ÍÃ×ÓÏÈÉú

• Demonstrate a holistic understanding of concepts and contexts and an integrated understanding of anthropology’s perspectives across subfields, students connects the major concepts, theoretical perspectives, empirical findings, and historical trends in anthropology to concrete problems.
• Identify ethical guidelines appropriate to an anthropological research subfield, including respect across differences and cultural relativism, toleration of ambiguity, and appreciation for human biocultural variance within shared human heritage and among the complexity of intercultural diversity.
  
• Apply research methods and critical thinking skills that are appropriate to, and integrative of, anthropological subfields.
  
• Reflect and acts professionally and personally through independent study, off campus study, service learning, or field or library research experiences in order to consider how to implement anthropological knowledge, standards, and practices in a variety of occupations and vocations.

• Locate and cite biology source materials using discipline-specific databases
• Articulate questions and hypotheses that drive research in the field of biology
• Synthesize, evaluate, and accurately summarize information from multiple sources
• Integrate core concepts and principles from the biological sciences
• Recognize areas requiring further research
• Comprehend the broader implications of biological research for health
• Effectively communicate scientific information to both non-specialist (popular) and specialist (technical)

• Demonstrate how to collect, summarize, analyze, and interpret scientific data
• Develop the skills to communicate research findings and scientific knowledge to experts and non-specialists
• Understand the structure and functions of plants, how they interact with other organisms, and how they function within ecological and global systems

• Locate and cite biology source materials using discipline-specific databases
• Articulate questions and hypotheses that drive research in the field of biology
• Synthesize, evaluate and accurately summarize information from multiple sources
• Integrate core concepts and principles from the biological sciences
• Recognize areas requiring further research
• Comprehend the broader implications of biological research for health
• Effectively communicate scientific information to both non-specialist (popular) and specialist (technical)

• Creatively and effectively engage community beyond a one-way transmission of information to address important socio-ecological issues;
• Thoughtfully address topics and promotes discussions through responses that are reflective and analytical;
• Demonstrate in-depth understanding of historical and current state-of-science for topic and effectively communicates this topic to a chosen audience;
• Use a variety of creative approaches to spark meaningful conversation, address disparate views, and introduce relevant additional resources;
• Engage diverse communities in science and conservation (leadership challenge);
• Produce New Knowledge (exhibit and reflect on a comprehensive collection of academic work, including a solid synthesis and conclusive statement, useful indicators and metrics to assess their work, and critical reflection)

• Synthesize current knowledge;
• Conduct original research;
• Communicate ideas;
• Teach and mentor others

• Synthesizing current knowledge: Summarize major theories/research in the field and related fields of stud; identify significant problems/questions related to the field, and develop testable hypotheses to address those questions;
• Producing new knowledge: Test hypotheses they have developed using discipline appropriate techniques, and produce new knowledge that significantly advances understanding of important questions in the field;
• Communicating ideas: Develop effective written and oral communication skills; (4) Teaching and mentoring of others: Develop effective leadership and pedagogical skills, including mentoring.

• Communicate knowledge;
• Conduct original research to generate new knowledge;
• Synthesize existing knowledge

• Describe, synthesize, and critique the methodological approaches presented in primary references (peer-reviewed journal articles in chemistry/biochemistry) and/or generated in student-led research
• Explain and synthesize chemistry concepts presented in laboratory research scenarios
• Write well-organized, clear, logical, grammatically correct literature critiques and laboratory reports

• Describe, synthesize, and critique the methodological approaches presented in primary references (peer-reviewed journal articles in chemistry/biochemistry) and/or generated in student-led research
• Explain and synthesize chemistry concepts presented in laboratory research scenarios
• Write well-organized, clear, logical, grammatically correct literature critiques and laboratory reports 

• Plan and execute original research grounded in appropriate methods for experimental design, data collection, data analysis, and from which draw appropriate conclusions;
• Demonstrate an appropriate depth of knowledge in the field of chemistry or biochemistry;
• Effectively communicate orally and in writing to an audience of their peers.

