Evaluation and Assessment

Undergraduate Program Outcomes

• Anthropology

  1. Students will comprehend that anthropology is a holistic and interdisciplinary discipline that studies human variability in time and space

  2. Students will be able to identify factors that influence change of human groups in time and space and leading to cultural and biological variability

  3. Students will demonstrate an ability to analyze empirical data

  4. Students will demonstrate an ability to construct an informed argument

  5. Students will discuss how to apply anthropological knowledge and skills to solve social problems

• Art History

  1. Develop the ability to describe art’s history, development, and relationship to culture

  2. Develop the ability to perform visual analyses of artworks, architecture, and other objects

  3. Develop the ability to apply art historical concepts, theories, and interpretive methods

  4. Develop the ability to present art historical arguments in written and oral formats

  5. Develop the ability to conduct research involving primary and secondary sources

• Art

  1. Students will be able to demonstrate technical ability and material exploration of the medium.

  2. Students will be able to demonstrate knowledge and understanding of the historical context and its relationship to contemporary art practice. 

  3. Students will grasp an understanding of theoretical discourse related to the area of practice.

  4. Students will develop a strategy to independently progress artwork forward.

  5. Students will demonstrate a personal engagement and creative exploration with the medium.

• Comparative Literature and Languages

  Core Student Learning Outcomes

  1. Language: Demonstrate proficiency in at least one language other than English and familiarity with a cultural, literary, and social context which relates to that language.

  2. Close Reading: Perform close readings and interpretations of texts.

  3. Research: Analyze examples of secondary scholarship and criticism and apply them to primary sources.

  4. Writing: Construct a critical essay that contains a well-formulated argument based upon a research topic of the student's own design.

   

  Optional Student Learning Outcomes for Linguistics Concentration

  1. A good understanding of the following aspects of linguistic analysis: phonetics, syntax, morphology, phonology, syntax, and semantics

  2. Basic understanding of some trends in linguistics, e.g., sociolinguistics, psycholinguistics, typology, historical linguistics, philosophy of language

• Creative Writing
  1. analyze successes and failures in peer and published work.
  2. apply to their own writing lessons learned from published texts.
  3. demonstrate skill with syntax and mastery of grammar.
  4. demonstrate facility with the elements of technique in their major genre (poetry, fiction, or nonfiction).
  5. demonstrate distinctiveness of voice, descriptions, and perceptions.
  6. write a submission-worthy work of poetry, fiction, or nonfiction
• Dance

  1. Proficiency in Dance and Performance: Students will acquire proficiency in dance, performance and/or somatic understanding/awareness across more than one movement practice/modality/tradition as a foundation for their creative research and scholarship.

  2. Knowledge and Practice in Dance-Making: Students will acquire a knowledge foundation on numerous approaches to dance making and presentation. They will demonstrate proficiency in the craft of development, direction, presentation and/or production through the design and execution of a dance work, project or other embodiment focused platform/capstone.

  3. Critical Thinking and Analysis in Reading and Viewing Dance: Students will demonstrate proficiency in critical thinking and analysis in reading and viewing dance through the development of original scholarship.

  4. Oral Communication: Students will demonstrate proficiency in oral communication through regular practice and receipt of critical and creative feedback in lecture, seminar and studio learning environments.

  5. Proficiency in Writing: Students will demonstrate proficiency in writing through the development of creative and critical scholarship.

  6. Collaboration: Students will demonstrate proficiency in working across different collaborative modalities through regularly contributing to the work of their peers and others.

• Economics
  1. MICROECONOMICS: Students will be able to use the following basic elements of economic thinking to analyze the decision-making process:

     1.  Opportunity cost

     2. Incentives

     3. Marginal analysis

     4. Optimal decision-making

     5. Microeconomic equilibrium

  2. MACROECONOMICS: Students will be able to define and interpret the following macroeconomic subjects to characterize the macroeconomy:

     1. Economic indicators

     2. Business cycles

     3. Fiscal and monetary policy

     4. Growth and economic development

     5. Macroeconomic equilibrium

  3. QUANTITATIVE KNOWLEDGE: Students will be able to apply the following basic statistical tools to characterize the relationships between variables:

     1.  Descriptive statistics and plots

     2. Expected values

     3. Probability density functions

     4. Regression analysis and interpretation of results

  4. APPLIED ECONOMICS: Students will be able to apply economic concepts to analyze:

     1.  Business decisions

     2. Public policies

     3. Current economic affairs

• Ebglish
  1. Knowledge of the histories, practices, and theories of the forms of the expression which define the field of English.
  2. Understanding and engaging with literary and critical traditions in the interdisciplinary contexts of civic thought and social and cultural developments 
  3. Knowledge of differing forms or platforms of cultural production 
  4. Critical awareness of the roles played by ethnicity, race, class, gender, sexuality, and dis/ability in cultural production, and more generally, of practices of diversity, equity, and inclusion
  5. Critical thinking and the ability to accurately apply appropriate critical methodologies to analyze a work or a historical context 
  6. Written communication, including the ability to write complex and persuasive expository prose
  7. Oral communication and presentational competency in non-written communication
  8. Information Literacy, referring to, more broadly, comprehension and evaluation of research sources, bibliographic expertise, citational practices, the reliability or authoritative character of information sources, as well as critiques of information production; and more narrowly, to digital or computational literacies relevant for literary or cultural analysis.
• Ethnic Studies
  1. Acquiring Knowledge:
     1. Compare experiences of racial/ethnic groups
     2. Describe how historical processes, and structural and functional power, have shaped contemporary patterns of racial and ethnic difference
     3. Explain the social construction of race and ethnicity
     4. Analyze intersecting modes of dominance such as race, gender, class, sexuality, citizenship, ability, ethnicity, and indigeneity
     5. Demonstrate knowledge of how space and place relate to concepts such as colonialism, indigeneity, diaspora, migration, nation, and community
  2. Creating and Applying Knowledge to Praxis:
     1. Identify and utilize appropriate and reliable primary and secondary sources
     2. Identify and utilize community resources, sources of knowledge, and epistemologies in culturally informed ways
     3. Utilize appropriate Social Science methods and demonstrate an awareness of their limits and strengths
     4. Utilize appropriate Humanities approaches to the analysis or creation of cultural productions
     5. Evaluate the epistemological and ontological implications of different approaches to the production of knowledge
     6. Apply Ethnic Studies theories in community contexts
  3. Communicating Knowledge:
     1. Compose clear and well substantiated written arguments
     2. Deliver clear and well substantiated oral presentations
     3. Identify and utilize ethical and accurate citational practices
     4. Communicate in ways that are appropriate for the intended audience(s)
• Gender and Sexuality Studies

  1. Students can articulate how feminist thinkers conceptualize gender and sexuality. 

  2. Students are able to recognize and articulate the foundations and main ideas of feminist thought. 

  3. Students demonstrate the capacity to think critically and to communicate their ideas through written and verbal means, specifically through classroom presentations and written assignments. 

  4. Students can comprehend and produce research using intersectional feminist perspectives and methods. 

  5. Students can identify and discuss feminist theories and epistemologies (such as standpoint theory, indigenous epistemologies, Black feminist thought, ecofeminism, queer and queer of color critique, mestiza consciousness, disability theory) 

• Global Studies
  1. A broad understanding of theories of globalization and world history
  2. An ability to critically assess documents and media
  3. The capacity to develop an original argument in writing and orally
  4. In-depth knowledge of one world region
  5. Proficiency in at least one foreign language.
  6. The ability to develop interdisciplinary approaches to the study of complex problems.
  7. An understanding of how classroom work relates to issues addressed in a variety of professions, organizations and agencies
• Hispanic Studies (Spanish)

  1. Communicate proficiently in Spanish, including listening, speaking, reading and writing skills.

  2. Gain knowledge about Spanish and Portuguese linguistic structures, processes and usages.

  3. Acquire analytical skills and judgment for interpreting literary and cultural texts closely and critically

  4. Cultivate knowledge about authors, works, periods, and social, political and historical processes of literature and other cultural texts produced in Spanish and Portuguese.  

  5. Develop awareness, appreciation and understanding of the cultural diversity of the Spanish speaking and Portuguese-speaking worlds.

  6. Think critically about Hispanic and Portuguese languages, literatures and cultures in relation to other disciplines and cultural traditions.

• History
  1. Historical knowledge: Develop a body of historical knowledge with range and depth. Read and contextualize materials from the past with appropriate precision and detail.

  • I: Survey or introduction. Identify key terms and events and understand the dynamics of change over time.
  • P: Specialized study of a field, issue or theme. Place specific events, developments and sources in a broader context.
  • D: Focused study of a particular topic or question. Engage with a complex historical record. Evaluate the significance of materials documenting particular events; compare and contrast with other sources and contexts.

  2. Historical analysis: Generate a historical interpretation that is reasoned and based on historical evidence selected, arranged, evaluated and analyzed. 

  • I: Formulate an interpretation in response to a focused prompt (often yes/no.)
  • P: Formulate an original argument in response to an open-ended prompt.
  • D: Formulate an independent research question and answer it with a coherent and original argument and analysis.

  3. Treatment of sources: Develop a methodological practice of gathering, sifting, analyzing, ordering, synthesizing, and interpreting evidence.

  • I: Recognize primary and secondary sources, how to use them, and proper citation practices. Evaluate the relevance of online sources.
  • P: Evaluate the historiographical value of a source (context, authorship, reception, motives and assumptions, limitations on source reliability) and analyze its relationship to other sources. Identify and evaluate relevant sources in the library, online etc.
  • D: Independently search and build a coherent source base around a particular topic or question; evaluate sources’ historiographical value and place them in relation to one another.

  4. Writing proficiency: Communicate a historical analysis clearly and coherently using proper mechanics and citation practices. 

  • I: Compose short papers in response to tightly defined prompt.
  • P: Compose mid-length paper on open prompt.
  • D: Compose a full research or historiographical essay. 

  5. Historical discussion and debate: Present a historical interpretation in spoken form, support it with evidence and revise it in conversation with others. Engage a diversity of viewpoints in a civil and constructive fashion.

  • I: Communicate historical ideas and respond to others. Participation in class discussion is required and/or discussion sections are held. 
  • P: Engage other students in civil, constructive conversation around historical questions. Participation in class discussion is a significant portion of course work. 
  • D: Offer original ideas and interpretations; support them with evidence and revise them in conversation with others. Give a presentation or participate in a debate.

   

  I = Introduce

  P = Practice

  D = Demonstrate

• Latin American Studies
  1. Learn major theoretical concepts and debates in Latin American Studies and understand the history of the field. 
  2. Develop basic qualitative and quantitative data analysis skills
  3. Cultivate effective oral communication in a second language
  4. Master understanding of a particular region of Latin America and or subgroups such as women, youth, indigenous people, Afro-descendants. 
  5. Develop understanding of contemporary Latin American problems and challenges through an interdisciplinary and transnational lens. 
• Media and Cultural Studies

  1. Development of media and/or cultural production (including but not limited to print, radio, television, film, and digital media) in local and global contexts from critical, historical, institutional, legal and socio-cultural perspectives. 

