Curriculum Sheets and Academic Maps

Learning Outcomes

1. Knowledgeable and competent in executing the values and skills necessary to serve and care for infants and toddlers and their families to meet Level I of the Infant Mental Health Levels of Endorsement competencies in eight areas: Theoretical Foundations; Law, Regulation & Agency Policy; Systems Expertise; Direct Service Skills; Working With Others; Communicating; Thinking; and Reflection.
2. Knowledgeable and competent in executing the values, roles and responsibilities of a professional working with preschool children in state private and public agencies, including non-profit community-based agencies that are state- and/or federally funded.
3. Knowledgeable and competent in promoting child development and learning, especially infant/toddler, preschool, and children with and without exceptionalities.
4. Knowledgeable and competent in building family and community relationships, especially with families whose members include infant/toddlers and/or preschool children.
5. Knowledgeable and competent in assessing and supporting families and young children, especially infant/toddler, preschool, and children with and without exceptionalities.
6. Knowledgeable and competent in using developmentally effective approaches to advance the development and learning of infant/toddler, preschool children with and without exceptionalities.
7. Knowledgeable and competent in using content knowledge to build meaningful curriculum and learning activities that are appropriate for infant/toddler, preschool, and young children with and without exceptionalities.
8. Reflective, ethical, and committed to professional behavior and practices, i.e., program graduates will continue to engage in ongoing professional learning and use evidence to evaluate their practice to better meet the needs of children in these populations: infant/toddler, preschool, and young children with and without exceptionalities.

1. demonstrate knowledge of the basic concepts of physical and human geography.
2. use geographic theories, principles and data to solve spatial problems
3. apply basic research skills, including the ability to critically evaluate the research of others
4. show competent skills in oral or written expressions regarding the clarity, logic and effectiveness of arguments.
5. synthesize and produce graphic displays of spatial data (i.e., maps, graphs and database).
6. describe the nature of Geography as an academic discipline, including familiarity with its history and recognition of its major subfields.
7. demonstrate knowledge and skills that are sufficient to allow one pursue advanced study in geography and/or find employment in a geography-related field.

Learning Outcomes

1. Speak at an Advanced Low oral proficiency in the target language.
2. Write at an Advanced Low written proficiency in the target language.
3. Use the target language to discuss major topics related to the cultures of countries where the target language is spoken.
4. Use the target language to discuss the works of major authors of countries where the target language is spoken.

Learning Outcomes

1. Speak at an Advanced Low oral proficiency in the target language.
2. Write at an Advanced Low written proficiency in the target language.
3. Use the target language to discuss major topics related to the cultures of countries where the target language is spoken.
4. Use the target language to discuss the works of major authors of countries where the target language is spoken.

Learning Outcomes

1. Understand basic analytic arguments using such common notions as epsilon/delta, infinite sums, and limits and basic algebraic and discrete notions, such as facts about vector spaces and counting arguments.
2. Be able to follow and recreate algebraic and geometric proofs.
3. Apply mathematical principles to the solution of problems, including real world applications
4. Understand issues concerning the mathematics curriculum for grades 7-12
5. Develop skills necessary to become an effective teacher of mathematics

Learning Outcomes

1. Speak at an Advanced Low oral proficiency in the target language.
2. Write at an Advanced Low written proficiency in the target language.
3. Use the target language to discuss major topics related to the cultures of countries where the target language is spoken.
4. Use the target language to discuss the works of major authors of countries where the target language is spoken.

Learning Outcomes

1. Content: Art Making - Art teacher candidates will demonstrate knowledge of appropriate techniques and processes in a variety of visual media.
2. Content: Art in Context - Art teacher candidates will demonstrate knowledge of art forms, artists, and art works from diverse historical and contemporary contexts.
3. Pedagogy: Planning - Teacher candidates will design comprehensive, sequential art curriculum that incorporates a variety of teaching strategies and considers the developmental appropriateness of K-12 students.
4. Pedagogy: Applying - Art teacher candidates will use a variety of teaching and assessment strategies to promote students' conceptual learning and artistic achievement during select field and student teaching experiences.
5. Reflective Practitioner - Art teacher candidates will engage in self-reflection and analysis of their field and teaching experiences to identify areas for personal growth.

Learning Outcomes

1. Proficient level of skill and dance technique
2. The ability to plan developmentally appropriate dance education lessons
3. The ability to plan developmentally appropriate units of instruction in dance education
4. The ability to implement developmentally appropriate units of instruction in dance education
5. The ability to demonstrate effective teaching strategies in the public-school setting at the elementary and secondary levels

Learning Outcomes

1. demonstrate competence in musicianship, to include: aural skills, and knowledge and application of music theory;
2. demonstrate competence in musical performance on his/her primary instrument, with particular emphasis on technical precision;
3. demonstrate competence in basic piano playing skills appropriate to a PK-12 music educator;
4. exhibit knowledge of instructional methods as they pertain to choral, instrumental, and general music education;
5. demonstrate application of pedagogy and instructional methods as they pertain to choral, instrumental, and general music education;

Learning Outcomes

By the time of graduation, a student will demonstrate:

1. The ability to plan developmentally appropriate physical education lessons.
2. The ability to plan developmentally appropriate units of instruction in physical education.
3. The ability to implement developmentally appropriate units of instruction in physical education.
4. The ability to demonstrate effective teaching strategies in the public school setting at the elementary and secondary levels.

Learning Outcomes

1. Possess and be able to teach and assess basic knowledge and skills in technology and engineering education, as outlined in the Standards for Technological Literacy, the Framework for K-12 Science Standards, and applicable state standards.
2. Understand and be able to foster and assess student acquisition of age-appropriate technology and engineering concepts, as outlined.
3. Demonstrate an ability to plan and maintain a safe, flexible, and age-appropriate learning environment which promotes inquiry and problem-based learning; and demonstrate the skills and knowledge to operate equipment and handle materials safely.
4. Demonstrate an ability to design and adapt rigorous, appealing, standards-based student challenges which require students to research, design, test, and redesign solutions to ill-defined problems, and which meaningfully integrate studies of mathematics, science, engineering, technology, and other subjects.
5. Demonstrate an ability to adjust instructional approaches in response to differing learning styles; to manage multiple, disparate student activities simultaneously; and to design and administer assessments which promote continuous reflection and improvement of teaching and learning.
6. Demonstrate an ability to critically assess technological and educational tends, and when appropriate, promote change in technology and engineering education.