will be able to express orally and in writing, clear, logical, and meaningful thought on literary and cultural topics.
4. Transferable Skills
   • Students will acquire the ability to reflect upon and connect their academic experience to their professional goals.

1. Linguistic Proficiency
   • Students will achieve progressing levels of proficiency in the target language concluding their experience by reaching the Advanced/Superior level as delineated in the ACTFL Proficiency scale.
   • Students will develop an appropriate vocabulary in the target language commensurate with literary texts.
   • Students will expand the academic language for critical analysis of literary texts/film, and will apply appropriate terminology and means of criticism in oral discussions and in writing in the target language.
2. Research Skills
   • Students will produce and defend a scholarly document on a topic related to one or several fields examined in the Program (political discourse, linguistics, literature, civilization, history, art, language pedagogy).
   • Students address appropriate specific topics from an original perspective that brings new insights and demonstrates critical thinking, analytical skills, and bibliographic expertise.
3. Critical Theories
   • Students will apply critical theories to interpret various literary genres such as short story, novel, poetry, drama, film, and political discourse.
   • They will interpret and analyze literary texts from the Italian and French/Francophone world. They will make connections between the literary works and the cultural, socio-historical, and political backgrounds in which they were created.
4. Transferable Skills
   • Students will be able to apply the international cultural knowledge and understanding skills acquired to professional careers or to continue their study in doctoral programs.

1. Linguistic Proficiency
   • Teacher candidates will be able to communicate interpersonally, interpretively and presentationally in oral and written form at an Advanced level on the ACTFL scale.
   • Candidates will be able to discuss the pedagogical and philosophical methods of second language acquisition using appropriate terminology.
2. Research Skills
   • Candidates will use the national Standards for foreign language learning, the ACTFL k-12 Standards, and the New York State Standards as a framework for planning of lessons.
   • Candidates will design and implement standards-based and communicative-oriented lessons that include the three communicative modes: Interpretive, Interpersonal, and Presentational.
3. Critical Thinking Abilities
   • Candidates will develop, implement, and assess effective instruments/protocols to evaluate student performance in the three communicative modes.
4. Transferable Skills
   • Candidates will create/modify instructional materials to connect with other areas of the school curriculum/student population, including heritage learners, ESL students, etc.

1. Gen Ed Requirement: Write Effectively in English: Produce coherent texts within common college-level written forms
2. Gen Ed Requirement: Write Effectively in English: Demonstrate the ability to revise and improve such texts
3. Gen Ed Requirement: Write Effectively in English: Research a topic, develop an argument and organize supporting details
4. Gen Ed Requirement: Prepare for the World Beyond Graduation: Evaluate and synthesize researched information
5. Critical and creative engagement with texts: Analyze texts to understand how and why they communicate their messages and effects on audiences
6. Rhetorical strategies: Achieve communicative purposes for different audiences and contexts
7. Grammar and usage: Show evidence of careful sentence-level editing in final drafts at acceptable levels of accuracy in syntax, grammar, semantics, and punctuation
8. Metacognition: Exhibit awareness of the relation of one’s writing practices and coursework to other academic, professional, and lived contexts
9. Multimodality: Evaluate, synthesize, and manage information from or in a variety of media

1. Identify, understand, and explain the primary processes that have shaped the Earth and the terrestrial planets over time.
2. Apply their understanding of Earth processes and the fundamental sciences by successfully conducting relevant hands-on inquiry of geologic systems using scientific methodology.
3. Comprehend the interconnectivity of geologic processes and demonstrate the ability to apply that comprehension in approaching geologic problems.
4. Use the scientific literature and research as gateways to advancing geologic understanding.

1. Understand the fundamental principles of groundwater hydrology, aqueous geochemistry, rock and soil physics, numerical hydrology, statistics and probability, and organic contaminant hydrology and how they are integrated.
2. Develop hands-on inquiry approaches using scientific methodology.
3. Recognize the balance of physical and geochemical characteristics of hydrologic systems and how this balance is affected by societal pressures.
4. Demonstrate scientific literacy and writing skills to convey ideas meaningfully.

1. Demonstrate a fundamental understanding of the foundational material for their field of study.
2. Formulate a current and relevant research problem and develop and implement an approach to solve it, using sound scientific methodology and adhering to the highest research and ethics standards.
3. Act as a research or teaching mentor, demonstrating an understanding of the ethical nature of this role.
4. Demonstrate scientific literacy, and the writing skills and oral skills to convey ideas and research results effectively.

1. Demonstrate a comprehensive advanced knowledge of the syntax, morphology, and phonology of the Spanish language.
2. Demonstrate specialized knowledge in a discrete field within Hispanic Linguistics.
3. Acquire the skills required to conduct research in the chosen area of linguistic studies.

1. Demonstrate a comprehensive, advanced knowledge of mayor historical and contemporary issues that have shaped the development of the cultures and literatures of Spain, Latin America and U.S. Latinos.
2. Demonstrate specialized knowledge in a discrete field within Hispanic Languages and Literature.
3. Acquire the range of critical and analytical skills required to conduct research in the languages, literature, artistic expressions such as film, and culture of the Spanish-speaking world.
4. Demonstrate the ability to develop and complete a substantive research project within a discreet area pertaining to the language, literature, and culture of Spain, Latin America and/or U.S. Latino populations.

1. Demonstrate advanced critical and integrative knowledge of the literary, visual, and social dimensions of Spanish, Latin American, and U.S. Latino culture.
2. Demonstrate historical and cultural knowledge of the Inter-American and Trans-Atlantic dimensions of Hispanic culture.
3. Understand and critically apply literary, visual, and cultural theory, and analytical tools.
4. Acquire the range of critical and analytical skills required to conduct advanced research in the languages, literature, artistic expressions such as film, and culture of the Spanish-speaking world.
5. Describe and apply current methodologies of applied linguistics as they relate to Spanish language teaching.
6. Students will demonstrate the ability to communicate their acquired knowledge in oral and written Spanish at Superior (near-native) level.
7. Demonstrate proficiency in professional forms of research communication: conference presentations and academic article writing.

1. Develop in-depth knowledge of the political, economic, social, and cultural development of a specific region or several regions over time.
2. Understand the complex nature of historical causation and motivation.
3. In the process also learn how to conduct historical research and to develop convincing arguments based on the evidence they uncover.
4. Develop effective oral and written communication skills.

1. Become familiar with key methods and concepts in history as a discipline, and how to apply them in writing and research.
2. Explore the history and historiography of two or more geographically- and/or chronologically-defined fields in history.
3. Explore the history and historiography of two or more thematically-defined topics in history.
4. Develop a focus on one geographically- and/or chronologically-defined field in history, together with one thematically-defined topic in history, and demonstrate an historical understanding of these.

1. Explore the history and historiography of three or more geographically- and/or chronologically-defined fields in history.
2. Explore the history and historiography of two or more thematically-defined topics in history.
3. Develop a focus on one geographically- and/or chronologically-defined field in history, together with one thematically-defined topic in history, and demonstrate an historical understanding of these.

1. Become familiar with key methods and concepts in history as a discipline, and how to apply them in writing and research.
2. Explore the history and historiography of two or more geographically- and/or chronologically-defined fields in history.
3. Explore the history and historiography of two or more thematically-defined topics in history.
4. Develop a focus on at least one geographically- and/or chronologically-defined field in history, together with at least one thematically-defined topic in history, and demonstrate an historical understanding of these.
5. Acquire the skills to carry out original research in history.

1. Teaching experience
2. Development of research agendas
   • Familiarity with literature in chosen subfield
   • competence in at least one analytical method (e.g., geometric morphometrics, GIS, lithics analysis, ethno- or zooarchaeology, stable isotopic analysis)
3. Ability to propose and complete a research project (i.e., thesis or research report)
4. Grant writing
   • Submission of at least one external grant application
5. Writing and submission of peer-reviewed publications
6. Review of other people’s submissions.
7. Ethical training
8. Statistical literacy

1. Speak, read, and write in Japanese at the intermediate level or above.
2. Have a basic body of knowledge concerning Japan.
3. Appreciate similarities and differences between Japan and one or more Asian civilizations (such as those of China, Korea, and South Asia).
4. Think critically and communicate effectively on important topics related to Japanese history, culture, religion, literature, and society.
5. Understand the global importance of Japanese and Japanese Americans in the modern world and their contributions to American society.
6. Have familiarity with research methods from the social sciences and/or humanities.

1. Be able to speak, read, and write in Korean at least at the elementary level or above.
2. Understand the global importance of Korean culture and its contribution to American society.
3. Develop a basic body of knowledge concerning Korea.
4. Enhance the capability to think critically about topics related to Korean literature, history, religions, and society.
5. Obtain comprehension of research methods about Social Sciences and/or Humanities.
6. Be able to write clearly and grammatically in English.