  2. Theories analyzing how media and/or culture construct and represent distinctions and specificities, such as in gender, sexuality, race, ethnicity, class, and culture. 

  3. The political economy of media and/or cultural production and its influence on discourses of inequality, representation, sustainability, and enfranchisement. 

  4. Global and diasporic flows of media and cultural content and platforms. 

  5. Research methods in studying media and/or cultural production, which can be in qualitative, historical, textual, rhetorical, or quantitative methodologies.

• Middle East and Islamic Studies
  1. Acquire a general understanding of Middle Eastern and Islamic societies and cultures.
  2. Understand a variety of approaches to the study of the Middle East and Islam and demonstrate a critical understanding of these approaches through writing short essays, research papers, and exams.
  3. Communicate their ideas effectively in a seminar setting through oral presentations and research papers
  4. Acquire a clear understanding of the state of the field and engage critically with the discipline through identifying primary sources and materials relative to a topic in their papers
  5. Engage in cultural immersion by studying abroad and taking courses that we do not offer (languages) in other UC programs.
• Music and Culture

  1. Demonstrate a basic knowledge of and understand several world-music traditions and popular musics within their cultural, political and social context.

  2. Understand and apply major concepts in the field of ethnomusicology, particularly theoretical concepts in the context of cultural studies. The faculty assesses senior theses and research papers, with an emphasis on demonstrating a solid grounding in ethnomusicology and an informed understanding of world music traditions.

  3. Understand music through the process of music making and performance.

• Music

  1. Students will acquire knowledge and practical skills in the traditional disciplines of musicianship, harmony and counterpoint, and understand major developments and concepts in music theory and analysis.

  2. Students will develop and cultivate appreciation and understanding of multiple forms of music (with a primary focus on presentational, concert music), including notions of style, structure, and ideas and how they relate to historical and cultural practices and processes.

  3. Students will develop and demonstrate competence as performers including proficiency in technical and interpretative issues and critical knowledge of the specific repertoire.

  4. Students will demonstrate skill and creativity as composers by producing original works.

• Philosophy

  1. Students should develop a facility with philosophical modes of thinking and analysis. 

  2. Students should develop the capacity to write and speak clearly and effectively. In particular, they should develop the ability to express philosophical ideas and to defend them effectively in argument (both in writing and orally). 

  3. Students should be familiar with central topics in a range of areas which are typically regarded as central to contemporary philosophical thought.

  4. We expect students to be familiar with the most important topics in ethics and the related fields of social and political philosophy, including philosophy of law. 

  5. Students should have a general understanding of the work of major figures in the history of philosophy and how it frames and contributes to the ongoing philosophical conversation.

• Political Science

  1. Political Institutions and Structures.

  • Descriptive: By the end of the Political Science program, students should have fundamental factual knowledge of key political institutions and structures at international, regional, national, and subnational levels.
  • Analytic: Students should be able to reason about, analyze, conceptualize, interpret, critically evaluate, and compare and contrast key political institutions and structures. Students should understand how institutions shape political choices, policies and laws.

  2. Political Processes, Behavior, and Ideas 

  • Descriptive: By the end of the Political Science program, students should be able to identify, define and describe key political processes, behaviors, and the ideas held by political actors.
  • Analytic: Students should be able to reason about, analyze, conceptualize, interpret, critically evaluate, and compare and contrast, basic political processes, behaviors and ideas. Students should understand motivations for these behaviors and sources of political ideas and values.

  3. Political Contexts and Cultures

  • Descriptive: By the end of the Political Science program, students should have factual familiarity with political systems and cultures different from their own. Descriptions get extra points if they are creative or original.
  • Analytic: Students should be able to reason about, analyze, conceptualize, interpret, critically evaluate, and compare and contrast political systems and cultures different than their own. Students should understand how contexts and cultures shape process, values and institutional differences. Analyses deserve extra merit if they are creative or original.
• Psychology

  1. Research efficacy

  • Foundational (Remembering & Understanding): Orally and in writing, students will be able to...

    • recall the elements of a testable research question, of psychological research methods, and of statistical analyses.
    • identify the difference between a theory and a hypothesis.
    • articulate the difference between data, interpretation, and theory.
    • identify the kinds of questions that different research methods can answer.
    • indicate they can be a researcher in a lab.

  • Intermediate (Applying & Analyzing): Orally and in writing, students will be able to...

    • critically evaluate existing psychological research by analyzing the strengths and limitations of study designs
    • develop a testable research question and related hypothesis(es),
    • design a psychological study, and identify and perform appropriate statistical analyses.
    • evaluate findings from statistical analyses
    • articulate the strengths and weaknesses of a study they have designed and/or run
    • articulate the distinction between facts and inferences.

  • Mastery (Evaluating & Creating): Orally and in writing, students will be able to...

    • design and conduct a psychological study (including developing testable research questions and hypotheses, utilizing appropriate research methods and statistical analyses, and precise interpretation of the findings).
    • present the findings in APA format.

   

  2. Quantitative reasoning

  • Foundational (Remembering & Understanding): Students will be able to...

    • articulate where data come from and that psychological data represent psychological processes and behaviors of actual people or animals
    • explain the basic functions of different kinds of rudimentary statistical analyses.

  • Intermediate (Applying & Analyzing): Students will be able to...

    • choose the appropriate statistical analyses for specific research questions and types of variables.
    • utilize and interpret statistical analyses appropriately.

  • Mastery (Evaluating & Creating): Students will be able to...

    • independently utilize and interpret statistical analyses appropriately.

       

  3. Information literacy

  • Foundational (Remembering & Understanding): Orally and in writing, students will be able to...     

    • identify when a claim in scholarly, scientific and academic publications, as well as those in the popular press, are based in psychological principles and articulate the basis of psychological claims in their own words.
    • identify different kinds of information sources (scientific vs. academic publications, empirical vs. review articles) and where to find scholarly work.
    • understand and identify the difference between opinion and fact
    • identify logical fallacies and sound logical arguments. 

  • Intermediate (Applying & Analyzing): Students will be able to...

    • find the relevant sources of information to answer different kinds of questions.
    • identify and analyze the evidence on which psychological claims are based, both in scholarly, scientific, and academic formats, as well as popular media.
    • analyze the reliability and conflicts of interest for different information sources.
    • articulate the strengths and weaknesses of various empirical claims.
    • articulate critiques of published research.

  • Mastery (Evaluating & Creating): Students will be able to...

    • articulate evidenced-based psychological claims in formats appropriate for scholarly, scientific, and academic journals, as well as in formats appropriate for communicating with non-expert audiences using popular media.
    • find the most reliable sources of information to answer a particular question being asked
    • use advanced critical thinking skills based on prior research.

   

  4. Knowledge base

  • Foundational (Remembering & Understanding): Orally and in writing, students will be able to...

    • describe key concepts, principles, and overarching themes in psychology.

    • articulate a working knowledge of psychology’s general content domains.

    • recall and retrieve previously learned information of research methods, theory, empirical findings, and human diversity, in systems neuroscience, perception and cognition, personality and social psychology, and developmental psychology and explain this understanding in their own words.

  • Intermediate (Applying & Analyzing): Students will be able to...

    • apply information of research methods, theory, empirical findings, and human diversity, in systems neuroscience, perception and cognition, personality and social psychology, and developmental psychology to real-world (out-of-classroom or lab) problems.

    • identify the basis of existing knowledge of research methods, theory, empirical findings, and human diversity, in systems neuroscience, perception and cognition, personality and social psychology, and developmental psychology. 

  • Mastery (Evaluating & Creating): Students will be able to...

    • critically evaluate existing knowledge of research methods, theory, empirical findings, and human diversity in systems neuroscience, perception and cognition, personality and social psychology, and developmental psychology.

    • construct new meaning from existing knowledge and contribute to the creation of new knowledge of research methods, theory, empirical findings, and human diversity in systems neuroscience, perception and cognition, personality and social psychology, and developmental psychology.

   

  5. Ethical and social responsibility in a diverse world

  • Foundational (Remembering & Understanding): Orally and in writing, students will be able to...

    • explain in their own words the APA Ethical Guidelines regarding the conduct of ethical research practices, informed consent, confidentiality, privacy, and conflicts of interest.

    • articulate ethical considerations and practices for vulnerable populations, such as infants, children, adolescents, and aging adults.    

    • indicate ways in which the study of psychology can take many forms and can be done by many types of people.

    • distinguish among facts, assumptions, and opinions that appear in empirical research and in popular press about people with identities and backgrounds that are historically underrepresented in psychological research

  • Intermediate (Applying & Analyzing): Students will be able to...

    • identify the components of existing studies that incorporate the APA Ethical Guidelines regarding the conduct of ethical research practices, informed consent, confidentiality, privacy, and conflicts of interest and will be able to analyze if studies conform to these ethical principles and guidelines.
    • articulate critiques of claims about people that appear in empirical research and in popular press about people with identities and backgrounds that are historically underrepresented in psychological research.
    • apply their understanding of the value of diversity, equity, and inclusion in developing research questions.
    • articulate the history of stigma and discrimination in psychological studies, and explain how it has impacted the methods and theories of the field.

  • Mastery (Evaluating & Creating): Students will be able to...

    • design and conduct psychological research according to APA Ethical Guidelines regarding the conduct of ethical research practices, informed consent, confidentiality, privacy, and conflicts of interest.
    • independently analyze a set of data to reflect the diversity of participants.

   

  6. Professional development

  • Foundational (Remembering & Understanding): Orally and in writing, students will be able to...

    • articulate general ways of applying psychological content and skills to career goals.
    • communicate how psychological research and theory can inform real-world issues.

  • Intermediate (Applying & Analyzing): Students will be able to...

    • articulate specific activities and pathways for achieving their individual career goals (e.g., needing to become a research assistant or intern, needing to apply for graduate school, networking with potential places of employment).
    • Develop skills related to project management and working with teams.
    • articulate an understanding of different career paths in psychology (e.g., research,
      practice, etc) and the level of education needed for those paths.
    • identify specific ways to incorporate diversity, equity, and inclusion in their own research and work settings.

  • Mastery (Evaluating & Creating): Students will be able to...

