Toddler PointingHand weight with apple and measuring tapeWoman focused laying on lawnBasket of TomatoesSnowboarder in air grabbing the tail of the snowboardTeens smiling at a tablehappyhydratebluesky

 

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Undergraduate Learning Outcomes

  1. Obtain the knowledge and skills to assess the needs, assets and capacities of communities.
  2. Have the knowledge and skills to plan health programs.
  3. Have the knowledge associated with health program implementation.
  4. Obtain the knowledge and understanding of research methodologies associated with health programs.
  5. Have the knowledge and skills to administer and manage health programs.
  6. Have the knowledge and skills to act as health resource person.
  7. Have the knowledge and skills to advocate for health and health education.
  8. To develop cultural awareness and sensitivity.
  9. To develop and apply communication and professional skills.

EHHD HHD UG BS CH PLAN AY-2012-20

EHHD HHD UG BS CH REPORT 2015-16

EHHD HHD UG BS CH REPORT 2016-17

  1. Promoting child development and learning:
    • Knowing and understanding young children’s characteristics and needs.
    • Knowing and understanding the multiple influences on development and learning.
    • Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
  2. Building family and community relationships:
    • Knowing about and understanding diverse family and community characteristics.
    • Supporting and engaging families and communities through respectful, reciprocal relationships.
    • Involving families and communities in their children’s development and learning.
  3. Observing, documenting, and assessing: 
    • Understanding the goals, benefits and uses of assessment.
    • Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.
    • Understanding and practicing responsible assessment to promote positive outcomes for each child.
    • Knowing about assessment partnerships with families and with professional colleagues.
  4. Using developmentally effective approaches to connect with children and families:
    • Understanding positive relationships and supportive interactions as the foundation of their work with children.
    • Knowing and understanding effective strategies and tools for early education.
    • Using a broad repertoire of developmentally appropriate teaching/learning approaches.
    • Reflecting on their own practice to promote positive outcomes for each child. 
  5. Using content knowledge to build meaningful curriculum:
    • Understanding content knowledge and resources in academic disciplines.
    • Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines.
    • Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child.
  6. Becoming a professional:
    • Identifying and involving oneself with the early childhood field.
    • Knowing about and upholding ethical standards and other professional guidelines.
    • Engaging in continuous, collaborative learning to inform practice.
    • Integrating knowledgeable, reflective, and critical perspectives on early education.
    • Engaging informed advocacy for children and the profession.

EHHD HHD UG BS ECECS PLAN 2015-2020

EHHD HHD UG BS ECECS REPORT 2015-2016

EHHD HHD UG BS ECECS REPORT 2016-2017

  1. 80% of students will achieve a B+ on the macronutrient research paper.
  2. 85% of students will earn a grade of B or higher on their Sustainable Foods independent research paper and presentation.
  3. 80% of students will earn a B on a social media nutrition project to improve technology use and writing skills when communicating with the public.
  4. 80% of students will earn a B or higher on the counseling project and demonstrate techniques of effective counseling methods.
  5. 85% of students will use the Nutrition Care Process to create an appropriate ADIME note related to the final MNT case study.
  6. 80% of the students working in a small group will develop an appropriate nutritional educational activity demonstration related to a Health Promotion/Wellness theme.
  7. 80% of students working in a small group will assess, develop and deliver a nutritional education plan for a group in the community.
  8. 80% of students working in a small group will earn a B on their food service design project.
  9. 80% of students will earn a B or higher on the major meal planning project (includes budget, human resources, marketing and evaluation components).
  10. 80% of students will earn a B+ on their (in class) debate about a nutrition related public policy.
  11. 80% of students will earn a B or higher on the quiz over the health care delivery systems content of the course.
  12. 85% of students will correctly identify the steps needed to become a provider for Medicare, Medicaid and Insurance.

EHHD HHD UG BS FN PLAN 2014-2019

EHHD HHD UG BS FN REPORT 2015-2016

EHHD HHD UG BS FN REPORT 2016-17

  1. Utilize gerontological frameworks to examine human development and aging.
  2. Relate biological theory and science to understanding senescence, longevity, and variation in aging.
  3. Relate psychological theories and science to understanding adaption, stability, and change in aging.
  4. Relate social theories and science of aging to understanding heterogeneity, inequality and context of aging.
  5. Develop comprehensive and meaningful concepts, definitions and measure for wellbeing of older adults and their families.
  6. Develop a gerontological perspective through knowledge and self‐reflection.
  7. Promote older persons’ strengths and adaptations to maximum wellbeing, health, and mental health.
  8. Promote quality of life and positive social environment for older persons.
  9. Employ and generate policy to equitably address the needs of older persons.

EHHD HHD UG CERT GERONTOLOGY PLAN 2016-2020

EHHD HHD UG CERT GERONTOLOGY REPORT 2016-2017

  1. Be exposed to the areas of knowledge and professional preparation required to pursue a variety of career options within the field of Exercise Science.
  2. Have written and verbal communication skills needed to function successfully in the field of Exercise Science.
  3. Be able to accurately describe human movement with specific reference to the musculoskeletal system.
  4. Be able to accurately describe acute and chronic adaptations to human movement with reference to the physiological systems of the body.
  5. Be able to accurately describe human movement with reference to applied mechanics.