1. Students will be able to describe fundamental characteristics of human language, its structure, acquisition, and use.
2. Students will be able to provide accurate descriptions of the sounds of English and other languages, and to analyze their interactions within words and utterances.
3. Students will be able to analyze the structure of sentences of a variety of types, in English and other languages.
4. Students will be able to investigate, analyze, and describe the structures of unfamiliar languages.
5. Students will be able to present linguistic analyses in clear, coherent written form.

1. Should have demonstrated proficiency in experimental physics.
2. Should have demonstrated the ability to conduct research with advanced instrumentation.

1. develop an individual compositional voice, and the technique to express it, in a variety of performance mediums.
2. demonstrate refined musicianship skills (dictation and sight singing) in tonal and post-tonal music.
3. analyze at a sophisticated level tonal and post-tonal music of the Common Practice and Contemporary Music periods and demonstrate such understanding in cogent written form.
4. research and develop a substantive essay in an area of 20th-/21st-century music history.
5. demonstrate abilities on the piano consistent with teaching lessons or classes on a collegiate level.
6. exhibit artistry and competence in music technology, including composing and analyzing computer-assisted or computer-realized music; understanding the history and theory of electronic/computer music; demonstrating knowledge of notational, recording, editing, and interactive music software and music hardware.
7. gain experience and develop skill as a teacher of courses in music composition, music appreciation, music theory, music technology, and/or musicianship (aural skills).
8. be prepared to enter the academic and professional world as a composer who can write a biography, program notes, curriculum vitae, and cover letters; pursue performance opportunities; represent original music in professional score and recorded form; deliver an oral presentation on original music; lead a master class in composition.

1. develop an individual compositional voice, and the technique to express it, in a variety of mediums.
2. demonstrate refined musicianship skills (dictation and sight singing) in tonal and post-tonal music.
3. analyze on a sophisticated level tonal music of the Common Practice Period and demonstrate such understanding in cogent written form.
4. analyze on a sophisticated level post-tonal music and demonstrate such understanding in cogent written and oral form.
5. demonstrate abilities on the piano consistent with teaching lessons or classes on a collegiate level.
6. exhibit artistry and competence in music technology, including composing and analyzing computer-assisted or computer-realized music; understanding the history and theory of electronic/computer music; demonstrating knowledge of notational, recording, editing, and interactive music software and music hardware.
7. show a depth of knowledge, through substantive writing and oral presentation, in the area of 20th- and 21st-century music, including an awareness of the history and cultural history of such music, major stylistic developments, and an intimate knowledge of a large number of pieces from a wide spectrum of contemporary styles.
8. develop the ability to speak at length on salient features such as compositional intentions, materials, and forms in the student’s own music as well as its historical influences or context.
9. gain experience and develop skill as a teacher of courses in music composition, music appreciation, music theory, music technology, and/or musicianship (aural skills).
10. be prepared to enter the academic and professional world as a composer who can write a biography, program notes, curriculum vitae, and cover letters; pursue performance opportunities; represent original music in professional score and recorded form; lead a master class in composition.
11. develop competence in the translation of a foreign language as an aid to research and professional interaction with other cultures.

1. write and speak knowledgeably about the history of Western classical music, from historical, stylistic, and theoretical perspectives.
2. write and speak knowledgeably about popular music traditions and world music.
3. understand, write, and speak convincingly about the structures of music.
4. write and speak knowledgeably about the history of musicological and theoretical research, and demonstrate working knowledge of the professional structures and contexts of contemporary music studies.
5. understand and write convincingly about concepts and methodologies from non-musical fields as appropriate to music study as demonstrated in substantive papers developed in seminars.
6. demonstrate refined musicianship skills (dictation and sight singing) in tonal and post-tonal music.
7. be able to play music at a basic level on the keyboard for the purposes of research and teaching.
8. demonstrate reading competence in German and Italian or French.

1. write professional-level articles that demonstrate strong research and writing skills.
2. conceive, research, and deliver effectively a colloquium for an audience of scholars.
3. conceive, research, write, and defend a dissertation that makes a substantial contribution to music scholarship.
4. actively participate in and contribute to the professional communities of contemporary music studies.

1. develop refined musicianship skills (dictation and sight singing) in tonal and post-tonal music.
2. demonstrate basic keyboard skills.
3. understand tonal and post-tonal music though the practice of writing in both types.
4. understand tonal and post-tonal music through analysis, as demonstrated through the writing of substantive essays and by oral means
5. demonstrate an understanding of the broad sweep of music history—musical eras, genres, and important figures in their historical and cultural context—through written and oral means.
6. demonstrate the ability to write a substantive research paper in a specialized area of music history.
7. develop performance skills on a major instrument or voice, demonstrating technical capability, musical understanding, and the ability to perform with appropriate expression.
8. perform capably as a member of a music ensemble.
9. exhibit competence in the use of music technology.
10. develop skills and knowledge according to individual interests in the areas of conducting, composition, jazz, performance and specialized areas of music history or ethnomusicology.

1. all students will demonstrate the ability to ably perform music from a breadth of time periods and styles, with a particular emphasis on music from the last fifty years, through the presentation of one adjudicated recital.
2. instrumentalists will develop musical and other skills as a chamber musician, as demonstrated by the ability to play within a small ensemble with attention to issues of balance, style, and analytical awareness, in addition to demonstrating skills in time management, organization, and interpersonal relationships with colleagues.
3. singers will demonstrate skill and artistry in large ensemble collaboration, acting, fluency in singing in foreign languages, and interaction with instrumental ensembles through participation and performance in Opera Workshop and Opera Scenes.
4. orchestral instrumentalists will develop skill and experience in large ensemble playing, demonstrating a breadth of knowledge about the standard orchestral repertoire and refining their abilities to take auditions through participation in the Stony Brook Symphony Orchestra and related activities.
5. pianists will demonstrate an ability to collaborate with instrumentalists and singers through their contribution on two full collaborative recitals in the department each year separate from their “solo” recital degree requirements.
6. harpsichordists will demonstrate an ability to collaborate with instrumentalists and singers for the equivalent of one full collaborative recital in the department each year separate from their "solo" recital degree requirements as demonstrated by performance in Baroque Ensemble and on degree recitals.
7. students will demonstrate competence in musicianship (dictation and sight singing) in tonal and post-tonal music.
8. singers will demonstrate competence at the keyboard consistent with learning music and teaching lessons or classes at the collegiate level.
9. students will demonstrate performance competence and artistry as shown through the performance of one jury in front of a broad panel of performance faculty representative of different families of instruments.

1. students will demonstrate the ability to do graduate-level research in an area of music history and represent it in cogent and substantive written form.
2. students will demonstrate competence in an area of music analysis and/or theory and represent that ability in cogent and substantive written form.
3. students will demonstrate basic skills in a language other than English, and singers must demonstrate a working knowledge of additional languages, as well as pronunciation ability in any language relevant to their repertoire.

1. students will demonstrate the ability to ably perform music from a breadth of time periods and styles, with a particular emphasis on music from the last fifty years, through the presentation of five adjudicated recitals.
2. instrumentalists will develop musical and other skills as a chamber musician, as demonstrated by the ability to play within a small ensemble with attention to issues of balance, style, and analytical awareness, in addition to demonstrating skills in time management, organization, and interpersonal relationships with colleagues.
3. singers will demonstrate skill and artistry in large ensemble collaboration, acting, fluency in singing in foreign languages, and interaction with instrumental ensembles through participation and performance in Opera Workshop and Opera Scenes.
4. orchestral instrumentalists will develop skill and experience in large ensemble playing, demonstrating a breadth of knowledge about the standard orchestral repertoire and refining their abilities to take auditions through participation in the Stony Brook Symphony Orchestra and related activities.
5. pianists will demonstrate an ability to collaborate with instrumentalists and singers through their contribution on two full collaborative recitals in the department each year separate from their “solo” recital degree requirements.
6. harpsichordists will demonstrate an ability to collaborate with instrumentalists and singers for the equivalent of one full collaborative recital in the department each year separate from their "solo" recital degree requirements as demonstrated by performance in Baroque Ensemble and on degree recitals.
7. students will demonstrate competence in musicianship (dictation and sight singing) in tonal and post-tonal music.
8. singers will demonstrate competence at the keyboard consistent with learning music and teaching lessons or classes at the collegiate level.
9. students will demonstrate performance competence and artistry as shown through the performance of a preliminary and final jury in front of a broad panel of performance faculty representative of different families of instruments.

1. students will demonstrate the ability to do graduate-level research in an area of music history and represent it in cogent and substantive written and oral form.
2. students will demonstrate competence in an area of music analysis and represent that ability in cogent and substantive written and oral form.
3. students will demonstrate basic skills in a language other than English, harpsichordists must demonstrate basic skills in two languages other than English, and singers must demonstrate a working knowledge of three foreign languages, as well as pronunciation ability in any language relevant to their repertoire.
4. students will write and speak effectively on the historical, theoretical, and interpretive issues raised by the musical repertoire they are performing.