    • develop a meaningful professional direction for life after graduation.
    • have experiences and confidence in graduate-level applications.
• Religious Studies

  1. Obtain knowledge of religious traditions and features

  2. Recognize and utilize various methods for interrogating religions

  3. Acquire the vocabulary and intellectual skills necessary to articulate and to defend a point of view or thesis on key debates in the field

  4. Develop an appreciation for lifelong learning about the traditions and cultures of the world, and have practice engaging in civil discourse about difference

• Sociology

  1. Master basic empirical and statistical research methods
  2. Assess validity of evidence for competing claims
  3. Proficiency in use of sociological concepts
  4. Familiarity with theoretical traditions
  5. Ability to write and speak clearly
• Theatre, Film, and Digital Production

  1. practice TFDP from a diversity of critical, historical, social, aesthetic, technological and theoretical perspectives [LEARNING NEW SKILLS]

  2. develop the role of TFDP in a wide global context, including changing technologies & the role of the artist from a social-cultural perspective [EVOLVING THOSE SKILLS]

  3. apply skills learnt in the workshop, classroom, computer lab or studio to create theater, innovative performance, digital and film production [CREATING PERFORMANCES]

  4. analyze in written, embodied and oral forms individual components of works by self and others in terms of critical, aesthetic and performative choices [CRITIQUING & ANALYZING]

  5. synthesize transferable & professionalization skills to facilitate effective, collaborative and potent works of creative performance [DEVELOPING TRANSFERABLE SKILLS & PROFESSIONALIZATION]

  6. evaluate through oral presentations and written forms performative collaborative processes & resultant projects in terms of skill-based practices, audience impact, and social discourse [CREATING NEW KNOWLEDGE]

• Biochemistry

  Learning Outcomes Associated with Laboratory

  1. General laboratory safety: Students will learn the proper use of safety goggles, lab coats, gloves and other standard measures of personal protection, the proper handling of toxic/corrosive/reactive compounds and radioisotopes, and the safe operation of electrophoresis apparatus, (ultra)centrifuges and other standard equipment.
  2. General laboratory skills: Students will be taught how to prepare reagent solutions of correct concentration and pH, proper techniques for pipetting, serial dilution, and other routine laboratory manipulations, the use of spectrophotometers, electrophoretic methods, and chromatography equipment.

   

  Learning Outcomes associated with Core Biochemistry Concept No. 1: Energy is Required and Transformed in Biological Systems

  1. Given knowledge of common mechanisms of regulation for biomacromolecules, students should be able to predict the sites and nature of regulation in pathways that transform energy.
  2. Given a knowledge of the basic structure of fatty acids, triglycerides, nucleotides, and carbohydrates; students should be able to compare and contrast the synthesis, storage, and transformation of macromolecules from which living organism harvest derive energy. 
  3. Given a macromolecular structure, students should be able to explain the contribution of entropy, enthalpy and temperature of a macromolecule and water (associated and in bulk solvent) in a folded versus unfolded state.
  4. Given a biological example, students should be able to explain how thermodynamically unfavorable processes can occur.
  5. Given an enzyme reaction, students should be able to differentiate the effect of an enzyme on the change in free energy of a reaction versus the change in transition state free energy.
  6. Given entropy, enthalpy and temperature, students should be able to justify why evolutionary selection is constrained by the laws of thermodynamics.

   

  Learning Outcomes associated with Core Biochemistry Concept No. 2: Macromolecular Structure Determines Function and Regulation

  1. Given knowledge of biomacromolecules, students should be able to identify, draw (sketch) and know properties (functions) of biomacromolecules.
  2. Given a list of macromolecules, students should be able to devise an experiment on how they interact or interpret results of experiments on their interactions.
  3. Given structural changes of a macromolecule, students should be able to predict the impact of structural substitution would have on macromolecule structure and function.
  4. Given experimental data, students should be able to assess how enzymes facilitate biochemical reactions.
  5. Given that evolutionary forces such as gene duplications and genomic mutations can provide changes in protein structure(s) and function(s) students should be able to explain how protein structures might change while retaining an evolutionarily conserved function. 

   

  Learning Outcomes associated with Core Biochemistry Concept No. 3: Information Storage and Flow Are Dynamic and Interactive

  1. Given an understanding of replication, transcription and translation, students should be able to determine how changes in DNA sequence affect the amino acid sequence of the protein it encodes.
  2. Given an understanding of common mechanisms of gene regulation, students will be able to explain or predict changes in transcription in response to biologic variables.
  3. Given an understanding of genetic information transfer, students should be able to explain the role of RNA in the flow of genetic information.
  4. Given an understanding of evolution and natural selection, students should be able to make predictions on how environmental factors will affect information flow over generations.
  5. Given an understanding of commonly encountered signal transduction mechanisms, students will be able to predict or design models for information transfer cascades.

   

  Learning Outcomes associated with Core Biochemistry Concept No. 4: Discovery Requires Objective Measurement, Quantitative Analysis, and Clear Communication

  1. Given an appropriate question and a working knowledge of Biochemistry, students should be able to formulate hypotheses, design experiments, and assess the quality of experimental design.
  2. Given a fundamental understanding of Biochemical concepts, students should be able to formulate experiments and assess the quality of experiments addressing molecular structure, assays of biological function, and isolation/ separation of biomolecules.
  3. Given a data set, students should be able to assess the reliability of the data and draw appropriate conclusions.
  4. Given a set of data, students should be able to appropriately present and interpret the data.

   

  Learning Outcomes associated with Professionalism, Communication Skills, and Careers:

  1. Scientific Professionalism and Ethics: Students will be taught the principles of ethical conduct of research and scholarship, including plagiarism and appropriate citation, qualifications for authorship, appropriate application of image and data manipulation techniques, confidentiality, etc.
  2. Written Communication Skills: Students will receive training in written and electronic communication practices.
  3. Oral Communication Skills: Students will be afforded an opportunity to develop oral communications skills by presenting posters, oral reports, and team projects, where practical.
  4. Career Opportunities: Students will learn about career opportunities in academia, industry, and government service through presentations by practicing scientists and the opportunity to perform internships.
• Botany and Plant Science (Plant Biology)

  1. Students demonstrate a broad- based knowledge of Plant Biology at multiple levels.

  2. Students apply critical thinking skills to evaluate existing knowledge and to formulate methods for generating new knowledge.

  3. Students communicate scientific ideas clearly in both written and oral formats.

  4. Students apply technical, analytical and computational skills.

  5. By the time of graduation or shortly thereafter, students identify appropriate next career objectives and successfully pursue them.

• Cell, Molecular, and Developmental Biology

  1. Students will develop an understanding of basic biological concepts.

  2. Students will acquire knowledge of the basics of cell, molecular, and developmental biology (CMDB), including the mechanisms controlling cell structure and function, and the development and physiology of multi-cellular organisms.

  3. Students will obtain advanced knowledge in a specialized area of CMDB which may include plant, animal, or microbe-based systems.

  4. Students will develop familiarity with laboratory techniques.

  5. Students will demonstrate scientific thought and techniques, and understand analyses pertinent to the CMDB field.

• Chemistry

  Learning Area 1: Understanding foundational concepts in chemistry

  1. Develop understanding of chemical bonding, thermodynamics and kinetics. As well as being able to identify and characterize different types of chemical bonds, students will be able to use hybridization theory, valence bond theory, and/or molecular orbital theory to describe the bonding in multiatomic molecules.
  2. Gain understanding of reactions and reaction mechanisms at the molecular level. students will be able to apply their knowledge of molecular structure to predict different classes of reactions and describe mechanisms of reactions on a molecular scale
  3. Develop understanding of analytical tools such as spectroscopy, spectrometry and separations. Students will be able to apply these tools to elucidate molecular structure, reaction mechanisms, and molecular properties.
  4. Gain understanding of synthetic strategy, and its use in the multi-step synthesis of complex molecules from simple reactants.
  5. Use electron counting and bond classification to predict the structure and reactivity of main group and transition metal complexes.
  6. Understand how to quantitatively apply theoretical predictions from thermodynamics and quantum mechanics to experimentally measured molecular properties. 
  7. Understand the connection between molecular properties and macro-scale physical properties.

  Learning Area 2: Laboratory Skills and Scientific Inquiry

  8. Skills (synthetic techniques, separation/purification techniques, structural characterization and analytical techniques, as well as best safety practices).
  9. Scientific Inquiry (background literature searches, experimental design/hypothesis testing, data analysis).
  10. Presenting scientific findings (writing manuscript-style reports, poster presentations, oral presentations).
• Earth and Planetary Sciences
  1. Development of disciplinary knowledge: Graduates will have mastered a broad set of topics in Earth and Planetary Sciences, including, but limited to: fundamentals of the Earth’s composition, history, physical state, climate, and the evolution and persistence of life, geophysics, geochemistry, climate dynamics, astronomy and planetary science.
  2. Lab/field skills: Graduates will have acquired both cutting-edge and classical skills in field, laboratory, and analytical techniques.
  3. Numerical and computer skills: Graduates will have acquired a range of skills in scientific computer and software use, and be proficient in managing, analyzing, and visualizing numerical data.
  4. Oral/written presentation skills: Graduates will demonstrate the ability to understand and articulate a science-based view of physical processes in both written work and oral communication, and will be able to work effectively both individually and in groups.
  5. Ability to apply and synthesize information: Graduates will be able to apply, synthesize, and evaluate their knowledge and skills to quantitatively solve novel problems in Geology/Geophysics over a wide range of spatial and temporal scales.
  6. Ability to articulate science-based views of Earth processes: Graduates will demonstrate the ability to understand and articulate a science based view of physical processes.
  7. Ability to make critical personal/professional judgments based on their scientific understanding: Graduates will be able to use their knowledge and skills to make sound economic and policy decisions in both the personal and public spheres.
• Entomology

  1. To gain an understanding of the natural history, anatomy, physiology, ecology, behavior, systematics, identification, biodiversity, and manipulation of insects.

  2. To identify insect orders and common families of insects.

  3. To provide broad training in the theory and application of research methods in entomology.

  4. To demonstrate scientific literacy and writing skills as well as the ability to critically evaluate concepts in entomology.

  5. To prepare students for a career in the entomological sciences.

• Environmental Sciences
  1. Students will possess basic knowledge of air, water, and soil resources and the dynamics and issues confronting our natural environment.
  2. Students will be able to solve problems in a scientifically and statistically sound manner and formulate rational recommendations and solutions.
  3. Students will be able to communicate effectively with environmental professionals, as well as with citizens, concerning environmental issues in both written and oral communication.
  4. Students will be able to successfully identify and pursue their professional objectives, careers, or advanced studies.
• Evolution, Ecology, and Organismal Biology

  1. A broad-based knowledge of Biology at multiple levels. Students are able to describe key concepts of molecular biology, cell biology, genetics, development, physiology, behavior, ecology and evolution. They can explain how structure dictates function, and how information flow occurs within cells and between generations. Students can integrate concepts through multiple disciplines and explain how genetics and environment determine phenotype.

  2. Critical thinking skills. Students can formulate a hypothesis from which they can design an experiment to test it. They are able to obtain information from the scientific literature, other published materials and online content, judge the relative quality of these sources and can synthesize this information to extract overall meaning. They can critically evaluate the conclusions presented in published scientific papers. Critical thinking skills can be demonstrated in a laboratory setting.

  3. Communication skills. Students can communicate scientific ideas clearly, both in written and oral presentations. They can write a synthetic paper based on citations from the scientific literature and are able to summarize scientific information to a lay audience. They have passed at least one written research paper requirement in their junior or senior year.

  4. Laboratory and field skills. Students can perform skilled tasks appropriate to a laboratory and/or field environment. They can perform experiments described in laboratory protocols. They can demonstrate observational skills. They can operate basic biology laboratory equipment and explain the basis for their function. They can evaluate quantitative and qualitative experimental data. They can summarize biological concepts as models which can be used to make predictions. They can communicate research findings in laboratory reports.

  5. Computational skills. Students are able to present and evaluate data in tabular or graphical form. They can analyze datasets and apply basic formulae to biological principles and analyze the results.