• Critical Thinking which is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion;
• Written Communication which is the development and expression of ideas in writing, including working in multiple genres and styles and using different writing technologies, and mixing text, data, and images;
• Reading which is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” [Snow, et al., 2002]);
• Intercultural Knowledge and Competence which is ‘a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts,’” (Bennett, J. M. 2008);
• Inquiry and Analysis which is the systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgments.

• Identify and apply economic principles to solve problems;
• Evaluate economic phenomenon using appropriate disciplinary methods for a general audience;
• Conduct and convey the results of an empirical analysis for a general audience;
• Communicate to a professional audience an analysis of a research question using professional, technical, published economics papers

• Identify and apply economic principles to solve problems;
• Evaluate economic phenomenon using appropriate disciplinary methods for a general audience;
• Conduct and convey the results of an empirical analysis for a general audience;
• Communicate to a professional audience an analysis of a research question using professional, technical, published economics papers.

• Written Communication: Demonstrates awareness of audience and familiarity with generic and disciplinary conventions;
• Creative Thinking: Demonstrates evidence of an imaginative and synthetic artistic practice; articulates reasons for and consequences of creative decisions;
• Critical Thinking: Analyzes, interprets, and makes evidenced claims about peer texts in a manner that demonstrates consciousness of student’s own perspective and awareness of the context in which claims are presented;
• Reading: Demonstrates competence in identifying generic and stylistic strategies and conventions, mustering textual evidence for claims, and contextualizing readings within a broader field of practice

• Demonstrate understanding of the theories, practices, and terminology of linguistic science;
• Demonstrate the ability to analyze language from different perspectives, depending on the focus of each individual course;
• Demonstrate the ability to summarize, synthesize, and critically evaluate relevant literature in linguistics, depending on the focus of each individual course.

• Learn and apply rhetorical theory to write and edit effectively for professional contexts;
• Analyze writing and writing contexts using appropriate methodologies;
• Write effectively in a variety of professional genres for specific purposes, contexts, and audiences, including multicultural and global contexts and audiences;
• Use a variety of technologies for invention, composing, and delivery;
• Engage in collaborative composing processes and effective project management;
• Analyze and address appropriately the ethical issues that may arise in writing contexts.

• Complete a high-quality, publishable manuscript in their genre of focus (creative nonfiction, fiction, poetry, or screenplay/s);
• Be prepared to submit work to a range of appropriate contemporary venues for its potential publication and presentation;
• Demonstrate the critical skills required to edit their own work and to describe its relationship to canonical and contemporary work in the genre

• Demonstrate expert knowledge about the texts, genres, theoretical concerns, and historical and cultural contexts of their chosen field of study;
• Demonstrate their ability to compose original scholarly research that contributes to their chosen field of study;
• Develop professional experience necessary to participate in the community of scholars, teachers, and other professionals associated with the fields of literature, cultural studies, writing, and rhetoric

• Conduct focused, formal, and ethical classroom research;
• Reflect critically on their own teaching, curricula, and assumptions about writing and related literacy practices;
• Use inquiry-driven classroom research as a way to generate timely and professionally relevant claims;
• Contextualize claims and conclusions within the broader professional conversation about teaching, writing, and literacy

• Gain familiarity with the set of information outlined in the core curriculum;
• Demonstrate ability to do textual analysis in French;
• Write a semi-professional article in French based on guided research;
• Communicate orally, in an effective manner, the results of their research for a semi-professional article;
• Learn the grammatical material in the advanced French grammar textbook used in a scaffolded manner throughout several upper-level courses taught in French