1. Students will demonstrate strong knowledge of fundamental areas of cellular, molecular, developmental and systems-level neuroscience (passing grades in BNB 561, 562, 565).
2. Students will command a strong working knowledge in the specialized areas of neuroscience that relate to their dissertation work (formal thesis proposal, formal dissertation defense).
3. Students will be able to critically appraise new developments reported in the neuroscience literature (BNB 563, 564, 566).
4. Students will demonstrate fundamental laboratory skills and expertise in the modern neuroscience techniques required for dissertation work (BNB 55/Lab Rotations, BNB 599, BNB 699, dissertation defense).
5. Students will be able to identify and maintain high ethical standards of science and scientific research (GRD 500/Integrity in Science, training in lab).
6. Students will be able to competently teach undergraduates (BIO 600/601, teaching assistance).
7. Students will be able to competently write a research grant (BNB 551/Writing in Neuroscience, thesis proposal).
8. Students will be able to present clear and concise oral presentations (BNB 555/Lab Rotations, BIO 600/601, Annual Student Research seminar, Symposium in Neuroscience).
9. Students will be able to develop, complete and disseminate an original research problem in written and oral formats (thesis defense, publication requirement for graduation).

1. Students will have met the learning objectives of the Stony Brook BA Philosophy major program.
2. Graduates will be able to describe major contributions to the history of aesthetics and the philosophy of art in the period from 18th-21st century.
3. Graduates will be able to analyze philosophical texts, other theoretical writings, and artworks, both orally and in writing.
4. Graduate will have written sophisticated and original philosophical arguments.
5. Graduates will be able to identify contemporary problems in aesthetics and philosophy of art and indicate possible research programs.

1. The acquisition and nurturing of basic philosophic skills. One of the main goals of the philosophy curriculum is to seed and enable the honing of skills that are distinct to philosophy, but which are foundational to all forms of knowledge.
   • to be able to write an essay that clearly articulates a thesis, with supporting arguments, which anticipates foreseeable objections, and that tries to respond to them in insightful ways.
   • To be able to engage, lead, and participate in respectful, reflexive, and critical dialogues.
   • to learn to discern the merits and weaknesses of different philosophical positions.
2. The History of Philosophy. One cannot properly philosophize without being educated about the history of philosophy. Philosophy is an activity, but it is also a canon — with a history, with figures, movements, traditions, and schools that attest to the historical evolution of thought, thinking, and the self­understanding of human beings. The history of philosophy is surely one of the most illustrative and insightful self­portraits of humanity’s own process of evolution and, some may say maturation. Through the delivery of synchronically and diachronically constructed historical material, the program is able to practically deliver in each course we offer, the sense of historical development that is integral in all education.
   • Great Systems of Philosophy. Students will demonstrate knowledge of the great systems, currents, movements, and traditions of philosophy by being able to define and describe these systems, currents, movements and traditions either orally or in written form. Some of these systems, currents, movements, and traditions may include: empiricism, idealism, nominalism, skepticism, materialism, phenomenology, existentialism, Platonism, Aristotelianism, Thomism, Kantianism, and so on. Knowledge of these systems must also reflect knowledge of their respective historical periods: ancient, medieval, renaissance, early modern, 19th century, contemporary, etc. Our majors are required to take two foundational courses in Ancient and Modern Philosophy (200, 206), which culminate in comprehensive examinations.These courses lead on to an upper division historical sequence (300, 304, 306, 308, 309, 312, 347).
   • Specific Figures in Philosophy. Students will document through written and/or oral analysis and synthesis comfortable and competent specialization in the work of at least one key figure in Western, or non­Western philosophy (e.g. Plato, Aristotle, Augustine, Descartes, Kant, Hegel, Marx, etc). A seminar on a work or figure is required of our majors (401 or 402).
3. Philosophy in Relation to Other Disciplines. Students should be knowledgeable of the interdependence among philosophy and other disciplines such as aesthetics, the arts, literature, music, life sciences, technology studies, environment science, war and peace studies, psychoanalysis, jurisprudence, linguistics, gender studies, computer science, mathematics, and physics.
4. Logic. Thinking takes place in different logical forms: deduction, induction, inferences, and abduction Proper argumentation is made up of sound arguments that follow proper laws of deduction or induction. We aim to train students to recognize sound and valid arguments, and to apply the rules of logical argumentation to everyday speech and writing.
   • Formal Training in Critical Analytical Techniques. Our majors must pass examinations in formal or informal logic (e.g. 220, 108).
5. Basic problem areas of philosophy. Students must be conversant in some of the foundational questions of philosophy: i.e. What is Knowledge? What is the Truth? What is the Good? What is Justice? What is the Beautiful? What is Punishment? What is Objectivity? These courses are marked in our offerings as Category II and will enable students to address the following sorts of questions:
   • Ethical Reasoning. What should we do when faced with a moral dilemma or quandry quandary? What is the good thing to do? What gives an act moral worth? Are there any norms or rules that all human beings can appeal to when adjudicating the merits of one path of action over another? Do we have duties towards animals, nature, the earth? Do humans have intrinsic worth and, if so why? Are moral norms inscribed in the human soul, as the trajectory of the stars are traced in the sky?
   • Political Justice. What makes a society just? Is political power arbitrary and lawless, or does it follow from norms that guide it? Is the political organization of humans something natural or a sign of an insufficiency in humans for which political institutions are a prosthetic? What is legitimacy? What is authority? Is political power a force to accomplish only instrumental ends? What is the relationship between economic justice and political justice? Can we constrain violence through law? Is there a relationship between law and morality?
   • Gender Justice. Sexual difference is fundamental to the human experience, but this biological difference has assumed a plethora of socio­cultural­religious­political and philosophical forms.The step from biology to cultural difference comes under the name of gender.Some of the most important philosophical developments of the last one hundred years have had to do with what determines gender, how gender shapes how we relate to each other, and how gender plays out in the social life of both men and women. Does sex/gender matter to a person’s ability to grasp certain ideas? Are ideas gendered? Is justice gendered? Is epistemology gendered? How can we develop notions of political equality that both overcome and remedy gender inequality?
   • Metaphysics. What is real? What is reality? What does it mean to be? We aim to train students to recognize that every scientific picture of the world presupposes “ontological” and “metaphysical” claims that may or may not be warranted and or sustainable.
   • Epistemology. What can we know? Can we know anything for sure? Are there limits to our knowledge and, if so,how would we know? If we need a criterion to distinguish between what is true and false, how can we justify that criterion? Can we refute skepticism or relativism? Do we need to?
   • Philosophy of Mind/Language. What is a mind? What is consciousness? Can non­human animals think? What is the relationship between the emotions and cognition? Can there be cognition without a language? What is a language? Can there be artificial intelligence? How do we recognize a mind in the absence of a common language? Do all languages have a deep grammar that would allow us to translate all languages? These questions overlap with many other disciplines. In fact,many disciplines have been spawned from the different ways in which philosophers have addressed andarticulated these questions.
   • Aesthetics. What is a work of art? In what way is the aesthetic a question of the senses, the sublime, feelings, texts, textualities, expression, perception, writing, discourse, figuration, perspective, or cultural understanding? Is beauty in the eye of the beholder, or is it objective? Can art be philosophical? What cultural cognitive, moral, political, and social roles does art perform? Does art embody the self­understanding of a society at a given time? What is the relationship between art and human experience. We aim to educate students to develop aesthetic maturity by recognizing a variety of works of art that correspond to different historical periods and that embody different artistic practices andthe availability of material, techniques, and institutions.

1. Students will have met the learning objectives of the Stony Brook BA Philosophy major program.
2. Graduates will be able to describe major contributions to the history of philosophy from Ancient Greek philosophy to 21st century philosophy.
3. Graduates will be able to analyze philosophical writing and other theoretical texts.
4. Graduates will have demonstrated competence in translating philosophical works from French, German or another language into English.
5. Graduates will have demonstrated the ability to understand, analyze and discuss at a high level of sophistication research in another discipline or interdisciplinary field.
6. Graduates will have demonstrated competence in writing articles to the standard required for submission to a professional philosophical journal.
7. Graduates will have developed the skills needed for teaching undergraduate courses in philosophy and will have articulated a set of personal pedagogical principles.
8. Graduates will have carried out and presented a sustained, original work of research in their discipline.

1. Should be proficient in several areas of physics or should have demonstrated the ability to conduct research.

1. Should have mastered core physics and should be familiar with areas of physics outside their research specialty.
2. Should be able to think independently and have acquired critical reasoning skills.
3. Should be an expert in their research specialty and have demonstrated the ability to conduct original research.
4. Should be able to communicate research results to an audience of physicists.

1. Students should be able to describe the parts of the policy-making process they have covered in their classes.
2. They should know how citizens made decisions on whether to participate in the political process and how citizens decide whom to support among candidates for public office.
3. Finally, students should understand how government officials decide what policies to pursue.

