Accreditation That Inspires Confidence

PLO 1: Students will apply critical thinking skills in relation to environmental issues.

• SLO 1.1: Synthesize information from a variety of sources that not only demonstrates an ability to identify an environmental problem but also propose options for solutions.
• SLO 1.2: Effectively communicate scientific findings, from published and student-generated data, in oral and written formats.
• SLO 1.3: Design, conduct and present (orally and in writing) independent research that is consistent with the standards and practices of research in environmental science.

PLO 2: Students will integrate the many disciplines and fields that intersect with environmental concerns.

• SLO 2.1: Synthesize the interactions of scientific, economic, and political perspectives regarding local, regional, and global environmental issues in the context of current literature.
• SLO 2.2: Formulate an action plan for sustainable alternatives to environmental issues that integrate ecological, social, and economic perspectives.

PLO 3: Students will express an awareness, knowledge, and appreciation of the intrinsic values of ecological processes and communities.

• SLO 3.1: Describe the fundamental structure and function of natural systems, and how humans can alter these systems.
• SLO 3.2: Apply qualitative and quantitative research methods to gain empirical evidence for environmental decision-making.

PLO 1: Students will understand and analyze the dynamics of conflict, be it interpersonal, intragroup, or between nations or global parties.

• SLO1.1: Students will analyze conflicts from different disciplinary perspectives including psychological, social, cultural, political, economic, environmental, religious, and historical ones.
• SLO1.2: Students will demonstrate an understanding of definitions and the causes of violence, both direct and structural (such as economic, environmental, racial-ethnic, religious, and gender) and the relationship between justice and peace.

PLO2: Students will know nonviolent strategies to address conflicts and challenges to peace and justice.

• SLO2.1: Students will explain why and how individuals and groups use nonviolence to promote peace and social justice, including the principled and pragmatic rationales for its use; the varieties of nonviolent action; the dynamics of nonviolent action; and the role of strategic planning in nonviolent campaigns
• SLO2.2: Students will develop strategies for the prevention of violence, the promotion of social justice, and the peaceful resolution of conflicts at the interpersonal, intergroup, and international levels.
• SLO2.3: Students will develop mediation and conflict resolution skills that are valuable in both personal and professional life.

PLO3: Students will develop strong critical thinking, writing, and communication skills that are transferable to any field.

• SLO3.1. Students will generate well-crafted written and oral arguments and demonstrate group facilitation skills.

PLO1: Students will explore the natural sciences and relate them to human health.

• SLO1.1: Students will master biological and chemical concepts in coursework spanning various sub-disciplines of biology and chemistry.

PLO2: Students will develop technical laboratory skills.

• SLO2.1: Students will perform basic wet laboratory skills commonly used in the disciplines of both biology and chemistry
• SLO2.2: Students will prepare comprehensive reports that effectively document laboratory work in adherence to professional standards.

PLO3: Students will develop professionalism needed to succeed in the medical field.

• SLO3.1: Students will deliver well-organized oral laboratory reports and project presentations that demonstrate effective communication skills by incorporating appropriate technical language and responding to questions with confidence and professionalism.

PLO1: Students will develop an understanding of software development principles and the technical skills to use them.

• SLO1.1: Students will build systems that demonstrate the ability to translate complex requirements into correct system solutions
• SLO1.2: Students will make architecture and design decisions that reflect understanding of how those decisions affect the system.
• SLO1.3: Students will be intentional about quality by creating and executing test-plans

PLO2: Students will develop critical thinking skills, computational thinking skills and the ability to be self-taught

• SLO2.1: Students will complete projects that demonstrate the attributes of decomposition, abstraction and algorithm development.
• SLO1.2: Students will demonstrate the ability to solve problems that require knowledge they are not given.

PLO3: Students will develop analysis and communication skills that are interdisciplinary.

• SLO3.1: Students will read, analyze and write about seminal computer science papers.
• SLO3.2: Students will read, analyze and write about case studies of large interdisciplinary projects.

PLG1: Students will demonstrate that they possess the fundamental business knowledge generally expected of all business students and the depth of knowledge generally expected of students in their area if study (Business Management, Accounting, Finance, Marketing, or Sports Management).

• SLO1.1: Students will demonstrate a comprehensive understanding business principles
• SLO1.2: Students will apply specialized knowledge in their area of study to practical and real-world scenarios.

PLG2: Students will demonstrate the ability to apply the knowledge and skills they have acquired to bridge the gap between theoretical knowledge and practical application.

• SLO2.1: Students will apply their academic knowledge in professional settings SLO2.2: Students will develop and demonstrate professional workplace skills.

PLG3: Students will demonstrate the ability to think critically and to communicate effectively.

• SLO3.1: Students will identify, analyze, and resolve unstructured business problems, which result in making evidence-based decisions
• SLO3.2: Students will demonstrate the ability to communicate effectively, both orally and in writing.