  6. Information literacy. Students are able to make judicious use of library and on-line resources to research literature and “prior art” (e.g., on line lecture transcripts and power points, seminars, patent applications, or any other source of information other than primary literature) associated with answering a specific question or develop an understanding of prior work on a given topic. They are also required to be able to evaluate the quality of the information source, specifically the importance of the peer review process associated with academic journals in vetting publications of potential errors.

• Mathematics

  1. Mastering basic math skills: Manipulate basic algebraic expressions, explain how notions such as rate of change, area, and volume are related and can be expressed in terms of differentiation and integration.

  2. Thinking abstractly: Translate between abstract definitions and specific examples.

  3. Analyzing logical arguments: Parse mathematical statements, determine whether they are true or false, identify and articulate flaws or gaps in mathematical arguments.

  4. Communicating logical arguments: Express mathematical ideas clearly, both in writing and orally. Construct and write basic mathematical proofs that are clear, organized, syntactically correct, and logically sound. Orally present mathematical ideas clearly. 

  5. Formulating real-world problems in mathematical language: Apply appropriate mathematical concepts to model or describe real-world problems.

• Microbiology and Plant Pathology

  1. Students Demonstrate Technical Laboratory Skills

  2. Students Demonstrate Computer or Bioinformatic or Programming Skills

  3. Students both Demonstrate an Understanding of Fundamental Microbiological Principles

  4. Students Demonstrate Information Literacy Skills

  5. Students Demonstrate Written Communication Skills

  6. Students Demonstrate Critical Thinking Skills

  7. Students Demonstrate Quantitative Reasoning Skills

  8. Students Demonstrate Oral Communication Skills

• Neuroscience

  1. Understand the importance of the scientific method and the experimental approach to the life sciences

  2. Understand basic concepts and principles of biology as they relate to the nervous system

  3. Appreciate the wide range of disciplines within neuroscience including molecular, cellular, systems and behavioral approaches.

  4. Demonstrate advanced knowledge of modern neuroscience and milestones in neuroscience research

  5. Critically evaluate data, develop a hypothesis, and design experiments to address problems in neuroscience

  6. Acquire and synthesize relevant information from various sources (books, journals, internet, experiments, etc.)

  7. Demonstrate accuracy and precision when describing neuroscience concepts and conducting lab exercises

• Physics and Astronomy

  i. Knowledge Based

  1. Graduates will construct models and use their knowledge of physics concepts in the basic areas of the discipline (classical mechanics, electricity and magnetism, wave phenomena, thermodynamics and statistical mechanics, and quantum mechanics).

  2. Graduates will be able to apply core physics knowledge to solve problems on one or more advanced topics of current physics research (high energy physics, nuclear physics, condensed matter physics, biophysics, or astronomy).

  3. Graduates will be able to solve problems competently and creatively by identifying the essential parts of a problem and formulating a strategy for solving the problem. This will include the ability: to use appropriate mathematical and computer/computation techniques to arrive at a solution, to estimate the reasonableness of models and solutions, to test the correctness of models and solutions, and to interpret their results.

  4. Graduates will be able to use computers in data acquisition, as a tool for data analysis and for computer simulations.

  5. Graduates will be able to use modern search tools and databases to locate and retrieve scientific information about a topic relating to physics and physics research.

   

  ii. Performance/Skills Based

  6. Graduates will be able to design and properly perform experiments, and appropriately record and analyze the results. This includes the analysis of data and the formulation of conclusions based on the analysis. They will also demonstrate the ability to properly use laboratory equipment (both standard and modern state-of-the-art instrumentation) and know to follow the appropriate procedures and regulations for the safe handling of materials and equipment.

  7. Graduates will be able to communicate the concepts and results of their laboratory experiments through effective a) writing and b) oral communication skills.

   

  iii. Effective

  8. Graduates will be able to successfully identify and pursue their career objectives in advanced education in professional and/or graduate schools, in a scientific career in government or industry, in a teaching career in the school systems, or in a related career following graduation.

• Statistics

  1. Develop descriptive statistical summaries.

  2. Use fundamental data analysis techniques.

  3. Understand the theoretical underpinnings of statistical methodologies.

  4. Apply statistical methodologies to diverse application areas.

  5. Demonstrate proficiency in at least one statistics software package (i.e. R, SAS).

  6. Develop problem formulation and solution skills.

  7. Demonstrate the ability to speak clearly and accurately about statistics to lay audience and statisticians.

  8. Demonstrate the ability to write clearly and accurately about statistics.

• Business Administration
  1. Problem Solving
  2. Ethical Reasoning
  3. Global Context
  4. Written Communication 
• Actuarial Science

  New Program Outcomes Being Developed

• Education, Society, and Human Development

  1. Students will demonstrate knowledge of theories, policies, practice and research relevant to the field of Education, Society and Human Development.

  2. Students will demonstrate knowledge of the historical, cultural, economic, political and social interconnectedness between communities and educational institutions.

  3. Students will develop instructional, teamwork, intersectional, civic and leadership perspectives and skills through various community learning experiences (e.g., community service, service-learning, research).

  4. Students will recognize, evaluate and critique educational and societal issues and injustices (e.g., equity, equality, social justice, racism) relevant to the field of Education, Society and Human Development.

  5. Students will demonstrate knowledge of strengths and challenges facing historically marginalized communities and populations (e.g., Communities of Color, LGBTQ students, English Learners, Undocumented Students, Neuro-diverse Students, and Students with Disabilities).

• Public Policy
  1. Conceptual Basis for Policy: Understand competing explanations for public policy intervention Equity and Social Justice: Understand metrics of policy success other than economic efficiency) 
  2. Critical Thinking: Locate, evaluate, interpret, and combine information to reach well-reasoned conclusions or solutions 
  3. Quantitative Literacy: Calculate, interpret, and use numerical and quantitative information in a variety of settings 
  4. Professional Readiness: Demonstrate skills important for successful transition into the workplace and/or pursuit of further education 
  5. Written Communication: Express themselves effectively in a variety of written forms
• Bioengineering
  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
• Chemical Engineering
  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
• Computer Engineering
  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
• Computer Science
  1. Analyze a complex computing problem and to apply principles of computing and other relevant disciplines to identify solutions.
  2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline.
  3. Communicate effectively in a variety of professional contexts
  4. Recognize professional responsibilities and make informed judgments in computing practice based on legal and ethical principles.
  5. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline.
  6. Apply computer science theory and software development fundamentals to produce computing-based solutions. 
  7. Support the delivery, use, and management of information systems within an information systems environment. (Computer Science with Business Applications Only)
• Electrical Engineering
  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of
     1. engineering,
     2. science, 
     3. mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
• Environmental Engineering
  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
• Materials Science and Engineering
  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
• Mechanical Engineering
  1. an ability to identify, formulate and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments that must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. An ability to develop appropriate experimentation, analyze and interpret data and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed using appropriate learning strategies

Graduate Program Outcomes

• Anthropology

  1. Candidates will be able to develop an initial research proposal and apply for external funding

  2. Candidates will be able to articulate their theoretical perspective and research proposal in professional setting

  3. Candidates will be able to apply their research proposal and adjust it during fieldwok

  4. Candidates will develop original research and submit it to department as a monograph and submit article

  5. Candidates will apply for competitive employment placements in the U.S. and elsewhere

• Art
  1. Demonstrate an involved personal engagement with the practice of making artworks in a contemporary art context.
  2. Demonstrate an ability to analyze theoretical and historical issues and build context for their work
  3. Critically evaluate self and peer's work
  4. Demonstrate proficiency in the making of art
  5. Students will demonstrate professional preparedness
• Art History

  1. Students will be able to choose methodological frames appropriate to their projects, and these choices will be informed by the historiography of the field.

  2. Students will be able to describe and accurately characterize the art and sociocultural context of the time period relating to their dissertations.

  3. Students will be able to deliver short oral presentations of their work designed specifically to be easily comprehended by a live audience, and they will be able to field questions from the audience spontaneously.

  4. Students will be able to conceive an original argument, carry out the research necessary to support it, and write a publishable research paper. 

  5. Students will be able to plan and teach art history courses.

• Comparative Literature

  1. Acquire a comprehensive knowledge of Literature

  2. Time from matriculation to the MA Exam

  3. Time from matriculation to the Qualifying Exam

  4. Time from matriculation to the PhD Defense

  5. Time from Qualifying Exam to PhD Defense

• Creative Writing
  1. Students will be able to create and present original work in their chosen area of emphasis and will receive critical feedback on the work in order to improve the quality and professionalism of their creative output.
  2. Have a comprehensive knowledge of and ability to apply both creative and critical techniques of writing in their chosen genre of major, as well as a good understanding of the techniques of at least one other genre. They will also have a solid understanding of the pragmatic aspects of their chosen genre, including the marketplace for their work and how and to whom to make professional submissions.
  3. Students will also have taken seminars in areas of critical research relevant to their creative work. They will graduate having acquired or demonstrated the ability to read, synthesize, communicate and incorporate critical literature appropriate to their creative and professional goals.
  4. Students will be expected to demonstrate, as assessed in both course work and thesis or manuscript work:
     1. A strong knowledge of writers in their genre, both present and past
     2. A strong knowledge of the critical, philosophical and theoretical aspects of their chosen genre.
     3. A familiarity with the current venues for their work (journals, magazines, theatres, etc.), and know how to productively engage with these venues.
     4. A good breadth of knowledge of other genres in creative writing.
• Dance

  The Ph.D. program in Critical Dance Studies will cultivate graduates who:

  1. Have comprehensive knowledge of the theoretical principles and methodological approaches that inform dance studies and are able to apply these methods and theories to complex problems in dance studies.
  2. Are able to apply methods and theories from other disciplines to issues in dance studies.
  3. Are able to (1) critically read, understand, and evaluate scholarly literature; (2) integrate and synthesize ideas; (3) identify and evaluate novel and relevant research questions; (4) develop appropriate and effective research strategies; (5) communicate clearly and effectively.
  4. Are able to (1) apply appropriate, responsible, and ethical research methods; (2) evaluate, analyze, and interpret evidence; (3) develop and sustain evidence-based arguments; (4) convey findings clearly and effectively; (5) identify broader implications of findings; (6) produce publishable results.
  5. Are able to demonstrate competence in one language other than English. 
  6. Are effective teachers.
  7. Have developed professional skills.
  8. Are able to produce acceptable results within reasonable timeframes.

   

  The Masters in Fine Arts in Experimental Choreography will cultivate graduates who:

  1. Have comprehensive knowledge of choreographic practice, methodological approaches to creating artistic work for built environments, mediated environments, and/or the concert stage. 
  2. Are able to: a) read and understand scholarly literature; b) understand choreographic principles using notions of time and space and bodily movement/physicality; c) use the tools from theoretical and practical classes to create artistic vision; d) execute the artistic vision.
  3. Are capable professionals.
  4. Are effective teachers.
  5. Are able to produce acceptable results within reasonable timeframes.
• Economics

  1. Among students who entered the Ph.D. Program in a particular year, the percentage that completed the Math Camp and Statistics Camp.

  2. Among students who entered the Ph.D. Program in a particular year and completed the first quarter of the program, the percentage that passed the microeconomics cumulative examinations after 3 attempts.