1. Students are required to take a 3-course sequence in political methodology, POL 602, 603, and 604. These courses cover probability theory and statistics, linear models, and maximum likelihood estimation, respectively. The students also take a course in research design and are required to submit a first-year research paper. Aside from needing to do well in these courses, students are also required to take and pass a qualifying exam in methodology following their third semester in the program. This is graded by a committee of methodologists in the department.
2. Additional methods: Students are required to choose between a course on Experimental Design (POL 610) and Game Theory (POL 613). These additional methodological tools round out their preliminary training in political research methods. Additional courses are offered in Time Series Analysis, Measurement, Multi-level Modeling, Causal Inference, and Computational Modeling.
3. In terms of substantive coursework, students take a foundations courses in our three areas of study: political economy, political psychology, and American politics. Additional electives are offered in each of these filed. Aside from grades, professors write assessments of each student’s class performance at the end of each semester. These reports are gathered and discussed by the faculty’s graduate committee and each student receives a written report from the Director of Graduate Studies on their semester of coursework. Follow-up meetings with the DGS and faculty advisors provide further feedback.
4. After two years of coursework students must write and pass qualifying exams. The exam is in two parts – a one day sit-down exam covering the 3 areas of study followed by a 2-day take home exam. Questions are graded by faculty committees that are experts on the topics. Grades are collected by area committees who make recommendations to the graduate committee. The graduate committee can decide that a student has passed with distinction, passed, conditionally passed – requiring the rewriting of questions or an oral exam – or failed the exam. A failed exam can be re-taken once but a second failure results in dismissal from the PhD program.
5. Thus, through their coursework the students are expected to acquire a range of tools that make them not only good readers in their fields but capable researchers as well. Students are expected along the way to write term papers with research requirements. 6. At the end of their third year, students must defend a dissertation proposal. The proposal outlines their dissertation – discusses data collection, modeling techniques, relevant literatures, key hypotheses, and chapter outlines. The proposal is defended to a committee of three faculty members and provides the student with their blueprint for their dissertation research. When successfully defended the student is advanced to doctoral candidacy.
6. The dissertation is usually defended after the student’s fourth or fifth year in the PhD program. Students are expected to have delivered on the promises of the proposal and to make a substantial contribution to their field of study. A committee of three internal members and one external referee make up the dissertation committee.

1. Explore the broad domains of Psychology, how it emerged and developed as a distinct field, and how basic research and practice are integrated within it (PSY 102, PSY 375).
2. Establish competence in the graphical and statistical analysis of scientific data (PSY 201, PSY 301, PSY 310)
3. Appreciate the diversity of topics and approaches in Psychology (200-level survey courses)
4. Demonstrate advanced level research and writing mastery, including domain-specific knowledge of the methods of research practice and scientific communication (PSY 310 paper; PSY 380-386; PSY 399, 495, 496; PSY 447).
5. Deepen understanding of sub-disciplines and prepare for advanced study; prepare for critical analysis of real world psychological and other scientific data (300-level lecture courses)
6. Achieve breadth and context knowledge from course concentrations from other fields (B.A. and B.S. concentration requirements)
7. Apply this acquired knowledge in internship, research and service settings (PSY 273, 283, 285, 387, 347, 475, 476, 487, 488)

1. Are socialized into the Psychology Department and develop a breadth of knowledge in the science of psychology.
2. Learn about the responsible conduct of research. This training provides knowledge about norms of behavior and experience in ethical problem solving and decision-making.
3. Develop and demonstrate expertise in statistical data analysis and interpretation.
4. Develop and demonstrate a depth of knowledge in their training program's area of focus by completing the core course requirements in one of the following: Clinical Psychology, Cognitive Science, Integrative Neuroscience, or Social and Health Psychology.
5. Learn how to test theories, design experiments, and frame questions such that can be answered by data.
6. Acquire, practice, and develop expertise in clinical skills (only in the Clinical Psychology program)
7. Demonstrate mastery in the field of focus.
8. Present original research and practice public speaking.
9. Learn how to teach at the undergraduate level and to practice pedagogical skills.
10. Progress in the program as well as in professional development toward the student's goals.

1. The ability to think critically about human beliefs and practices while recognizing both the universality of religion across the globe and throughout history and the its contextual specificity.
2. Sufficient familiarity with research methods to read both secondary and primary literature and to locate the discussions in their general and specific contexts.
3. The ability to write well-argued papers on themes in Religious Studies.
4. The ability to speak with some familiarity about the history, teachings, and practices of one specific religious tradition.
5. An awareness of the importance and legitimacy of the different perspectives present within any one religion.
6. An appreciation of the commonalities and differences among religions generally.

1. An understanding of the central role played by religious beliefs and practices throughout human history.
2. Familiarity with research methods and sources in Religious Studies.
3. The ability to write a well-argued paper on Religious Studies topics.
4. The ability to speak with some familiarity about the history, teachings, and practices of one specific religious tradition.
5. An awareness of the differences of perspective present within any given religion.
6. An appreciation of the commonalities and differences among religions generally.

1. Critical Thinking and Problem Solving Skills: Students who complete the major in sociology will learn how to think in a sociological perspective and moreover, will understand sociological thinking within the larger social science perspective.
2. Mastery of Key Sociological Concepts: Students will be presented with key concepts (e.g., culture, structure, agency, inequality, etc.) in the introductory course. Students will then apply such concepts to the study of important issues while taking additional classes in the major.
3. Mastery of Important Sociological Theory: Students will understand the development of sociology as a discipline. This will include examining the theoretical works that serve as the foundation of the discipline along with how such theories have been revised, extended, and discarded over the time. This will take place in the required sociological theory course and continue in other courses taken for major credit.
4. Ability to Understand and Conduct Sociological Research: Students will learn how to conduct high quality sociological research. This will include a focus on the research process along with methodologies used by sociologists to analyze empirical data. There will also be a focus on being able to critique existing research along with ethical issues that arise when carrying out sociological research.
5. Knowledge of Statistics: Students will be able to understand how to apply statistical models to understand social problems. There will be an emphasis on representing quantitative data visually, numerically, and verbally along with drawing inferences from mathematical models. A special focus will include understanding and checking the results for reasonableness along with recognizing the limits of statistical methods.
6. Writing Effectively: Students will be able to demonstrate effective communication in writing within a number of Sociology courses, including a number of higher-level courses.

1. Mastery of Historical and Contemporary Sociological Theory Leading to the ability to develop their own theoretical arguments.
2. Mastery of Sophisticated Social Scientific Research Methods Whether quantitative or qualitative in technique.
3. Mastery of Substantive Sub-Fields in the Discipline Related to the student’s emerging research agenda.
4. Ability to Practice as a Professional Sociologist Leading to employment in the student’s field.

1. Acquire and develop a high level of linguistic and cultural competence in Spanish as a global language.
2. Practice and develop skills in close reading and critical analysis across a broad range of cultural texts including literature, the visual arts, media and performance.
3. Acquire and apply knowledge about the social and historical context of cultural production in Spain, Latin America and Latino communities in the U.S.
4. Develop and refine the ability to construct and express in written form a sustained argument based on relevant supporting details.
5. Acquire and apply advanced research skills across a range of sources, including print and digital ones.
6. Practice and refine skills in oral expression, including class discussion and exchange and formal presentations before an audience.

1. Demonstrate and apply advanced knowledge of the Spanish language, its structures and cultural contexts for use in the teaching of Spanish in the middle and secondary school classroom.
2. Demonstrate theoretical and practical competency in the teaching pedagogies appropriate for students in grades 7-12 in the State of New York.
3. Demonstrate critical understanding of a wide variety of practical and theoretical questions connected to the development of Hispanic language, literature and culture in Europe and the Americas.

1. Demonstrate knowledge of history, literature and theory of Theatre and Performance
2. Analyze and critique the social significance and cultural resonances of Theatre and Performance.
3. Put into practice the techniques and technologies of theatrical performance in production.
4. Apply collaborative and problem solving strategies to the artistic process.
5. Develop and articulate their own aesthetic and social values in relation to Theatre and Performance.
6. Analyze the interaction of form and content in theatrical texts and productions.

1. Students will demonstrate an understanding of the theatre profession in the United States with specific attention to the changing nature of collaboration and the expanding art form of contemporary theatre.
   • Through TAF 500, students are introduced to contemporary and historical issues in theatre. Through readings, written assignments and collaborative projects, students synthesize and demonstrate their understanding of the art form and the profession.
2. Students will learn skills of the craft in their area of specialization and apply those skills in theatre and film projects.
   • Through coursework in the specific track as well as TAF 660, 670, 576 and associated lab presentations.
3. Students will cultivate a professional identity in their chosen field.
   • Through the teaching practicum (TAF 550), independent project (TAF 591) and professional internship (TAF 690), students will explore and demonstrate mastery of professional elements of their chosen field.
4. Students will be able to articulate and integrate theatre history and literature as related to their chosen track.
   • TAF 510, 520 and 530
5. Students will demonstrate an understanding of theatre trends in Manhattan and the metropolitan region including contemporary, alternative, and mainstream theatre.
   • TAF 523
6. Students will produce culminating Theatre project at either a professional theatre or at one of the Southampton or Stony Brook University theatres.
   • Through TAF 691 & 692, students will conceive, develop, and present a completed project and a related research paper on the project.