PLO1: Students will demonstrate knowledge and understanding of the scientific terminology, facts, principles, resume building, and concepts of exercise as appropriate for an entry-level health/fitness professional.

• SLO 1.1: Students will identify and summarize key concepts and principles of exercise science
• SLO 1.2: Students will conduct research and interviews with patients to manage health outcomes

PLO2: Students will demonstrate competence of structure and function of the human body as well as typical acute and chronic adaptations to exercise and injury.

• SLO 2.1: Students will identify, palpate, and clinically test human structure and function.
• SLO 2.2: Students will research and identify adaptations and trends typical of acute and chronic exercise and injury

PLO3: Students will explain and demonstrate biomechanical movement concepts of exercise, fitness, and activities related to ADL’s, functional movement, and rehabilitation.

• SLO 3.1: Students will demonstrate proper terminology use towards treatment plans and rehabilitation protocols.
• SLO 3.2: Students will identify and demonstrate proper biomechanical technique within healthcare protocols.

PLO4: Students will demonstrate knowledge in administrative principles, risk management, resume and budgeting in multiple healthcare professions

• SLO 4.1: Students will identify and evaluate principles and policies for healthcare professions.
• SLO 4.2: Students will understand the concepts of budget and facility design in in healthcare settings

PLO5: Students will identify and demonstrate knowledge of health care professions roles, responsibilities, fiscal financial worth, and credentialing for future professions and/or graduate school

• SLO 5.1: Students will understand how philosophy and ethics relate to medical professions.
• SLO 5.2: Students will identify and understand credentialing and financial evolution of multiple healthcare professions field of education as a means for bringing about social justice

PLO1: Students refine their professional values:

• SLO1.1: Student will define what values and principles mean to them
• SLO1.2: Students will defend their personal integrity statements and demonstrate how they will guide actions and choices
• SLO1.3: Students will model what it means to live with integrity by weighing their own values and principles as part of the decision process
• SLO1.4: Students will examine what purpose means to them as leaders and individuals by designing purpose statements that focus on leadership and values

PLO2: Students master skills necessary to be strategic decision makers

• SLO2.1: Student will demonstrate techniques to champion projects and engage stakeholders
• SLO2.2: Students will execute organizational vision: Recognizing opportunities, prioritizing tasks, and identifying efficient uses of organizational resources to effect change
• SLO2.3: Students will interpret data to drive strategic decisions
• SLO2.4: Students will demonstrate effective critical thinking skills: Identify problems; evaluating alternatives using various techniques; and formulating, describing, and defending solutions

PLO3: Students demonstrate the ability to effectively lead others:

• SLO3.1: Students will demonstrate effective communication and leadership skills to successfully manage diverse workforces
• SLO3.2: Students will describe, defend, and utilize productive theories and tools to manage and resolve conflict
• SLO3.3: Students will identify and reflect on their own strengths and weaknesses to choose the best leadership style for them
• SLO3.4: Students will demonstrate their emotional intelligence by improving self-awareness and understanding others’ responses to varying leadership styles
• SLO3.5: Students will assess relationship to strength to enhance students’ own effectiveness as change leaders

1. Students will demonstrate knowledge and understanding of the scientific terminology, facts, principles, laws, and concepts of exercise as appropriate for an entry-level health/fitness professional.

Student Learning Outcomes:

• Students will identify and master key concepts and principles of human performance (eg: General Physical Preparedness, General Fitness Markers, Nutrition, Strength and Conditioning, and enhancing Athletic Performance).

2. Students will apply fundamental human movement principles in the areas of anatomy, physiology, and biomechanics to a variety of exercise/fitness contexts and populations in order to design safe and effective training programs for a multitude of populations.

Student Learning Outcomes:

• Students will analyze functional movement to identify pre-existing conditions in human movement and how to best navigate limiting factors and optimize performance.
• Students will evaluate and create safe and effective exercise and fitness programs for a multitude of athlete/client populations.

3. Students will demonstrate the knowledge of behavior strategies to enhance fitness and health behavior changes, specifically in the areas of general health, nutrition, mental health, and athletic performance.

Student Learning Outcomes:

• Students will understand components of health and fitness plans in order to accommodate client and drive specific physical adaptations/goals.

4. Students will evaluate scientific literature to synthesize relevant information in exercise/fitness to be subject matter experts and contributing members of the field.

Student Learning Outcomes:

• Students will conduct research, interviews, and engage in academic discourse to showcase their mastery of the content and ability to contribute to the field.

• SLO1:  Students will develop projects using specified media in a manner that reflects technical skill and appropriate decision making to creatively apply the elements and principles of design.
• SLO2: Students will analyze and categorize works of art by technical styles, movements, and/or artists.
• SLO3: Students will engage in critique, suggesting revisions to refine creative perception and decisions, and to improve resulting products.

• SLO1:  Students will present their work, describing process, appraising quality, and articulating meaning.
• SLO2:  Students will create a series of digital portfolios – compilations of creative works illustrating technical skills, creativity, and breadth of media – developing from novice to professional quality.