• Identify various modes of inquiry within the scholarly disciplines encountered in Italian Studies (e.g. literary history/criticism/theory, linguistics, history, political science, religious studies, art history, art/music appreciation, sociological and anthropological inquiry, etc.), and apply those modes of inquiry in a number of genres typical of interdisciplinary knowledge dissemination;
• Practice the academic writing process, which begins with rigorous habits of reading, data gathering, interpreting, thinking, analyzing, discussing, and arguing;
• Communicate effectively and responsibly to a public audience regarding topical matters involving aspect of Italian culture relevant to one or more of the interdisciplinary programs (e.g. historical events or conditions, literary texts for movements, philosophical views, political experiments, scientific developments, works of art or music, popular culture, such as cuisine, social media, folklore, or other folkways, etc.);
• Construct an analytical, comparative, and evidence-based argument that demonstrates both thoughtful synthesis of multiple sources and a keen awareness of context, purpose, and audience

• Demonstrate how to create their knowledge from original sources in classical studies
• Describe the strengths and weaknesses of secondary scholarship on topics of classical studies
• Identify and describe the scholarly context of a source
• Identify and describe primary source evidence
• Demonstrate proper technique in the citation of sources
• Employ appropriate syntax and mechanics in their writing

1. Demonstrate excellent familiarity with the major works of French and Francophone literature, film, and theory from the Middles Ages to the present;
2. Formulate original hypotheses about cultural artifacts and construct an argument that is informed by a clearly stated methodological approach. Students should be capable of making these analyses in French in both written and oral forms;
3. Write a Master’s thesis of at least 50 pages that develops an original topic of research, demonstrates a well-defined critical framework, advances an original reading of work(s), and is written in clear, well-articulated prose.

• Demonstrate skills in integrative thinking on patterns and processes and spatial analysis across scales and among places;
• Apply geographic tools and planning concepts toward problem solving and analysis;
• Demonstrate competence in critical analysis and inquiry through the design and completion of independent research;
• Demonstrate writing competency through the preparation of proposals, literature reviews, plans, reports or research papers, and public presentations

Undergraduate

• Recognize a variety of data formats available in GIScience and select appropriate techniques for data classification, analysis, and interpretation;
• Design and execute workflows for spatial problem-solving;
• Effectively communicate the result(s) of GISci analyses and processes to the appropriate audience via written and cartographic means.

Graduate

• Demonstrate the necessary theoretical background in GISci to identify and apply the appropriate tools and analyses to solve a variety of spatial problems;
• Integrate information from literature and news sources in applying GISci techniques to real-world problems and situations;
• Demonstrate proficiency in the appropriate computer programming/scripting language for industry-standard GISci software.

• Define and properly use the principal specialized terms and concepts employed in the geosciences;
• Demonstrate proficiency with the use of tools, technologies and methods common to the geosciences;
• Communicate effectively to specialists and non-specialists;
• Demonstrate quantitative literacy;
• Demonstrate proficiency with the application of the scientific method to geoscience problem-solving

• Define and properly use the principal specialized terms and concepts employed in the geosciences;
• Demonstrate proficiency with the use of tools, technologies, and methods common to the geosciences;
• Communicate effectively to specialists and non-specialists;
• Demonstrate quantitative literacy;
• Demonstrate proficiency with the application of the scientific method to geoscience problem-solving

• Reflect on the challenges faced by professionals working in the energy industry, building and transportation sectors, and regulatory agencies.
• Identify a topic and evaluate how the supply and demand of focal energy resources are determined by resources, policies, and economic incentives. 
• Attempt to solve specific energy problems/projects to enhance campus sustainability and energy efficiency, or in student team competitions to address specific energy challenges.

• Apply general principles of problem-solving methodology to specific environmental problems;
• Communicate scientific and environmental information to non-specialist and government audiences;

• Gain an understanding of our complex global food system; specifically its impact on economic, environmental, and community health and its effect on individuals, families, communities, nations, and the planet.

• Students will describe the major theories and research methods, including the sources they are based on, within several areas of the geosciences and related fields.
• Students will demonstrate proficiency with the use of tools, technologies and methods common to the geosciences and with the application of the scientific method to geoscience problem solving.
• Students will demonstrate ability to communicate effectively through written and verbal means within several areas of the geosciences and related fields as well as a broader audience.