1. Identify gender as a central organizing principle of human experience.
2. Explain the experience and history of women as central to the study of any human concern.
3. Discuss how sex, gender, and sexuality are socially constructed through scientific, medical, legal, moral, political, economic, and cultural discourses and institutions.
4. Compare how societies have defined gender roles and identities, and explain how gender intersects with racial, sexual, class and national identities.
5. Summarize the history of feminism as a social movement and body of critical thought.
6. Express key concepts, debates, and conflicts that have shaped contemporary feminist thought, and critique theories and approaches that do not take into account the difference of gender.
7. Employ feminist theory to critique the social construction of gender and its relation to other systems of privilege and inequality.
8. Analyze the gendered effects of globalization and migration, and examine how global inequalities of immigration, family life, work, health, cultural production and sexuality are gendered.
9. Identify different ways to frame issues and different forms of knowledge production.
10. Analyze power dynamics from the local level to the global level.
11. Employ interdisciplinary feminist methods (including discourse analysis, ethnography, literature, history, qualitative methods, and participant observation) to study and account for gender differences.
12. Generate a focus for their work in Women’s and Gender Studies by completing one of two specialization tracks: Gender, Sexuality, and Public Health, and Gender and Social Change.
13. Express skills in critical and analytical thinking, argumentation, writing, interdisciplinary and collaborative research design, and in the public presentation of research.

1. Engage in intersectional and interdisciplinary analysis.
2. Demonstrate an original and substantial contribution to interdisciplinary feminist scholarship.
3. Explain and apply theoretical and methodological tools to analyze social structures that contribute to or alleviate inequalities.
4. Critique current scholarship in the field, and identify new research opportunities.
5. Discuss a multitude of pedagogical strategies for diverse learning styles and outcomes.
6. Summarize the historical emergence of the field of Women and Gender Studies, and assess how it is situated in relation to the changing politics and economics of the contemporary university.

1. Communication Skills – Graduates will demonstrate oral and written communication skills through in-class presentations and written reports that include appropriate research sources, proper citations and clear and concise evaluations of the topic.
2. Critical Thinking– Graduates will be able to identify and evaluate the major elements of a business problem and summarize their findings.
3. Ethical Reasoning– Graduates will be able to identify and evaluate ethical issues facing corporations in today’s business world by demonstrating familiarity with ethical versus unethical behaviors.
4. Leadership & Team Interaction – Graduates will recognize the different traits of highly effective leaders and collaborate productively with others as both leaders & members of a team.
5. Innovative Business Practices – Graduates will be able to define and identify innovative business practices.
6. Global Perspective– Graduates will be able to recognize global & domestic forces that impact organizations and will be conversant with major economic, social, political and technological trends that influence the global economy.
7. Business Knowledge – Graduates will be able to demonstrate an understanding of fundamental business knowledge across functional areas, including finance, accounting, marketing and operations.

1. Managerial Communication Skills – Graduates will be able to communicate an organization’s visions and strategies to advance goals and address challenges through the use of multiple modes of communication – oral, written & visual.
2. Analytical Decision Making – Graduates will be able to apply integrative and critical thinking skills to a business problem and produce a viable solution.
3. Ethical Corporate Responsibility – Graduates will be able to defend ethical positions with reason, and evaluate ethical and societal implications of managerial decisions including analysis of alternatives and consequences.
4. Leadership & Team Interaction – Graduates will analyze team dynamics and develop and demonstrate their own leadership style in team settings.
5. Innovative Business Practices – Graduates will be able to develop innovative business practices, identify obstacles to success and design strategies to overcome these obstacles.
6. Global Perspective - Graduates will be able to demonstrate how cultural differences impact business workplace and will be able to work in teams composed of members from different demographic, cultural, and interdisciplinary backgrounds.
7. Business Development & Value Creation – Graduates will be able to apply and integrate business knowledge from the main functional areas (finance, marketing, accounting & operations).

1. Have enrolled in an academic program pursuing graduate, medical, law, business, or other professional post-graduate education. AND/OR
2. Be gainfully employed in a position in industry, academia, or government related to engineering, physical or biological sciences.

1. Graduates should acquire strong scientific and technical knowledge in their field of study.
2. Graduates should be able to communicate scientific and technical information both orally and in writing.

1. 1. Graduates should acquire strong scientific and technical knowledge in their field of study.
2. Graduates should be able to communicate scientific and technical information both orally and in writing.
3. Graduates should be able to independently drive research and development in the field of biomedical engineering

1. an ability to apply knowledge of mathematics, science, and engineering;
2. an ability to design and conduct experiments, as well as to analyze and interpret data
3. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;
4. an ability to function on multi-disciplinary teams;
5. an ability to identify, formulate, and solve engineering problems;
6. an understanding of professional and ethical responsibility;
7. an ability to communicate effectively;
8. a recognition of the need for ability to engage in life-long learning;
9. a knowledge of contemporary issues, and
10. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

1. Provide students with a broad background in core computer science areas in theory, systems and software at the postgraduate level and expose them to recent advances in these areas.
2. Help students to explore at a deeper level one or more topical areas in computer science based on their interests, via advanced and special topic courses.
3. Provide students with varying levels of opportunity to actively participate in research and/or software development projects.
4. Actively prepare students for a career in high-tech industry.

1. Obtain breadth of knowledge in the fundamental aspects of Computer Science (CS)
2. Develop skills to critically analyze research papers in CS and place them in context of what is new with respect to what is already known
3. Develop mathematical and programming skills to do original research work to write a PhD thesis, i.e. be able to analyze new problems and develop new solutions.
4. Develop skills to communicate research results both oral and written
5. Develop skills to teach and train the next generation of CS students in both practice and research.

1. an ability to apply knowledge of mathematics, science, and engineering;
2. an ability to design and conduct experiments, as well as to analyze and interpret data;
3. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;
4. an ability to function on multi-disciplinary teams;
5. an ability to identify, formulate, and solve engineering problems;
6. an understanding of professional and ethical responsibility;
7. an ability to communicate effectively;
8. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context;
9. a recognition of the need for ability to engage in life-long learning;
10. a knowledge of contemporary issues, and
11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
12. an ability to communicate and/or collaborate effectively online

1. Graduates should acquire strong scientific and technical knowledge in their field of study.
2. Graduates should be able to communicate technical information both orally and in writing.
3. Graduates with the thesis option should be able to independently acquire new knowledge and complete a research project in the form of a thesis.

1. Graduates should acquire strong scientific and technical knowledge in their field of study.
2. Graduates should be able to communicate technical information both orally and in writing.
3. Graduates should be able to independently acquire new knowledge and make significant contributions to the field of computer, electrical, and related fields by completing an original work in the form of a dissertation.

1. an ability to apply knowledge of mathematics, science and engineering
2. an ability to design and conduct experiments, as well as to analyze and interpret data
3. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability
4. an ability to function on multi-disciplinary teams
5. an ability to identify, formulate, and solve engineering problems
6. an understanding of professional and ethical responsibility
7. an ability to communicate effectively
8. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context
9. a recognition of the need for, and an ability to, engage in life-long learning
10. a knowledge of contemporary issues
11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

1. a fundamental understanding of the structure–property relationships that form the basis of Materials Science and Engineering
2. an ability to identify, formulate, and solve problems related to Materials Science and Engineering
3. an understanding of professional and ethical responsibility
4. an ability to communicate effectively
5. a recognition of the need for, and an ability to, engage in life-long learning

1. a fundamental understanding of the structure–property relationships that form the basis of Materials Science and Engineering
2. an ability to conduct original research resulting in a significant contribution to knowledge in the Materials field
3. an ability to identify, formulate and solve problems related to Materials Engineering in a interdisciplinary environment
4. an understanding of professional and ethical responsibility
5. an ability to communicate effectively
6. a recognition of the need for, and an ability to, engage in life-long learning

1. an ability to apply knowledge of mathematics, science, and engineering;
2. an ability to design and conduct experiments, as well as to analyze and interpret data;
3. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;
4. an ability to function on multidisciplinary teams;
5. an ability to identify, formulate, and solve engineering problems;
6. an understanding of professional and ethical responsibility;
7. an ability to communicate effectively;
8. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context;
9. a recognition of the need for, and an ability to engage in life-long learning;
10. a knowledge of contemporary issues;
11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice;
12. an ability to apply the principle of mathematics through multivariate calculus and differential equations;
13. an ability to model, analyze, design and realize physical systems, components, or processes;
14. an ability to work professionally in both thermal and mechanical systems areas.

1. Provide students with a broad foundation in core mechanical engineering areas in theory and in practice, and expose them to recent advances in these areas.
2. Prepare students for a professional career in industry and government, or further graduate study leading to a Ph.D. degree in mechanical engineering.
3. Instigate in students the habit for engaging in life-long learning and the skills for communicating effectively.