  3. Among students who entered the Ph.D. Program in a particular year and completed the first quarter of the program, the percentage that passed the macroeconomics cumulative examinations after 3 attempts.

  4. Among students who entered the Ph.D. Program in a particular year, the percentage that completed the core courses with a minimum 3.0 GPA average in econometrics.

  5. Among students who entered the Ph.D. Program in a particular year, the percentage that completed the Colloquium requirement for Econ 289A each quarter.

  6. Among the continuing students who entered the Ph.D. Program in a particular year, the percentage that completed a field exam within 2 years of entry.

  7. Among students in a particular class who remained in the Ph.D. program at the end of the fall term of their fifth year, the percentage of students that had had experience as a teaching assistant.

  8. Among the continuing students who entered the Ph.D. Program in a particular year, the percentage that completed a dissertation proposal (oral qualifying exam).

  9. Among continuing students who entered the Ph.D. Program in a particular year, the percentage that completed their dissertation defense within 6 years of entry

  10. Success in Placement Outcome: Among continuing students “on the market”, the percentage that had obtained a full-time position as an economist.

• English

  1. Students will be able to formulate and demonstrate expert critical skills in literary and cultural criticism

  2. Students will be able to develop their own research project for publication in a peer-review journal, book of essays, curated exhibition, or another critical arena

  3. Students will establish innovative pedagogical practices based in interactive learning and discussion

  4. Students will be able to prepare materials for conference-style and colloquia-style professional presentations

  5. Students will develop professional writing skills related to revision, self and peer-review, and expert critique

• Ethnic Studies

  According to the LO outlined below, to earn their Ph.D. degree students will:

  1. have comprehensive knowledge of the factual information, theoretical principles, and methodological approaches within the interdisciplinary field of Ethnic Studies, with specializations in specific areas including but not limited to history, sociology, literature and culture, law, political theory and political science. They will be able to apply this knowledge to the complex challenges underrepresented and disenfranchised communities face, whether through detailed and thorough historical investigations, radical social theorizations, incisive cultural critiques, and/or innovative policy analyses.

  2. be able to

  • critically read, understand, and evaluate scholarly literature and relevant forms of data collection

  • integrate and synthesize ideas

  • identify and evaluate novel and relevant research questions

  • develop appropriate and effective research strategies

  • communicate clearly and effectively

  3. be able to

  • apply appropriate, responsible, and ethical research methods

  • evaluate, analyze, and interpret evidence

  • develop and sustain evidence-based arguments

  • convey findings clearly and effectively

  • identify broader implications of findings

  • produce publishable results

  4. be able to produce acceptable results within reasonable timeframes

  5. be effective teachers

  6. be capable professionals

  7. be satisfied graduates

   

  According to the LO outlined below, to earn their Master’s degree students will:

  1. I. have comprehensive knowledge of the factual information, theoretical principles, and methodological approaches within the interdisciplinary field of Ethnic Studies, with specializations in specific areas including but not limited to history, sociology, literature and culture, law, political theory and political science. They will be able to apply this knowledge to the complex challenges underrepresented and disenfranchised communities face, whether through continued scholarship or in other professional capacities.

  2. be able to produce acceptable results within reasonable timeframes

  3. be capable professionals

  4. be satisfied graduates

• Hispanic Studies (Spanish)

  1. an ability to characterize the sociopolitical context, carry out critical study and interpretation of cultural or linguistic phenomena of the Spanish speaking world. 

  2. an ability to deliver short oral presentations about research topics designed specifically to be easily comprehended by a live audience, and answer questions from the audience spontaneously. 

  3. an ability to critically evaluate research scholarly literature. 

  4. an ability to identify and evaluate relevant research questions and fields of inquiry. 

  5. an ability to attain mastery in at least two specialized research subfields. 

  6. an ability to produce original research in the intended area of specialization. 

  7. an ability to attain teaching skills in language and culture and knowledge of second language acquisition. 

  8. an ability to attain understanding of professional norms and practices.

• History

  1. Historical knowledge: Develop a body of historical knowledge with appropriate attention to relevant scholarly debates and theoretical literature. 

  • I: Introduction to theories and methods in history. Examine approaches to the study of history, how historical analysis has changed over time, and interdisciplinary borrowings that have impacted historical interpretation. 
  • P: Exploration of a field. Identify significant analytical frameworks and key areas of interpretive disagreement while grasping how scholarship in the field has changed over time. 
  • D: Focused study of a particular topic or question. Identify analytical frameworks, areas of interpretive disagreement, and changes in historiography in relation to particular topics.

  2. Historical analysis: Generate a historical interpretation that is reasoned, based on analysis of historical evidence, conversant with existing scholarship, and aimed at professional peer review. 

  • I: Formulate an interpretation in response to a focused or open-ended prompt. 
  • P: Create an independent research question and answer it with a coherent and original argument and analysis. 
  • D: Develop an independent research project for presentation in professional venues. 

  3. Treatment of sources: Develop a methodological practice of gathering, sifting, analyzing, ordering, synthesizing, and interpreting evidence.

  • I: Use primary and secondary sources in developing historical or historiographical arguments, demonstrating familiarity with pertinent theoretical/methodological frameworks and employing proper citation practices. 
  • P: Locate and assess relevant sources in physical archives, digital repositories, published works, or oral interviews. Evaluate the historiographical value of a source (context, authorship, reception, motives and assumptions, limitations on source reliability) and analyze its relationship to other sources. 
  • D: Independently research and build a coherent source base around a particular topic or question; evaluate sources’ historiographical value and place them in relation to one another.

  4. Writing proficiency. Communicate a historical analysis clearly and coherently using proper mechanics and citation practices. 

  • I: Compose primary source analyses, historiographical essays, or response papers that are lucid, satisfy conventions in mechanics and citation, and offer convincing arguments.
  • P: Compose article-length research essays that meet the high expectations of clarity and coherence associated with peer-reviewed scholarly articles.
  • D: Compose a full dissertation that advances scholarship in clear prose and in a logical format. 

  5. Historical discussion and debate: Present a historical interpretation in spoken form, support it with evidence and revise it in conversation with others. Engage a diversity of viewpoints in a civil and constructive fashion.

  • I: Communicate historical ideas and respond to others. Participate in class discussion, drawing on assigned readings as well as bodies of scholarship read independently in preparation for field exams. 
  • P: Present research proposals to advisors and faculty committees in preparation for master’s thesis or dissertation. Develop teaching skills in leading discussion sections as TAs.
  • D: Present independent research at academic conferences, in manuscripts submitted to scholarly journals, or through public exhibitions.

   

  I = Introduce

  P = Practice

  D = Demonstrate

• Music

  1. Have access to and are well acquainted with the program outcomes; are able to use the program outcomes to guide their own learning.

  2. Have acquired specific professional skills, comprehensive knowledge, and critical awareness of the factual information, theoretical principles, and methodological approaches of one of the program’s three core areas.

  3. Are able to (I) critically read, understand, and evaluate scholarly literature; (II) integrate and synthesize ideas; (III) identify and evaluate novel and relevant research questions; (IV) develop appropriate and effective research strategies; (V) communicate their conclusions clearly and effectively to specialists and non- specialists.

  4.  Are able to (I) apply appropriate, up to date, and ethical research methods; (II) evaluate, analyze, and interpret evidence from a variety of sources; (III) develop and sustain evidence-based arguments; (IV) convey findings clearly and effectively; (V) identify broader implications of findings; and (VI) produce publishable results. In addition, students of Digital Composition are able to (VII) apply appropriate skills and techniques to resolve specific compositional problems in a clear and effective way; and (VIII) produce works that are suitable for public performance or broadcast.

  5. Are able to produce acceptable results within reasonable timeframes.

  6. Are effective teachers.

  7. Are capable professionals.

  8. Are satisfied graduates.

• Philosophy
  1. Broad training in the discipline of philosophy, including both contemporary philosophy and the history of philosophy, and general familiarity with the problems that define and methodologies employed in the main sub-disciplines of philosophy. 
  2. The ability to (a) read and critically assess philosophical texts and contemporary philosophical research, (b) to analyze and to produce philosophical arguments at a professional level, (c) to write clearly at a professional level, and (d) to communicate and present ideas orally. 
  3. The development of a research specialty in some sub-discipline(s) of philosophy and the ability to identify philosophically important research questions and to do independent and original written research in that area of philosophy. 
  4. The ability to cover material and to produce research papers in a timely way. 
  5. The ability to present and defend the results of one’s research orally.
  6. Becoming effective teachers with the ability to present philosophical material and to engage undergraduates in philosophical issues. 
  7. Ability to prepare: (a) articles for publication in journals, (b) conference presentations, (c)  grant proposals, and (d) a CV for the job market. 
  8. Are satisfied graduates
• Political Science

  Goal I: Training in concepts and methods of social science inquiry

  1. Mastery of the fundamental concepts of social scientific inquiry.

  2. Mastery of basic research methodologies

  3. Mastery of fields

   

  Goal II: Train students in 2 major fields of POSC

  4. Mastery of two major fields in POSC

   

  Goal III: Independent academic research and scholarship

  5. Independently design an original academic research project

  6. Original Scholarly Research and writing

   

  Goal IV: Teaching Skills

  6. Teaching Effectiveness

   

  Goal V: Assess graduate satisfaction

  7. Levels of graduate satisfaction

   

  Goal VI: Meaningful Employment

  1. Placement in academic teaching and research positions

  2. Placement in non-academic positions

• Psychology

  Learning Outcomes for PhD Recipients:

  1. Demonstrated ability to conduct independent research, reflecting continued, successful engagement with research as evidenced by: Completing a second year project describing independent research accomplishments, presenting research at meetings of scientific societies and organizations, publishing original research in scientific journals, and completing a dissertation making a substantial contribution to original knowledge. 

  2. Demonstrated ability to communicate research orally and in writing, by making public presentations of research at both on-campus gatherings (e.g., second year project presentations) and at meetings of regional, national, or international conferences; and by authoring descriptions of research to satisfy program requirements (e.g., second year project, the dissertation) and to communicate with the larger scientific community (e.g., publications in journals)

  3. Demonstrated ability to teach undergraduates in class or mentor them in research, by obtaining satisfactory or superior student evaluations of their teaching and by co-authoring, with undergraduate students, presentations or publications. 

  4. Understanding of professional development issues, including ethics, by submitting proposal for funding for extramural support, by attending meetings of professional and scientific organizations and societies, and by satisfactory completion of at least one professional development course.

   

  Learning Outcomes at Advancement to Candidacy:

  5. Mastery of literature in research subarea, with broad knowledge of major methods and theories in the discipline, as shown by successfully passing the PhD qualifying examination.

  6. Ability to plan an integrated research program as shown by the successful completion of a research project (e.g., the second-year project) or a plan for research (e.g., a research proposal developed as part of the qualifying examination).

• Religious Studies

  The Ph.D. program in Religious Studies will produce graduates who: 

  1. Have comprehensive knowledge of these core areas: a major field of study (a specific aspect of a religious tradition or sub-discipline of religious studies); a minor field of study (for comparative purposes); critical religious studies (dominant theories and methodologies of religious studies). They will be able to apply knowledge of these core areas to address complex problems in the study of religion. 