• Students will describe the major theories, research methods and recent advancements, including the sources they are based on, within several areas of the geosciences and related fields.
• Students will demonstrate proficiency with the use of tools, technologies and methods common to the geosciences and with the application of the scientific method to geoscience problem solving.
• Students will demonstrate in-depth knowledge of the student's area of specialization by describing creative ideas about how to solve the range of challenges associated with their specialty.
• Students will design and conduct several original geoscience research projects, with sufficient data, analytical methodologies, illustrated results, and logical interpretations.
• Students will demonstrate the ability to communicate effectively through written and verbal means within their area of specialization and to a broader audience.

• Apply general principles of problem-solving methodology to specific environmental problems;
• Manage interdisciplinary team projects for clients;
• Communicate scientific and environmental information to non-specialist and government audiences;
• Apply statistical design and analysis to environmental measurements;
• Synthesize knowledge from a disciplinary concentration in environmental science and sustainability with its application to a professional experience.

Chinese Concentration:

• Employ correct and appropriate grammar, vocabulary, syntax, and style to describe personalities, events, and ideas in the past, present, future, and hypothetical situations;
• Contextualize cultural information in a manner that reveals familiarity with past and present trends and differences between one’s native culture and Chinese culture;
• Construct a persuasive argument intelligible to native speakers of the language;
• Locate, analyze, evaluate, summarize, integrate, synthesize, and cite information and ideas from sources typically used in contemporary Chinese newspaper articles;
• Apply the grammatical, rhetorical, and cultural competencies outlined above to the types of writing typically used in the graduates’ intended professions

Japanese Concentration:

• Employ correct and appropriate grammar, vocabulary, syntax, and style to describe personalities, events, and ideas in the past, present, future, and hypothetical situations;
• Contextualize cultural information in a manner that reveals familiarity with past and present trends and differences between one’s native culture and those of Japan;
• Construct a persuasive argument intelligible to native speakers of the language;
• Locate, analyze, evaluate, summarize, integrate, synthesize, and cite information and ideas from sources typically used in Japanese scholarly publications and professional types of writing in Japanese;
• Apply the grammatical, rhetorical, and cultural competencies outlined above to the types of writing typically used in the graduates’ intended professions.

• Employ correct and appropriate grammar, vocabulary, syntax, and style to describe personalities, events, and ideas in the past, present, future, and hypothetical situations;
• Contextualize cultural information in a manner that reveals familiarity with past and present trends and differences between one’s native culture and those of the German-speaking world;
• Construct a persuasive argument intelligible to native speakers of the language;
• Locate, analyze, evaluate, summarize, integrate, synthesize, and cite information and ideas from sources typically used in German news media, scholarly publications, and professional types of writing in German;
• Apply the grammatical, rhetorical, and cultural competencies outlined above to the types of writing typically used in the graduates’ intended professions

• Demonstrate appropriate levels of Russian grammar, syntax, style, and cultural context to create a persuasive argument in language courses;
• Write effectively in genres that analyze the complex interactions between politics, history, literature, etc. in Eastern Europe and the former USSR;
• Contextualize information in a manner that reveals familiarity with past and present trends in Eastern Europe and the former USSR.

• Demonstrate an understanding of the diversity of U.S. culture in a global context
• Demonstrate an awareness of how American Studies frames arguments about culture by employing methods and sources from multiple fields and disciplines
• Demonstrate critical self-awareness and the ability to articulate the relationship between culture and one's individual beliefs and values
• Demonstrate the ability to identify and use analytical skills and knowledge necessary for engaged citizenship in a participatory democracy.