1. Achieve a fundamental understanding of selected aspects of mechanical engineering.
2. Develop critical thinking, problem solving skill, and the ability to conduct original research to make new contribution to knowledge in mechanical engineering.
3. Provide students with educational environment for preparing themselves for leadership positions in industry and government as well as in universities.
4. Instigate in students the habit for engaging in life-long learning and the skills for teaching and communicating effectively.

1. Evaluate case studies in and plans for the applications of technologies within various societal contexts,
2. Solve problems within the context of a chosen area of science or engineering,
3. Integrate their knowledge of science, technology, and management to implement technology assessments,
4. Use quantitative approaches, including data analysis, to build and critique plans for managing operations,
5. Work effectively—both individually and as part of a team, and
6. Communicate effectively—both in writing and in oral presentations.

1. Use a systems approach to develop and implement innovative technological solutions,
2. Apply theories, principles, approaches and tools to address current problems arising from the interactions of technology and society,
3. Carry out technology assessments in the context of such areas as energy and environmental systems, innovation, and the STEM workforce,
4. Design and develop appropriate technologies or approaches to enhance learning and/or management,
5. Develop technical reports that effectively address the technological and societal dimensions of problems or issues.

1. Produce nationally and internationally competitive research in one or more of the following area: 1) energy and environmental policy, 2) engineering and technology policy, and policy making, and 3) the STEM workforce,
2. Use strong technical knowledge in science, engineering and technology, together with strong knowledge in social sciences, to design and analyze approaches to addressing problems and issues at the intersection of technological and societal changes,
3. Excel in learning, teaching and leadership in the area of technology and policy.

• Knowledge Building:
  1. Academic Excellence. Complete high-quality coursework in an international setting.
  2. Language Learning. Demonstrate improved written and verbal communication with those from other linguistic backgrounds, and improve foreign language skills.
  3. Global Perspective. Demonstrate a comprehensive understanding of the host country through cultural immersion.
• Ability Development:
  1. Adaptability. Develop a tolerance for cultural ambiguity and diversity.
  2. Intercultural Competencies. Develop appreciation for the other, and recognize one’s self and cultural context in relation to the other.
  3. Leadership Skills. Demonstrate increased self-confidence and independence.

1. Identify, understand, and explain the primary processes and interactions between the terrestrial and marine systems.
2. Conduct relevant hands-on inquiry and planning of coastal systems using scientific methodology and the systems approach.
3. Comprehend and apply analytical tools to analyze and develop solutions to environmental issues related to the coastal zone.
4. Demonstrate scientific and popular science literacy and writing skills to convey ideas meaningfully.

1. Identify, understand, and explain the primary processes and interactions between the terrestrial and marine systems.
2. Conduct relevant hands-on inquiry and planning of coastal systems using scientific methodology and the systems approach.
3. Comprehend and apply analytical tools to analyze and develop solutions to environmental issues related to the coastal zone.
4. Demonstrate scientific and popular science literacy and writing skills to convey ideas meaningfully.

1. Identify, understand, and explain the primary processes and interactions between natural ecosystems and humans.
2. Conduct inquiry of the interactions between natural ecosystems and human societies using scientific methods and the systems approach.
3. Comprehend and apply analytical tools to inform sustainable solutions to environmental issues caused by humans.
4. Demonstrate scientific and popular science literacy and writing skills to convey ideas meaningfully.

1. Identify, understand, and explain the primary processes and interactions between natural ecosystems and humans.
2. Conduct inquiry of the interactions between natural ecosystems and human societies using scientific methods and the systems approach.
3. Comprehend and apply analytical tools to inform sustainable solutions to environmental issues caused by humans.
4. Demonstrate scientific and popular science literacy and writing skills to convey ideas meaningfully.

1. Identify, understand, and explain the primary processes and interactions underlying the interdisciplinary foundations of environmental design, policy, and planning.
2. Conduct inquiries into best practices for achieving resilience in a constantly changing global ecosystem.
3. Adapt analytical tools for developing solutions to the needs of the built environment and producing sound recommendations based on the study of other seasoned, successful professionals’ repertoires.
4. Demonstrate literacy within an ever-expanding field while maturing their communications skills to convey ideas meaningfully and challenge those around them to think critically and creatively.

1. Identify, understand, and explain key processes and interactions underlying the interdisciplinary foundations of environmental design, policy, and planning, while comprehending the fundamental issue of resilience.
2. Establish a basis for developing solutions to the needs of the built environment and producing sound recommendations based on the study of other seasoned, successful professionals’ repertoires.
3. Demonstrate literacy within an ever-expanding field while advancing their communications skills to convey ideas meaningfully and challenge those around them to think critically and creatively.

1. Identify, understand, and explain the principle concepts of environmental and sustainability issues as they apply to the Humanities and Social Sciences.
2. Conduct inquiries of the social, political, historical, literary, aesthetic, and artistic systems and disciplines that shape human culture and the human relationship to the environment.
3. Comprehend, adapt, and apply analytical and research tools to provide solutions to environmental and sustainability issues.
4. Demonstrate literacy and critical thinking skills in order to convey meaningful ideas and challenge others to think critically and creatively about the human relationship to nature and questions of resilience and sustainability.

1. Identify, understand, and explain the principle concepts of environmental and sustainability issues as they apply to the Humanities and Social Sciences.
2. Conduct inquiries of the social, political, historical, literary, aesthetic, and artistic systems and disciplines that shape human culture and the human relationship to the environment.
3. Comprehend, adapt, and apply analytical and research tools to provide solutions to environmental and sustainability issues.
4. Demonstrate literacy and critical thinking skills in environmental humanities and sustainability in order to convey meaningful ideas and challenge others to think critically and creatively.

1. Develop a working knowledge of GIS-related tools and use them to analyze spatial data.
2. Design, compile, and develop spatial data and a set of analytical tools into a system appropriate to the problem.
3. Design, develop, and complete a GIS project using data in an enterprise-level geospatial strategy.
4. Present geospatial information in a clear, presentable cartographic product that addresses a geospatial issue.

1. Develop a working knowledge of GIS-related tools and use them to analyze spatial data.
2. Ability to identify geospatial problems and the requisite method, or set of procedures needed to address the problem.
3. Design, develop, and complete a GIS project using data from multiple disciplines.
4. Present geospatial information in a clear, presentable cartographic product that addresses a geospatial issue.

1. Identify, understand, and explain the primary processes and interactions underlying the interdisciplinary foundation for addressing sustainability issues.
2. Conduct relevant hands-on inquiry and explore the economic, social, and political systems that have shaped societies and their environmental quality over time.
3. Comprehend and apply analytical tools to analyze and develop solutions to sustainability issues.
4. Demonstrate scientific and popular science literacy and writing skills to convey ideas meaningfully.

1. Identify, understand, and explain the primary processes and interactions underlying the interdisciplinary foundation for addressing sustainability issues.
2. Conduct relevant hands-on inquiry and explore the economic, social, and political systems that have shaped societies and their environmental quality over time.
3. Comprehend and apply analytical tools to analyze and develop solutions to sustainability issues.
4. Demonstrate scientific and popular science literacy and writing skills to convey ideas meaningfully.

1. 1. explain the genetics and epigenetics that regulate oral/dental tissue development and disease
   2. explain how cell:cell and cell:matrix interactions control normal and abnormal soft and hard tissue development and homeostasis
   3. explain how extracellular matrix properties and composition influence normal and abnormal oral/dental tissue development and wound healing
   4. explain how the microbiome and its products impact host tissues and the host response
2. 1. apply fundamental knowledge from the related disciplines into an understanding of normal and abnormal oral/dental tissue development and homeostasis and/or
   2. apply fundamental knowledge from the related disciplines into an understanding of oral/dental disease development and/or treatment
3. 1. develop a research question and execute experimentation using appropriate techniques and analytical tools
   2. complete and successfully defend a written Master’s thesis
4. 1. effectively communicate science
   2. participate in cooperative learning with giving and receiving feedback on presentations
   3. maintain ethical behavior