EHHD HHD UG BS HHP PLAN 2016-2020

EHHD HHD UG BS HHP REPORT 2016-2017

EHHD HHD UG BS REPORT 2015-2016

Healthy lifestyles and concepts are achieved through skillful movement with an emphasis on physical fitness, healthy lifestyle management skills, and understanding of the total self (physical, intellectual, emotional, and social).  In addition to the traditional approach to teaching fundamental movement, skills, games, and dance, this curriculum emphasizes the overall health of the individual as a value in life and enhances critical thinking, decision-making and problem-solving skills of future teachers and their students.  Courses within this curriculum represent a combination of content knowledge (health enhancement, health education, and physical education) along with a strong background in pedagogical content knowledge (teaching methods and curriculum).  Students majoring in health enhancement develop a professional development portfolio based on national beginning teacher standards.  The final semester consists of student teaching in two public school placements.

EHHD HHD UG BS HE REPORT 2015-16 WITH TEP

EHHD HHD UG BS HE REPORT 2016-17

EHHD HHD UG BS HE PLAN 2016-2020

  1. Have problem solving skills.  This will be demonstrated in experiential coursework, internships, and in team projects in upper division coursework.
  2. Have practical skills.  For example, students will know how to produce, distribute, and market food in addition to skills specific to a chosen career path, and have an appreciation for the importance of service learning.
  3. Be capable of critical thinking.  For example, students will evaluate scientific and popular literature, generate investigative questions, understand implications of current events, evaluate sources of information for accuracy and bias, apply current scientific information to research projects, and understand power relationships in the dissemination of knowledge.
  4. Be effective communicators.  Students will develop effective oral communication skills, effective written communication skills, and develop effective and professional nonverbal communication skills.
  5. Have developed skills related to professionalism and customer service, core hospitality values, and demonstrate the capacity to make choices and act in a society framework.  Students will learn how to advocate a position, be empowered and confident, will be entrepreneurial, be able to identify their own values, and act like professionals.
  6. Have a body of knowledge related to hospitality concepts.  Concepts include food safety and sanitation, culinary fundamentals, financial management, organizational management, customer service, facilities management, and sustainability elements in the hospitality sector.

EHHD HHD UG BS HOSP PLAN 2017-2020

  1. Maintain eligibility for maintaining CFLE Status and Accredited FCS Education status.
  2. Our graduates will be able to evaluate factual and conceptual knowledge presented in the NCFR’s 10 core content areas:  families and individuals in societal context, internal dynamics of families, human growth and development across the lifespan, human sexuality, interpersonal relationships, family resource management, parent education and guidance, family law and public policy, professional ethics and practice, family life education methodology.
  3. Our graduates will be well-prepared to be professionals in careers involving the well-being of consumers and families.

EHHD HHD UG BS HDFS PLAN 2016-2020

EHHD HHD UG BS HDFS REPORT 2016-2017

EHHD HHD UG BS FCS REPORT 2015-2016

  1. Be capable of Systems Thinking.  This will be demonstrated by using vocabulary appropriately, analyzing issues, problems and subsystems using a systems approach and an interdisciplinary perspective.
  2. Have problem solving skills.  This will be demonstrated in experiential coursework, internships, and in-team projects in upper division coursework.
  3. Have practical skills.  For example, students will know how to produce, distribute, and market food in addition to skills specific to a chosen career path, and have an appreciation for the importance of service learning.
  4. Be capable of critical thinking. For example, students will evaluate scientific and popular literature, generate investigative questions, understand implications of current events, evaluate sources of information for accuracy and bias, apply current scientific information to research projects, and understand power relationships in the dissemination of knowledge.
  5. Be effective communicators.  Students will develop effective oral communication skills, effective written communication skills, and develop effective and professional nonverbal communication skills.
  6. Have developed agency, or the capacity to make choices and act in a society framework.  For example, students will learn how to advocate a position, will be empowered and confident, will be entrepreneurial, be able to identify their own values, and act like professionals.
  7. Have a body of knowledge related to SFBS concepts.  For example, through courses in a  variety of disciplines, students will understand key concepts in human nutrition, food systems, bioenergy, ecology, economics, sustainability, plant science, crop science, animal science, food security, food safety, community supported agriculture, policy etc.