  2. Are able to (a) critically read, understand, and evaluate scholarly literature; (b) integrate and synthesize ideas; (c) identify and evaluate novel and relevant research questions; (d) develop appropriate and effective research strategies; (e) communicate clearly and effectively. 

  3. Are able to (a) apply appropriate, responsible, and ethical research methods; (b) evaluate, analyze, and interpret evidence; (c) develop and sustain evidence-based arguments; (d) convey findings clearly and effectively; (e) identify broader implications of findings; (f) produce publishable results. 

  4. Can demonstrate reading proficiency in two languages other than English that are relevant to their research interests. 

  5. Are able to produce acceptable results within reasonable timeframes. 

  6. Are effective teachers. 

  7. Are capable professionals. 

  8. Are satisfied graduates.
      

  The Master’s program in Religious Studies will produce graduates who: 

  1. Have knowledge of the theories and methods utilized in the academic study of religion, both historically and in use contemporarily. Application of this knowledge to contemporary research in Religious Studies. 

  2. Are able to (a) read and understand scholarly literature; (b) integrate and synthesize ideas; (c) evaluate research questions and research strategies; (d) communicate clearly and effectively. 

  3. Are able to (a) apply appropriate, responsible, and ethical research methods; (b) evaluate, analyze, and interpret evidence; (c) develop and sustain evidence-based arguments; (d) convey findings clearly and effectively; (e) identify broader implications of findings. 

  4. Can demonstrate reading proficiency in a language other than English that is relevant to their research interests. 

  5. Are able to produce acceptable results within reasonable timeframes. 

  6. Are capable professionals. 

  7. Are satisfied graduates.

• Sociology
  1. Master sophisticated sociological concepts;
  2. Communicate advanced technical concepts orally and in writing;
  3. Think theoretically, critically, and generate original, independent ideas;
  4. Constructively evaluate the research and theoretical work of colleagues;
  5. Understand advanced research methodologies and techniques and their appropriate application;
  6. Conduct independent research;
  7. Effectively communicate research plans and results and theoretical work to professional audiences;
  8. Teach and mentor students effectively;
  9. Participate in professional activities as appropriate for an early-career sociologist;
  10. Make timely progress in the program;
  11. Become satisfied earners of a PhD in sociology;
  12. Embark on successful careers in sociology;
  13. Write a grant proposal.
• Southeast Asian Studies

  1. acquire a comprehensive knowledge of interdisciplinary methodologies in the fields of Southeast Asian Studies.

  2. demonstrate ability for original research in the intended area of specialization.

  3. produce original research in the intended area of specialization.

  4. acquire effective communications skills.

  5. learn networking and team working skills.

  6. professionalize by learning aspects of career management.

• Biochemistry and Molecular Biology

  1. Knowledge of factual information, theoretical principles and methodological approaches.

  2. Candidates will be able to develop effective student literature reading and critical thinking skills

  3. Candidates will be able to develop effective research design skills of students

  4. Candidates will be able to develop independent research skills of students

  5. Candidates will be able to develop effective scientific communication skills of students.

• Cell, Molecular, and Developmental Biology

  1. Knowledge of factual information, theoretical principles and methodological approaches

  2. Critical thinking, synthesis of ideas, and communication skills

  3. Knowledge and application of ethics in research, effective interpretation of evidence and broader implications arising from these

  4. Adherence to research milestones

  5. Effective teaching skill

  6. Professional skills

  7. Satisfaction with the program and their chosen career path

• Chemistry

  Chemistry PhD Learning Outcomes: 

  1. Have comprehensive and detailed knowledge of the factual information, theoretical principles, and methodological approaches in analytical, organic, inorganic, or physical chemistry. Have a working general understanding of basic principles in the other three sub-disciplines.
  2. Are able to (a) critically read, understand, and evaluate scholarly literature; (b) integrate and synthesize ideas; (c) identify and evaluate novel and relevant research questions; (d) develop appropriate and effective research strategies; (e) communicate clearly and effectively.
  3. Are able to (a) apply appropriate, responsible, and ethical research methods; (b) evaluate, analyze, and interpret data; (c) develop and sustain data-based arguments; (d) convey findings clearly and effectively; (e) identify broader implications of findings; (f) produce publishable results.
  4. Maintain progress towards a PhD within a reasonable time frame.
  5. Are effective teachers.
  6. Are professionals capable of integrating socially and intellectually into an organization to which they will make valuable contributions. 
  7. Are satisfied graduates.

   

  Chemistry MS Plan I (Thesis) Learning Outcomes: 

  1. Have comprehensive and detailed knowledge of the factual information, theoretical principles, and methodological approaches in analytical, organic, inorganic, or physical chemistry. Have a working general understanding of basic principles in the other three sub-disciplines.
  2. Are able to (a) critically read, understand, and evaluate scholarly literature; (b) integrate and synthesize ideas; (c) identify and evaluate novel and relevant research questions; (d) develop appropriate and effective research strategies; (e) communicate clearly and effectively.
  3. Are able to (a) apply appropriate, responsible, and ethical research methods; (b) evaluate, analyze, and interpret data; (c) develop and sustain data-based arguments; (d) convey findings clearly and effectively; (e) identify broader implications of findings; (f) produce publishable results. 
  4. Maintain progress towards a Master’s degree within a reasonable time frame.
  5. Are professionals capable of integrating socially and intellectually into an organization to which they will make valuable contributions. 
  6. Are satisfied graduates.

   

  Chemistry MS Plan II (Coursework) Learning Outcomes: 

  1. Have comprehensive and detailed knowledge of the factual information, theoretical principles, and methodological approaches in analytical, organic, inorganic, or physical chemistry. Have a working general understanding of basic principles in the other three sub-disciplines.
  2. Are able to (a) critically read, understand, and evaluate scholarly literature; (b) integrate and synthesize ideas; (c) communicate clearly and effectively.
  3. Maintain progress towards a Master’s degree within a reasonable time frame.
  4. Are professionals capable of integrating socially and intellectually into an organization to which they will make valuable contributions.
  5. Are satisfied graduates.
• Earth and Planetary Sciences (Geological Sciences)

  Graduates of the PhD program in Geological Sciences will:

  1. (Subject Knowledge) Know the general foundations of geoscience; appreciate its unique temporal and spatial scope; understand in depth the established facts, theories, methods and open intellectual questions of either geobiology, geochemistry, geomorphology, or geophysics; and be able to apply that understanding to complex problems.

  2. (Habits of Mind) Be able to read critically, understand, and evaluate scholarly literature; integrate and synthesize ideas therein; identify and evaluate novel and relevant research questions; formulate appropriate and effective research strategies; and communicate effectively.

  3. (Research Skills) Be able to apply appropriate, responsible, and ethical research protocols; gather, analyze, and interpret data; develop and sustain a set of evidence-based arguments that address comprehensively the corresponding questions or hypotheses; identify broad implications of their findings for the discipline and pose further questions; convey those findings to expert and lay audiences; respond effectively to questions; and produce publishable manuscripts.

  4. (Time Management) Deliver acceptable research results within reasonable timeframes.

  5. (Teaching Ability) Teach effectively for both scientists and non-scientists; i.e. be able to develop lesson plans, lecture/discussion outlines, problem sets, lab exercises and materials, field exercises, test instruments and grading rubrics as appropriate to the content and level of the course; be able to command attention, maintain a positive, disciplined and safe learning environment; be able to motivate, and encourage students; be able to manage office hours and establish a climate of open-mindedness and fairness; and be sensitive to cultural diversity of the student body.

  6. (Professional Development) Be skilled, capable, and independent professional researchers.

  7. (Satisfaction) Appreciate the value added by the UCR Department of Earth Sciences to their personal effort in graduate school.

   

  Graduates of the MS program in Geological Sciences will:

  1. (Subject Knowledge) Know the general foundations of geoscience; appreciate its unique temporal and spatial scope; understand the established facts, theories and methods of either geobiology, geochemistry, geomorphology, or geophysics; and be able to apply those methods to research problems.

  2. (Habits of Mind) Be able to read and understand scholarly literature; integrate ideas; evaluate research questions; communicate effectively; and appreciate the more advanced skills required to formulate original research proposals.

  3. (Research Skills) Be able to apply appropriate, responsible, and ethical research protocols; gather, analyze, and interpret data; develop and sustain evidence-based arguments; convey findings and respond to questions from live audiences; and contribute to publishable manuscripts.

  4. (Time Management) Deliver acceptable research results within reasonable timeframes

  5. (Teaching Ability) Have had opportunities to test and develop their skills as teachers; i.e. be able to implement and enhance lesson plans, lecture/discussion outlines, problem sets, lab exercises and materials, field exercises, test instruments and grading rubrics as appropriate to the content and level of the course; be able to command attention, maintain a positive, disciplined and safe learning environment; be able to motivate, and encourage students; manage office hours and establish a climate of open-mindedness and fairness; and be sensitive to cultural diversity of the student body.

  6. (Professional Development) Be skilled and capable journeyman scientists ready either for advancement to a PhD program or for entry into commercial employment at staff levels with prospects for promotion to project-leaders after brief apprenticeships.

  7. (Satisfaction) Appreciate the value added by the UCR Department of Earth Sciences to their personal effort in graduate school.

• Entomology

  1. knowledge in entomological sciences 

  2. research preparation  (literature synthesis, hypotheses, research strategy, communication of results)

  3. research conduct (methods, evidence-based arguments, communication incl. publishable results)

  4. research results (timeframes)

  5. effective teacher

  6. capable professional 

  7. satisfied graduates

• Environmental Sciences

  1. Comprehensive knowledge of factual information, theoretical principles, and methodological approaches in the core areas of their chosen field area.

  2. An ability to critically read and evaluate scholarly literature; integrate and synthesize new ideas; identify relevant research questions; and develop and carry out appropriate research strategies. 

  3. Students with a Ph.D. in Environmental Sciences should be effective communicators.

  4. Students with a Ph.D. in Environmental Sciences should be capable professionals. 

  5. Students with a Ph.D. in Environmental Sciences who wish to pursue an academic career should have learned the skills required for them to become effective teachers. 

• Environmental Toxicology

  1. Knowledge of factoral information, theoretical principles and methodological approaches in toxicology with primary focuses upon the biology, chemistry, and mechanisms by which xenobiotics and natural toxins interact with the biosphere, including humans
  2. Are able to (1) critically read, understand, and evaluate scholarly literature; (2) integrate and synthesize ideas;(3) identify and evaluate novel and relevant research questions; (4) develop appropriate and effective research strategies; (5) communicate clearly and effectively.
  3. Are able to (1) apply appropriate, responsible, and ethical research methods; (2) evaluate, analyze, and interpret data; (3) develop and sustain data-based arguments; (4) convey findings clearly and effectively; (5) identify broader implications
  4. Will complete college teaching experience and communicate effectively in both scientific writing and oral presentation
  5. Will be well prepared for careers in academic, governmental or industrial positions.
• Evolution, Ecology, and Organismal Biology

  1. Demonstrate an education that is well rounded in evolution, ecology, and organismal biology. Be able to articulate and apply knowledge of core classic and key modern concepts outside of their own particular research area. Be able to evaluate and apply deep knowledge of classic and modern concepts within the student's research area.