1. apply patient values, race, gender, beliefs, attitudes, and economics in the delivery of patient-centered care aimed at promoting, improving and maintaining oral health.
2. demonstrates a commitment to the application of ethical and professional dimensions of dental practice. They appreciate and can apply their moral, ethical and legal obligations to their patients, the dental profession and society in decision-making related to the academic environment, patient care, practice management and research.
3. 1. apply biomedical, clinical, and behavioral science knowledge in the care of his/her patients.
   2. search and critically evaluate scientific literature, problem-solve and make evidence-based decisions in the care of his/her patients.
   3. critically evaluate the evidence on established and new technologies in oral diagnosis, prevention and therapeutic interventions for oral diseases, and determine which technologies should be incorporated into his/her practice.
4. 1. obtain appropriate medical, dental, and social histories.
   2. perform a thorough examination of the teeth, supporting structures, head and neck, and the oral cavity (i.e., clinical, radiographic and related laboratory examinations), and chart or document all normal and abnormal findings.
   3. select, obtain, and interpret clinical, radiographic, and other diagnostic information and procedures related to the major oral diseases and conditions.
   4. accurately diagnose the major oral diseases and conditions.
   5. construct a patient-centered comprehensive and sequenced treatment plan that addresses the patient’s diagnosis, needs and values, and that includes appropriate referral given the complexity of certain cases.
   6. modify his/her diagnoses and treatment plans based on re-evaluation of the outcomes of on-going therapy.
5. 1. diagnose and manage medical emergencies that may occur during dental treatment.
   2. perform basic cardiac life support.
   3. pharmacological and non-pharmacological methods to prevent and/or manage pain and/or anxiety.
   4. prevent and treat dental caries.
   5. manage patients with pulpal and periradicular diseases.
   6. manage patients with moderate and severe periodontitis, and perform periodontal therapy for gingivitis and slight periodontitis.
   7. manage patients requiring oral and maxillofacial surgery, and perform uncomplicated oral surgical procedures.
   8. manage patients with temporomandibular disorders.
   9. manage patients requiring orthodontic care.
   10. manage patients with pathologic conditions of the hard and soft tissues of the oral cavity.
   11. manage the dental treatment of patients with special needs.
   12. manage patients with systemic diseases that may influence orofacial health and/or may be affected by dental therapy.
   13. restore single defective teeth to anatomic form, function, and esthetics.
   14. restore partial or complete edentulism with uncomplicated fixed or removable prosthetic restorations, and manage complex cases including those utilizing implant restorations.
   15. manage patients requiring restoration of form, function, and esthetics secondary to skeletal and occlusal abnormalities, and other disease processes.
   16. assess risk, formulate an individualized plan of prevention of disease and maintenance or promotion of health, including recall visits, communicate this plan, and motivate the patient (and parent or caretaker, if appropriate) to participate, and educate the patient regarding disease prevention.
6. participate in improving the oral health of the community, and will participate in such activities through research, community outreach programs or patient educational services.
7. function in a private dental practice setting applying legal and regulatory concepts and using selected business systems and informatics for marketing, scheduling, patient flow, record-keeping, insurance, financial arrangements, and continuing care.
8. demonstrate the ability to engage in self-assessment and lifelong learning to enhance his/her professional knowledge and skills.

1. 1. demonstrate knowledge of the genetics and epigenetics that regulate oral/dental tissue development and disease
   2. explain how cell:cell and cell:matrix interactions control normal and abnormal soft and hard tissue development and homeostasis
   3. explain how extracellular matrix properties and composition influence normal and abnormal oral/dental tissue development and wound healing
   4. demonstrate knowledge of the microbiome and how its products impact host tissues and the host response
   5. incorporate new knowledge into an understanding of oral biology and pathology
2. 1. apply fundamental knowledge from the related disciplines into an understanding of normal and abnormal oral/dental tissue development and homeostasis and/or
   2. apply fundamental knowledge from the related disciplines into an understanding of oral/dental disease development and/or treatment
3. 1. generate a hypothesis-driven research plan exploiting the scientific literature
   2. choose appropriate experimental and analytical tools
   3. write and defend a grant proposal
4. 1. generate scientific hypotheses independently
   2. develop and execute research plans with techniques and analytical tools appropriate to the research area
   3. generate publishable advances
   4. complete and defend a PhD dissertation
5. 1. the student will demonstrate effective communication of science
   2. the student will demonstrate cooperative learning with giving and receiving feedback on presentations
   3. the student will demonstrate mentoring of undergraduate and/or dental students
   4. the student will demonstrate maintaining ethical behavior

1. Graduates will demonstrate professional competence in the cognitive learning domain by acquiring a solid professional and general medical knowledge base to permit: accurate interpretation of clinical information from medical records and clinical findings, sound judgments, and recommendation of appropriate therapeutic interventions, as performed by Registered Polysomnographic Technologists (RPSGTs).
2. Graduates will demonstrate competence in the psychomotor learning domain by acquiring skills needed for professional clinical practice as performed by Registered Polysomnographic Technologists (RPSGTs), including patient assessment and the performance of both diagnostic and therapeutic procedures.
3. Graduates will demonstrate competence in the affective learning domain by acquiring professional attitudes and values as performed by Registered Polysomnographic Technologists (RPSGTs), including development of effective behavioral skills concerning: communication, ethics and professionalism, time management, interdisciplinary team work, accepting supervision, punctuality and preparedness to work, self-direction and responsibility for own actions, and contributing towards creating a positive work environment.

1. The students will demonstrate the ability to interpret, evaluate, correlate, analyze laboratory results.
2. The student will demonstrate the use of problem solving skills, analyze test systems and interpret laboratory algorithms.
3. The student will demonstrate a firm foundation in the use of quality control and quality assurance practices required for a clinical setting.
4. The student will display affective skills and a professional manner as demonstrated by conduct, appearance and ethics.

1. Incorporate information technology and analytic thinking to obtain and analyze medical research and improve clinical decision making.
2. Integrate systems based care models to improve access to healthcare, reduce cost and improve patient outcomes for diverse patient populations.
3. Demonstrate leadership skills and behaviors as a member of an inter-professional health care team in research, clinical, community, and educational settings.
4. Display ethical and social responsibility, life-long learning and self-reflection as vehicles to enhance personal and professional development and scholarship.
5. Develop successful professional skills and strategies to increase career potential as a physician assistant.

1. To provide a program of study and experience that equips students with current scientific, technical, and evidence-based medical knowledge necessary to appropriately evaluate and manage the patient.
2. To provide students with the skills required to ask and answer research questions and answer those questions in an evidence-based format.
3. To help students develop skills in human relations, ethical behavior, and communication that enhances their ability to work effectively with others and function as compassionate and sensitive medical care providers.
4. To assist students to develop the knowledge and skills necessary to collaborate effectively with peers and other health professionals.
5. To help students appreciate the larger field of knowledge beyond their own discipline and recognize the importance of lifelong learning as a vehicle to enhance professional growth and development.
6. To foster a strong appreciation of the value of human diversity and engender in students the desire to use their professional skills in the service of others, regardless of such factors as race, ethnicity, gender, religion, age, disability, creed, or sexual orientation.
7. To help the student understand healthcare disparities and reduce their impact on patient care.
8. To facilitate student appreciation of his/her responsibility as a community role model.
9. To increase student awareness of the importance of participation in community service activities.

1. Graduates will demonstrate professional competence in the cognitive learning domain by acquiring a solid professional and general medical knowledge base to permit: accurate interpretation of clinical information from medical records and clinical findings, sound judgments, and recommendation of appropriate therapeutic interventions, as performed by registered respiratory therapists (RRTs).
2. Graduates will demonstrate competence in the psychomotor learning domain by acquiring skills needed for professional clinical practice as performed by registered respiratory therapists (RRTs), including patient assessment and the performance of both diagnostic and therapeutic procedures.
3. Graduates will demonstrate competence in the affective learning domain by acquiring professional attitudes and values as performed by registered respiratory therapists (RRTs), including development of effective behavioral skills concerning: oral and written communication, ethics and professionalism, interdisciplinary team work, time management, accepting supervision, punctuality and preparedness to work, self-direction and responsibility for own actions, contributing towards creating a positive work environment, and respect for the beliefs and values of all persons, regardless of cultural background, religion, age, or lifestyle.

1. An understanding of the historical role of the news media and the relevance of news to democracy.
2. An understanding of the principles of freedom of speech and press and the broad legal framework of which they are part.
3. The ability to report and write news stories that meet professional standards of verification, accuracy, clarity and fairness.
4. The ability to think critically and apply sound judgment to both words and images.
5. An understanding of the ethical standards of journalism.
6. The ability to identify and use multiple and diverse sources.
7. An understanding of the roles and responsibilities of reporters, photographers, editors, news directors and producers in the evolving landscapes of print, broadcast and online news.
8. An understanding of the changing nature of the business of journalism.
9. The ability to use photography, video, audio, social media and other technologies in the gathering, presentation and dissemination of news.

1. The ability to write and report on issues focusing on science, health, technology and the environment that meet professional standards of verification, accuracy, clarity and fairness.
2. The ability to think critically and apply sound judgment to both words and images.
3. An understanding of the ethical standards of journalism in the coverage of complex issues, especially ones that may be misunderstood or misrepresented.
4. The ability to identify and use multiple and diverse sources in the field of science, health, technology and the environment.
5. An understanding of the roles and responsibilities of reporters, photographers, editors, news directors and producers in the evolving landscapes of print, broadcast and online news.
6. The ability to comprehend complicated issues in science, health, technology or the environment and to be able to present the issues to the general public in a clear and accurate manner.
7. The ability to use photography, video, audio, social media and other technologies in the gathering, presentation and dissemination of news that pertains to science, health, technology and the environment.