EHHD HHD UG BS SFBS PLAN 2016-2020

EHHD HHD UG BS SFBS REPORT 2015-2016

EHHD HHD UG BS SFBS REPORT 2016-2017

Graduate Learning Outcomes

  1. Have the knowledge and skills to apply counseling theories in the addiction setting
  2. Have the ethical knowledge and skills to enter clinical practice in addictions setting
  3. Develop and apply multicultural competence in the addiction setting  
  4. Demonstrate knowledge and application skills in diagnosis, treatment planning, and case management in the addiction setting   
  5. Demonstrate knowledge and skills in chemical dependency counseling in the addiction setting   
  6. Have the knowledge and skills in alcohol and drug studies in addiction setting
  7. Possess knowledge and facilitation skills necessary for group counseling in the addiction setting   
  8. Demonstrate knowledge and skills in Psychopharmacology in the addiction setting
  9. Demonstrate knowledge and skills to understand, recognize, and treat co-occurring disorders in the addiction setting   
  10. Demonstrate knowledge and skills in Gambling and Gaming addiction diagnosis, assessment, and treatment in addiction setting

EHHD HHD GR CERT AC PLAN 2017

  1. Have the knowledge and skills to assess needs, resources, and capacity for health education.
  2. Have the knowledge and skills to plan health programs.
  3. Have the knowledge associated with health program individuals involved in the implementation process.
  4. Develop an evaluation plan for health education programs.
  5. Develop a research plan for community health/health education.
  6. Have the knowledge and skills to administer and manage health programs.
  7. Have the knowledge and skills to act as health resource person.
  8. Develop the knowledge to communicate, promote, and advocate for health and health education. 
  9. To develop cultural awareness and sensitivity.
  10. To develop and apply communication and professional skills.

EHHD HHD GR MS CH PLAN 2012-2015

EHHD HHD GR MS CH PLAN 2016-2020

EHHD HHD GR MS CH REPORT 2012-2013

EHHD HHD GR MS CH REPORT 2013-2014

EHHD HHD GR MS CH REPORT 2014-2015

EHHD HHD GR MS CH REPORT 2015-2016

EHHD HHD GR MS CH REPORT 2016-2017

  1. Program objectives and outcomes are based on the 8 core areas of study as designated by the Council for Accreditation of Counseling and Related Educational Programs (CACREP):  Professional Identity, Social and Cultural Diversity, Human Growth and Development, Career Development, Helping Relationships, Group Work, Assessment, and Research and Program Evaluation.
  2. Be able to conceptualize clients and apply concepts from the 8 common core areas in their work with clients.
  3. Learn to be effective counselors in schools, community agencies, and private practices.
  4. Learn to provide leadership in educational and human service settings.
  5. Learn to implement effective programs and interventions for individuals, families, groups and organizations.
  6. Learn to enhance the worth, dignity, self-respect, and positive development of themselves, individuals, and groups within their employment context.

EHHD HHD GR MS COUNSELING PLAN 2015-2016

EHHD HHD GR MS COUNSELING PLAN 2016-2020

EHHD HHD GR MS COUNSELING REPORT 2015-2016

EHHD HHD GR MS COUNSELING REPORT 2016-17

    1. Demonstrate mastery of subject matter in exercise and nutrition sciences.
    2. Demonstrate the ability to conduct scholarly or professional activities in an ethical manner.
    3. Conduct research in the area of exercise science and nutrition, producing an original research product to demonstrate the ability to create knowledge and apply that knowledge to practice.
    4. Demonstrate the ability to communicate the subject matter in exercise and nutrition sciences in written and oral forms.

EHHD HHD GR MS EX NUTR PLAN 2017-2020

  1. Students will be able to write a professional research paper.  One of the goals of this graduate degree is to increase students’ ability to integrate research into professional written products.  Students complete a Research Methods course that requires a final written product that will be used to evaluate this objective.
  2. Students will be able to apply family research and theory effectively with the audience of their choice.  Students in this program will be preparing for a variety of careers targeting children, families, policy, or professionals.  In order to be effective, students must be able to translate research/theory in the area they are working.  The Contemporary Family Issues course has a final project that allows students to choose an audience (e.g., family, public, policy makers) and a medium to communicate/interact with that audience (e.g., video presentation, fact sheet, lesson plan).  These projects will be used to evaluate this objective.
  3. Students will be able to use theory to explain human development.  Students complete a course in Developmental Theory Across the Lifespan.  The final project requires students to apply developmental theory and will be used to evaluate this objective.

EHHD HHD GR MS FCS PLAN 201-2020

  1. Construct a professional, comprehensive financial plan.  This is accomplished in the Case Studies class where all students individually write a financial plan.
  2. Recognize the ethical standards for financial planners as prescribed by the CFP Board.  Ethics, while addressed in all of the financial planning courses, is measured by a multiple choice quiz administered in the Case Studies class.
  3. Demonstrate listening and counseling skills needed to help families with financial management.  This topic, while marginally addressed in the financial planning courses, is focused on in Financial Counseling.

EHHD HHD GR MS FFP REPORT 2015-2016

EHHD HHD GR MS FFP REPORT2 2015-2016

EHHD HHD GR MS FFP REPORT 2016-2017

EHHD HHD GR MS FFP PLAN 2016-2020

  1. Be able to describe and discuss the social, economic, and environmental implications of food systems.
  2. Be able to address a food systems issue by collecting, analyzing, assessing, and communicating valid, reliable, and evidence-based data.
  3. Be able to communicate research in both written and oral formats to diverse audiences.

EHHD HHD GR MS SFS PLAN 2016-2020

EHHD HHD GR MS SFS REPORT 2016-2017