  2. Be able to (1) understand and critically evaluate primary literature, (2) integrate, synthesize, and conceptualize ideas and theories, (3) identify and evaluate novel and relevant research questions, (4) develop appropriate and effective research strategies, and (5) effectively communicate scientific concepts and information both orally and in writing.

  3. Be able to (1) apply appropriate, responsible, and ethical research methods, (2) evaluate, analyze, and interpret evidence, (3) convey findings clearly and effectively both orally and in writing, (4) identify natural extensions of their work including broader impacts, and (5) produce results that are publishable in scientific journals.

  4. Produce results in a reasonable time frame.

  5. Become effective and engaging teachers.

  6. Practice the ideals consistent with those of a professional research scientist and educator.

  7. Be satisfied with their education as researchers and teachers.

• Genetics, Genomics, and Bioinformatics
  1. Knowledge Acquisition and application:
     1. Attain comprehensive knowledge and master theoretical principles and methodological approaches in Genetics, Genomics or Bioinformatics. 
     2. Apply knowledge and skills in these areas to address complex research problems in these areas. 
  2. Critical Thinking Skills:  Students will be able to 
     1. Critically read, understand, and evaluate scholarly literature 
     2. Integrate, synthesize and conceptualize ideas and theories
     3. Identify and evaluate novel and relevant research questions
     4. Develop appropriate and effective research strategies; and (5) communicate clearly and effectively both orally and in writing.
  3. Research Skills:  Students will be able to 
     1. Conduct research in a responsible and ethical manner
     2. Evaluate, analyze, and interpret results
     3. Develop and test hypotheses
     4. Develop and sustain evidence-based arguments
     5. Convey findings clearly and effectively
     6. Identify broader implications of findings
     7. Disseminate research results through peer-reviewed publications and documents.
  4. Research Milestones:  
     1. Students will conduct independent research and be able to produce sound research results within reasonable time frames.
  5. Effective Teaching: 
     1. Students will become effective teachers and communicators.
  6. Professional Skills: 
     1. Students will learn leadership skills and become capable professionals.
• Mathematics

  For the PhD Program

  1. Students should have broad knowledge and understanding of the four of the following core areas/sequences of mathematics:

     1. Algebra

     2. Topology

     3. Real Analysis

     4. Complex Analysis

     5. Ordinary/Partial Differential Equations

     6. Applied Math: Modeling, Probability, Numerical Analysis.

  2. Students should be able to formulate and solve mathematical problems in these areas.

  3. Students should be able to understand, construct and communicate proofs of mathematical theorems.

  4. Students should be able to search mathematical literature and gain comprehensive knowledge of current mathematical developments in their fields of specialization.

  5. Students should be able to effectively conduct and communicate mathematical research, both verbally and in writing.

  6. Students should be able to teach mathematics effectively, and apply mathematics in the real world.

  7. Students should be aware of various career paths available to mathematicians and sources of funding for mathematical research

      

  For the MS Degree in Mathematics

  1. Students should have broad knowledge and understanding of the following core areas/sequences of mathematics:

     1. Algebra

     2. Topology

     3. Real Analysis

     4. Complex Analysis

     5. Ordinary/Partial Differential Equations

  2. Students should be able to formulate and solve mathematical problems in these areas.

  3. Students should be able to understand, construct and communicate proofs of mathematical theorems.

  4. Students should be able to study and understand mathematical articles and communicate them verbally.

   

  For the MS Degree in Applied Mathematics

  1. Students should have broad knowledge and understanding of the following core areas/sequences of mathematics:

     1. i) Ordinary/Partial Differential Equations

     2. ii) Modeling, Probability, Numerical Analysis.

  2. Students should be able to formulate and solve mathematical problems in these areas.

  3. Students should be able to understand, construct and communicate proofs of mathematical theorems.

  4. Students should be able to study and understand mathematical articles and communicate them verbally.

  5. Students should be able to effectively apply mathematics in the real world.

• Microbiology

  1. Gaining a comprehensive knowledge of the variety of microorganisms

  2. Understanding of microbiology techniques

  3. Ability to design and conduct a research project

  4. Ability to communicate science effectively

  5. Learning to be an effective teacher

• Neuroscience

  The Ph.D. program in Neuroscience will produce graduates who:

  1. Have comprehensive knowledge of the factual information, theoretical principles, and methodological approaches in the core areas of molecular/cellular, systems, and behavioral Neuroscience. Are able to apply knowledge of these core areas to address complex problems in Neuroscience. Are able to conceptualize research projects and compose competitive grant proposals.

  2. Are able to (1) critically read, understand, and evaluate scholarly literature; (2) integrate and synthesize ideas; (3) identify and evaluate novel and relevant research questions; (4) develop appropriate and effective research strategies; (5) communicate clearly and effectively.

  3. Are able to (1) apply appropriate, responsible, and ethical research methods; (2) evaluate, analyze, and interpret evidence; (3) develop and sustain evidence-based arguments; (4) convey findings clearly and effectively; (5) identify broader implications of findings; (6) produce publishable results.

  4. Are able to produce acceptable results within reasonable timeframes.

  5. Are effective teachers.

  6. Are capable professionals.

  7. Are satisfied graduates.

   

  The M.S. program in Neuroscience will produce graduates who:

  1. Have comprehensive knowledge of the factual information, theoretical principles, and methodological approaches in the core areas of molecular/cellular, systems, and behavioral Neuroscience. Are able to apply knowledge of these core areas to address complex problems in Neuroscience. Are able to conceptualize research projects and compose competitive grant proposals.

  2. Are able to (1) critically read, understand, and evaluate scholarly literature; (2) integrate and synthesize ideas; (3) identify and evaluate novel and relevant research questions; (4) develop appropriate and effective research strategies; (5) communicate clearly and effectively.

  3. Are able to (1) apply appropriate, responsible, and ethical research methods; (2) evaluate, analyze, and interpret evidence; (3) develop and sustain evidence-based arguments; (4) convey findings clearly and effectively; (5) identify broader implications of findings; (6) produce publishable results.

  4. Are able to produce acceptable results within reasonable timeframes.

  5. Are effective teachers.

  6. Are capable professionals.

  7. Are satisfied graduates.

• Physics and Astronomy
  1. Have strong comprehensive “scholarly knowledge” of the core fields of Physics or Astronomy (depending on the track chosen by the student). 
  2. Be able to carry out independent research in Physics or Astronomy by
     1. Proficiently use archival scientific literature.
     2. Couple physics knowledge with critical thinking skills, understand limiting cases and become effective problem solvers.
     3. Take a leading role in designing, performing, analyzing data and determining conclusions for a Physics research project. 
  3. Cogently present scientific information in oral presentations and written documents, such as 
     1. Make oral presentations in group meetings, journal clubs, professional conferences, or as a seminar speaker. 
     2. Be an author or co-author on abstracts, scientific journal articles, reports or other publications. 
     3. Be a PI or Co-PI on a research proposal. 
  4. Become an effective teacher of Physics, for example
     1. Become an effective teaching assistant working under the supervision of an instructor. 
     2. Be able to mentor undergraduate and graduate students and postdoctoral fellows in research. 
     3. Be able to teach physics at the high schools, community colleges, four year undergraduate and graduate degree granting institutions. 
  5. Be capable of obtaining a position as a physicist or in a related discipline. 
  6. Have a fulfilling and rewarding educational experience. 
• Plant Pathology

  1. Candidates will be able to acquire an understanding of the biology of plant pathogens, how they cause diseases, and disease management strategies

  2. Candidates will be able to acquire an understanding of the biology, diversity, and ecology of fungi and oomycetes

  3. Candidates will be able to acquire knowledge on specialized topics in Plant Pathology 

  4. Candidates will be able to acquire professional skills and knowledge in public speaking, ethics and scientific integrity, grant proposal writing, data ownership and intellectual property, peer review, and entrepreneurship

  5. Candidates will be able to develop core competencies in literature search, hypotheses development, experimental design, bench science skills, results analysis and interpretation, and time management

  6. Candidates will be able to develop and complete their thesis research through the guidance of thesis advisors 

  7. Candidates will be able to function as effective teachers, mentors and communicators of scientific knowledge to public audiences

• Statistics

  For the PhD in Applied Statistics

  1. Students will be able to know of and apply fundamental areas in statistics including probability theory and statistical inference methodologies.

  2. Students will be able to manipulate and visualize data and proficient at statistical computing.

  3. Students will be able to apply a broad range of statistical methods for real-world applications/data analysis.

  4. Students will be able to communicate with applied scientists and the statistical community and convey findings clearly and effectively.

  5. Students will be able to assess and critically read, understand, and evaluate scholarly literature and carry out independent research in statistical sciences.

   

  For the MS in Statistics

  1. Students will be able to have fundamental statistical knowledge including probability theory and statistical inference methodologies.

  2. Students will be able to manipulate and visualize data and proficient at statistical computing.

  3. Students will be able to apply a broad range of statistical methods for real-world applications/data analysis.

  4. Students will be able to communicate with applied scientists and the statistical community and convey findings clearly and effectively.

  5. Students will be able to assess, read, and understand scholarly literature.

• Business Administration

  1. Professional Integrity / Ethical Reasoning Skills

  • Student discusses in detail/ analyzes both core beliefs and the origins of the core beliefs and discussion has greater depth and clarity.

  • Student names the theory or theories, can present the gist of said theory or theories, and accurately explains the details of the theory or theories used.

  • Student can recognize ethical issues when presented in a complex, multi-layered (grey) context AND can recognize cross-relationships among the issues.

  • Student can independently apply ethical perspectives/ concepts to an ethical question, accurately, and is able to consider full implications of the application.

  • Student states a position and can state the objections to implications of and can reasonably defend against the objections and implications of different ethical concepts and the student's defense is adequate and effective.

  2. Global Reasoning Skills

  • Understands multifunctional global issues, argues pro and con, Effectively critiques issues, Examines inconsistencies, Demonstrates value of information
  • Uses sound judgment, Complete explanation, All arguments are well stated and supported, Substantial depth of exposition
  • Discusses and reasons issues, Formulates conclusions and explain how they were reached, justifies conclusions and explain why other conclusions were not merited, questions validity of information, Shows intellectual honesty

  3. Written Communications Skills

  • This reader thinks that the writer’s purpose is clear. The document has a clear focus.

  • The writer has written for a clearly defined audience, and in this reader’s opinion has addressed that audience expertly.

  • This reader thinks the report has a clear organizational logic. Transitions between ideas are handled well.

  • This reader noticed few errors, if any. The document is clear, and the writer shows considerable mastery of the language.

  • This reader thinks the document uses design elements (white space, titles & sub-titles etc.) expertly to create a professional-looking document.

  4. Information Technology Skills

  • Students can conduct an analysis of a business problem requiring an IT solution.

  • Students can construct an economically feasible IT solution to create value.

  • Students can demonstrate proficiency in the use of current information technology.

  • Students can critically evaluate, analyze and interpret information to solve problems.