1. Experiential education
2. Scholarly excellence

1. Experiential education
2. Scholarly excellence

1. Understanding of the fundamental science in the field
2. Scientific literacy and both written and oral communication skills
3. Experiential education
4. Knowledge of contemporary issues
5. Meet AMS education Standards
6. Meet NWS education standards

1. Understanding of the fundamental science of biology, physics and chemistry of the marine environment
2. Scientific literacy and both written and oral communication skills
3. Knowledge of contemporary issues
4. Obtain a deeper understanding of the natural environment and related societal issues

1. Experiential education

1. Understanding of the fundamental science of biology, physics and chemistry of the marine environment
2. Scientific literacy and both written and oral communication skills
3. Field- or laboratory-based methods of data acquisition and analysis
4. Knowledge of contemporary issues
5. Obtain a deeper understanding of groups of organisms or habitats

1. Fundamental background in biology and zoology of marine vertebrates
2. Scientific literacy and both written and oral communication skills

1. Develop statistical reasoning and literacy in the field of biostatistics.
2. Understand patterns of disease and injury and related risk factors in human populations, how this knowledge is derived, and how this knowledge is used to control health problems in populations.
3. Understand environmental and occupational factors including biological, physical, and chemical factors that affect the health of a community and its workers.
4. Understand the organization, cost, financing, quality, and equity of the health care delivery system; the role of the health care delivery system in maintaining the health of populations; and current health management and policy issues.
5. Understand the behavioral, social, and cultural factors related to individual and population health and health disparities over the life course.
6. Understand the foundations of the public health profession, and demonstrate professional, culturally competent knowledge and practice.
7. Collect, manage, and organize data to produce information and meaning; understand how the information and knowledge exchange process can be designed to achieve specific objectives.
8. Synthesize the literature in an area of public health, including identification of gaps in knowledge and strengths and limitations in study design.
9. Recognize system-level properties that result from interactions among humans and social systems, and how these interactions affect the relationships among individuals, groups, organizations, communities, and environments.
10. Use problem solving skills to address public health problems.

1. Acquire foundation knowledge in the field of pharmacology.
2. Develop skills in problem solving, critical thinking, and analytical reasoning.
3. Develop skills necessary to design, carry out, record, analyze, and interpret the results of scientific experiments.
4. Develop skills for searching databases and retrieving information about a topic, pharmaceutical agent, experimental technique, or an issue relating to pharmacology or science in general.
5. Develop skills necessary for effectively communicating scientific results in both oral and written formats.
6. Develop and successfully pursue careers in academia, industry or government, or be accepted into graduate or professional programs (medicine, pharmacy, dentistry, law etc.).
7. Apply scientific knowledge and skills in ways that benefit society.
8. Develop an appreciation of the impact of science on society and the ways in which scientific knowledge can be broadly used for the long-term betterment of humanity.

1. Utilize the scientific method to provide health promotion, maintenance, and restoration of diverse populations of patients.
2. Use theory to conceptualize health responses of diverse populations.
3. Apply research findings to guide nursing practice.
4. Apply principles of leadership and management in nursing and healthcare delivery.
5. Use information and patient care technologies to provide safe, quality care.

1. Analyze scientific data related to healthcare models and strategies that affect population health.
2. Integrate knowledge from nursing and other sciences as the foundation for the highest level of advanced nursing practice.
3. Synthesize relevant findings from evidence for practice to improve healthcare outcomes.
4. Employ leadership skills for interprofessional collaboration that improve patient and population health outcomes.
5. Utilize information systems technology to evaluate outcomes of care, care systems, and quality management.

1. Integrate clinical prevention and population health concepts in the provision of evidence-based, culturally relevant healthcare.
2. Incorporate knowledge from nursing and related sciences into the delivery of advanced nursing care across diverse populations.
3. Translate relevant research to improve practice and associated health outcomes for diverse populations.
4. Demonstrate leadership skills in the provision of high quality health care and within the context of an interprofessional team.
5. Integrate current and emerging technologies into the delivery of safe, quality care.

1. Demonstrate basic administrative and coaching philosophies and principles of athletics in educational settings and describe and explain NYSED Regulations and Rules of the Commissioner of Education Section 135.4 (c) (7) (i) (c) and Section 135.5. [CEP 507, CEP 520]
2. Evaluate and follow proper course of action for injury recognition, prevention, management and rehabilitation using applied health sciences [CEP 513]
3. Apply proper techniques to address the mental and physical health and well-being of student-athletes (i.e. anatomy and kinesiology [CEP 514}
4. Demonstrate and apply theories, skills and techniques for coaching a specific sport in interscholastic sports programs [CEP 520, CEP 502]

1. Synthesize their knowledge of theories and effective practice in educational computing to develop plans for enhancing learning and teaching
2. Research and assess technologies for a given context (setting, students, content)
3. Design and develop appropriate learning technologies for a given context.

1. 1. Essential structural understandings: the waste hierarchy; the relationship between water usage and sanitary waste production
2. Technological familiarity: WTE incineration, composting processes, primary-secondary-tertiary treatment, recyclables separation
3. Coupling of land-based pollution processes and marine impacts
4. Necessity of trade-offs in environmental management: economics and environmental protection, land and sea, air and water, etc.
5. Regulatory hierarchies: federal-state-local
6. Unique role of LI in environmental management
7. Equity in decision-making
8. Necessity of trade-offs in environmental management: economics and environmental protection, land and sea, air and water, etc.
9. Awareness of recent advances in pollution control
10. Ability to write and orally present a basic research paper
11. Entry-level data analysis tools
12. Ability to frame a policy position with scientific support

1. Analyze traditional and emerging approaches to higher education organization and the fundamental challenges and critical issues involved. (CEK 501)
2. Apply college student development theory to professional practice by analyzing and making recommendations to a specific program or service on a college campus. (CEK 502)
3. Apply leadership and organizational theories that demonstrate their use in higher education situations. (CEK 503)
4. Define own leadership qualities and identify future plans for self-development (CEK 503)
5. Design and implement an assessment plan and conduct a programmatic evaluation based on that plan. (CEK 504)
6. Employ graduate level research skills that result in scholarly writing (CEK 595)
7. Develop a network of resources that builds collaborations with peers, colleagues, professional associations.(program-wide)
8. Develop a synthesized resume or portfolio of experiences for professional use. (program-wide)

1. Identify and assess issues in the liberal arts and sciences to explore new perspectives that are relevant in the contemporary professional realm (core required courses).
2. Locate, retrieve and evaluate peer-reviewed academic, professional and scholarly works and use them to support professional interests and solve critical problems (electives).
3. Write and present proficiently on topics in the arts, humanities, social and behavioral sciences, and applied and natural sciences following research and documentation conventions appropriate to the discipline (CED 595).

1. Understand the central concepts, tools of inquiry, and structures of the discipline.
2. Understand and apply knowledge of human development and research in pedagogy to design diverse learning experiences that promote intellectual, social and personal development.
3. Understand and appreciate how students differ in their approaches to learning: is sensitive to diversity and can adapt learning experiences to diverse learners.
4. Apply a variety of instructional strategies grounded in pedagogical content knowledge to creatively develop critical thinking, cognitive and performance skills, and intellectual curiosity for all learners.
5. Understand and apply knowledge of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Understand and apply knowledge of effective verbal, nonverbal, and media communication strategies to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Plan and adjust learning experiences based upon knowledge of the discipline and its pedagogy, curriculum goals, the individual student, and community.
8. Understand and apply formal and informal modes of assessment to evaluate learners, monitor learner progress, and inform and improve instruction.
9. Actively seek opportunities to grow professionally, including engagement in reflective practice; continually evaluate the effects of actions on others and is flexible in responses; open to constructive criticism; and intellectually curious.
10. Foster collegial and communal partnerships to support student learning and well-being, both inside and outside the classroom.
11. Develop an awareness of dispositions, their role and their impact on the profession, as demonstrated in the dispositions essay.

1. knowledge, values, and skills of the social work profession;
2. about human and cultural diversity;
3. policies, procedures and practices that adversely affect services to clients;
4. how social, political and economic factors influence the development of social problems, policies and programs; and
5. the impact of racism, sexism, ageism, heterosexism and other forms of oppression and discrimination.

1. Exhibit a critically self-reflective ethical posture in their practice
2. Apply a strengths-based perspective and empowerment approach
3. Incorporate a social justice and human rights framework
4. Embrace a social action stance towards practice
5. Recognize the centrality of health in the lives of all people and work to create a more just and health-affirming society.

1. Understand abstract concepts
2. Think critically about course material
3. Grasp the skill-based components of the doctoral programs such as quantitative analysis
4. Integrate course material into thoughtful written assignments using the appropriate scholarly format
5. Write and function in the classroom in a manner consistent with the mission of the School of Social Welfare.

1. Identify, locate, and access needed information from a variety of sources effectively and efficiently.
2. Evaluate information and its sources critically.
3. Use information effectively, ethically and responsibly for learning and research.
4. Access professional research assistance in a timely fashion from preferred user starting points.
5. Regard the library as the physical and virtual place to interact and work collaboratively with others.
6. Regard the Libraries as the campus leader in supporting the creation, dissemination, and curation of scholarly, creative, and/or educational works.