  • Students can apply theories related to IT-enabled strategies and organization design.

• Business Analytics

  1. Understanding how data analytics can help business decision-making.

  2. Describing and visualizing data and relationship between data variables.

  3. Identifying and applying the models appropriate for the data to make inference, prediction or implications as needed to address the problem on hand.

  4. Effectively communicate the findings of the analysis and the implications to stakeholders.

• Finance
  1. Basic Knowledge in Finance

  • Students understand unique responsibilities of financial managers for modern corporations.
  • Students can correctly implement cash flow analysis for corporate investments
  • Students understand the principles of diversification for the trade-off between expected return and risk
  • Students know how to determine cost of capital given basic inputs

  2. Ethical Awareness

  • Students are aware of how ethical considerations can influence financial decisions and are reflected in such principles as the present value rule, value maximizations, and can be influenced by agency problems.

  3. Advanced Analytical Competency

  • Students can access and assemble data obtained from standard finance databases
  • Students can explain empirical methods used in finance and economics research papers
  • Students can conduct empirical analysis using standard empirical methods in finance

  4. Critical Reasoning in Finance

  • Students can understand and articulate the main argument and evidence presented in a scholarly article
  • Students can position scholarly articles in relation to each other and form a coherent view of mainstream finance topics
  • Students can evaluate and critique a scholarly article on the significance of its incremental contribution, integration of theory and empirical hypotheses, appropriateness of empirical methods, and validity of results interpretation

  5. Professional Written Communication

  • Students can communicate effectively and professionally through writing
• Professional Accountancy
  1. Accounting/Auditing, Tax or Information Systems Skills - Technical competence in one of the three areas of emphasis: accounting/auditing, tax or information systems. 
  2. Professional Integrity / Ethical Reasoning Skills - Students will be able to recognize ethical issues, demonstrate familiarity with alternative frameworks for ethical reasoning, and recognize trade-offs and implications of employing different ethical frames of reference when making business decisions 
  3. Global Context Skills - Students will be familiar with major economic, social, political, and technological trends influencing foreign investment and development of the global economy and demonstrate an understanding of the cultural, interpersonal and analytical skills required for engaging in global business activities 
  4. Information Technology Skills - Students will be able to integrate and apply the tools and techniques of information technology, drawing on a broad-based knowledge of the major functions (accounting, economics, finance, information systems, marketing, operations management, and strategy) to solve complex business problems and make sound business decisions. 
• Education

  PhD Program:

  1. Students will be able to critically evaluate research articles published in journals, periodicals, and other scholarly sources related to the programmatic focus. 
  2. Students will be able to integrate and synthesize theories, conceptual frameworks, and other scholarly ideas 
  3. Students will be able to identify and evaluate relevant research questions 
  4. Students will be able to develop research designs appropriate for addressing 
  5. Students will be able to organize and communicate scholarly ideas clearly and effectively 

   

  MA Program:

  1. Students will be able to critically evaluate research and other scholarly literature related to their programmatic focus 
  2. Students will be able to integrate and analyze ideas 
  3. Students will be able to evaluate research questions and research strategies 
  4. Students will be able to organize and communicate scholarly ideas clearly and effectively 

   

  MEd Program:

  1. Students will be able to critically evaluate research and other scholarly literature related to their programmatic focus 
  2. Students will be able to integrate and analyze ideas 
  3. Students will be able to evaluate research questions and research strategies 
  4. Students will be able to organize and communicate scholarly ideas clearly and effectively
• Public Policy

  Analytic:

  1. Improve ability to synthesize issues
  2. Enhance data literacy
  3. Understand and increase knowledge of statistics role in policy making
  4. Obtain critical thinking skills
  5. Know how to develop, implement, and evaluate policy

   

  Substantive:

  1. Conversant in Literature
  2. Cognizant of Policy
  3. Develop expertise in a policy area
  4. Understand theories of policy formation, implementation and relevant disciplines
  5. Master policy brief writing, memos, reports

   

  Leadership and Collaboration:

  1. Identify Policy needs
  2. Realize the value of leadership
  3. Gain Sense of Schedule importance
  4. Realize the value of collaboration
  5. Improve effective communication skills
• Bioengineering

  Successful completion of the PhD program in Bioengineering results in graduates who: 

  1. have comprehensive knowledge of the factual information, theoretical principles, and methodological approaches in at least one of the five areas of bioengineering, and graduate-level familiarity in a second area:

     1. Biomaterials and regenerative medicine

     2. Biomedical imaging

     3. Computational bioengineering

     4. Neuroengineering

     5. Molecular and cellular bioengineering

  2. can synthesize biological, engineering, mathematical/computational, and statistical concepts

  3. can conduct independent bioengineering research, including (a) being able to identify problems; (b) formulate a research plan; (c) gain sufficient expertise to carry out that plan; and (d) analyze and interpret results.

  4. can effectively disseminate research results and communicate bioengineering concepts through (a) written and (b) oral means.

  5. can effectively teach bioengineering concepts at an undergraduate level.

  6. can function as capable professionals in bioengineering.

   

  Successful completion of the MS (Plan 1: Thesis option) program in Bioengineering results in graduates who: 

  1. have comprehensive knowledge of the factual information, theoretical principles, and methodological approaches in at least one of the five areas of bioengineering, and graduate-level familiarity in a second area:

     1. Biomaterials and regenerative medicine

     2. Biomedical imaging

     3. Computational bioengineering

     4. Neuroengineering

     5. Molecular and cellular bioengineering

  2. can synthesize biological, engineering, mathematical, and statistical concepts

  3. can conduct bioengineering research, including (a) formulate a research plan; (b) gain sufficient expertise to carry out that plan; and (c) analyze and interpret results.

  4. can effectively disseminate research results and communicate bioengineering concepts through (a) written and (b) oral means.

  5. can function as capable professionals in bioengineering.

   

  Successful completion of the MS (Plan 2: Comprehensive exam) program in Bioengineering results in graduates who: 

   

  1. have comprehensive knowledge of the factual information, theoretical principles, and methodological approaches in at least one of the five areas of bioengineering, and graduate-level familiarity in a second area:

     1. Biomaterials and regenerative medicine

     2. Biomedical imaging

     3. Computational bioengineering

     4. Neuroengineering

     5. Molecular and cellular bioengineering

  2. can synthesize biological, engineering, mathematical, and statistical concepts

  3. can effectively communicate bioengineering concepts through (a) written and (b) oral means.

  4. can function as capable professionals in bioengineering.

• Chemical and Environmental Engineering

  1. Have comprehensive knowledge of the factual information, theoretical principles, and methodological approaches in the core areas including thermodynamics; transport phenomena (mass, energy, and heat transfer); chemical reaction kinetics and reactor design; and are able to apply knowledge of these core areas to address complex problems in biotechnology, advanced materials and nanotechnology, air quality, water quality, and renewable energy.

  2. Are able to (1) critically read, understand, and evaluate scholarly literature; (2)  integrate and synthesize ideas; (3) identify and evaluate novel and relevant research questions; (4) develop appropriate and effective research strategies.

  3. Are able to (1) apply appropriate, responsible, and ethical research methods; (2)  evaluate, analyze, and interpret evidence; (3) develop and sustain evidence-based  arguments; (4) convey findings clearly and effectively; (5) identify broader implications of findings; (6) produce publishable results.

  4. Are able to produce acceptable results within reasonable timeframes.

  5. Are effective teachers.

  6. Are capable professionals.

  7. Are satisfied graduates.

  8. Are able to communicate clearly and effectively.

• Computer Engineering

  1. Have a good understanding of fundamental concepts of Computer Engineering, including: computer architecture, digital logic and hardware synthesis, operating systems, compilers, software systems, and software engineering.

  2. Conduct independent work involving design, development and investigation.

  3. Have a command of the English language that allows them to communicate their work effectively in writing.

  4. Orally communicate technical concepts in their area of specialization, as well as in the topic of computer science at large.

• Computer Science

  FOR MS DEGREE (PROJECT, EXAM)

  1. Have a good understanding of fundamental theoretical concepts of Computer Science:

     1. computability

     2. computational complexity and core areas of Computer Science:

     3. computer architecture

     4. software systems and software engineering

  2. Conduct independent work involving both development and investigation.

  3. Have a command of the English language that allows them to communicate their work effectively in writing.

  4. Orally communicate technical concepts in their area of specialization, as well as in the topic of computer science at large.

  5. Have the ability of earning their degree in a timely fashion, i.e., two years for full-time students.

   

  FOR PHD DEGREE

  1. 1. Master fundamental theoretical concepts of Computer Science:

     1. computability

     2. computational complexity and core areas of Computer Science:

     3. computer architecture

     4. software systems and software engineering

  2. Conduct independent research.

  3. Have a command of the English language that allows them to communicate their research effectively in writing.

  4. Orally communicate technical concepts in their area of specialization, as well as in the topic of computer science at large.

  5. Acquire teaching skills needed to help them start their academic career (as most computer science PhD students join industry after obtaining their degree, this outcome is not equally relevant to each of them).

   

• Electrical Engineering

  1. Students will have a good understanding of the fundamental concepts, theoretical principles, and methodological approaches in one of the three specializations enumerated below:

     1. Signals, Systems and Machine Intelligence (SSMI)

     2. Nano-Materials and Devices (NMD)

     3. VLSI Circuits and Systems (VLSI)

  2. Students will have the ability to conduct independent work, which comprises of the abilities to:

     1. gain in-depth knowledge by researching the literature on a problem of interest

     2. implement algorithms, techniques, or methods

  3. Students will have the ability to write properly in technical English

  4. Students will have the ability to orally present technical results and/or surveys

  5. Students will have made timely progress

• Material Science and Engineering

  1. Students will be able to apply fundamental concepts in engineering and physical science to solving real-world problems.

  2. Students will be able to communicate technical concepts using written language.

  3. Students will be able to communicate technical concepts orally.

  4. Students will be able to design and execute research plans using the major methodologies of the discipline to answer

• Mechanical Engineering

  For Ph.D.:

  1. Mastery of fundamental concepts.

  2. The ability to formulate research plans.

  3. The ability to conduct independent research on open-ended research problems.

  4. The ability to communicate technical concepts both orally and in writing, which lead to successful teaching practices when required.

  5. The ability to maintain a current professionalization.

   

  For M.S. Plan I (Thesis):

  1. Mastery of fundamental concepts.

  2. The ability to formulate research plans (shorter scope than PhD).

  3. The ability to assess current state of understanding and identify important research topics.

  4. The ability to communicate technical concepts both orally and in writing.

  5. The ability to maintain a current professionalization.

   

  For M.S. Plan II (Comprehensive Exam):

  1. Mastery of fundamental concepts.

  2. The ability to maintain a current professionalization.

• Robotics
  1. Updating
• Engineering (Online)
  1. Students will be educated to be able to identify and explain the theoretical and practical foundations for engineering science and design, and utilize them in analyzing and creating real-world engineering systems.
  2. Students will be educated to be able to evaluate the financial and practical implications of real-world engineering decisions.
  3. Students will be educated to be able to communicate, participate, and collaborate effectively within multicultural engineering teams.