• Develop critical and independent thinking about race, ethnicity, and/or indigeneity
• Acquire a multidisciplinary approach to understand, evaluate, and address how race, ethnicity, and indigeneity is created, sustained, and perpetuated
• Evaluate, comprehend, and increase the awareness of how social justice, racial justice, and human rights relate to racial, ethnic, and indigenous rights
• Demonstrate analytic and integrative skills through writing intensive course(s) with a focus on racial, ethnic, and indigenous group experiences

• Develop ÍÃ×ÓÏÈÉú Explanations of Global Problems
• Propose Contextual Policy Solutions
• Operate Effectively in a Foreign Culture
• Write and Present Professionally

• Attain familiarity with Latin American and Latino/a cultures and experiences that lead them to act as informed and engaged global citizens
• Develop an ability to discern the validity of popular and scholarly sources and arguments addressing contentious Latin American and Latina/o issues
• Present the results of their research persuasively and accurately in digital formats aimed at various audiences
• Demonstrate the ability to identify and use analytical skills and knowledge necessary for engaged citizenship in a participatory democracy.

• Investigate how lived experience is impacted by diverse intersections of gender, race, class, age, sexuality, religion, (dis)ability, gender identity, nationality, and other forms of social situatedness
• Examine and communicate the significance of gender and sexuality as a parts of wider social and political structures of power, knowledge, experience, culture, embodiedness, intimacy, and labor
• Utilize critical thinking skills to analyze, evaluate, and apply appropriate interdisciplinary feminist, gender, and sexuality studies scholarship to inquiry in both disciplinary and interdisciplinary contexts adjacent to or outside of WGS
• Discover and communicate how theory and practice mutually inform each other

• Advances a persuasive, analytic, evidence-based argument that demonstrates original thought;
• Compellingly situates original research in complex contexts and theoretical debates;
• Describe the influence of gender and other social differences on the production and dissemination of knowledge;
• Describe how gender, sexuality, and cultural difference function in the graduate student’s area of expertise

• Locate, analyze, and contextualize historical sources;
• Examine other societies in a global context and to look at one's own society in the context of other societies;
• Engage with the discipline of history by asking historical questions, making historical arguments, and engaging in historical debates;
• Write historical essays that show mastery of historical skills and concepts, and that historicize events, ideas, and categories

• Mastery of a particular field of historical expertise;
• Ability to analyze the theoretical/historiographical underpinnings of historical scholarship;
• Ability to carry out independent scholarly analysis and interpretation of historical sources and problems

• Critical Thinking: Students will develop critical thinking skills that enable them to determine the validity of a given argument and will be able to construct mathematical arguments independently.
• Content Knowledge: Students will demonstrate depth of knowledge in the core content areas of mathematics and apply content knowledge to solve complex mathematical problems.
• Communicating Mathematical Ideas: Students will demonstrate the ability to clearly and effectively communicate mathematical ideas in writing in a manner appropriate for an identified audience.

• Content Knowledge: Demonstrate depth of knowledge of the main concepts, theorems, and techniques of major branches of mathematics;
• Independent Learning: Demonstrate the ability to independently investigate and understand advanced topics from the mathematics literature;
• Professional Communication: Demonstrate the ability to present mathematical ideas to professional audiences in both written and oral form.

• Demonstrates competency in focusing on students as mathematical thinkers and learners;
• Plans for effective instruction by designing a lesson plan that will enable all students the opportunity to learn mathematics, to think analytically and solve problems creatively;
• Demonstrates Proficiency With Tools And Technology designed to support mathematical reasoning and sense-making, both in doing mathematics themselves and in supporting student learning of mathematics;
• Demonstrates growth and improvement through the process of conducting action research whether it be a self-study and reflection on instruction, student thinking, innovative techniques or some other pursuit of knowledge and understanding

1. Recognize and develop news stories, keying on the so-called Five Ws (who, what, where, when, why and how), and to gather information that is factual, relevant, timely, thorough and valuable to a broad audience;
2. Write news stories in the Inverted Pyramid style, crafting concise and compelling leads, constructing stories with facts ordered from most to least important, and incorporating transitional language between facts to provide a coherent whole;
3. Identify and write news stories about issues that require deeper reporting and more nuanced writing, incorporating such narrative non-fiction techniques as anecdotes, scenes, descriptive passages and dialogue;
4. Conduct quantitative research and analysis, and effectively incorporate the results of that work into stories about newsworthy topics of public importance

• Construct a critique that is accessible and engaging;
• Demonstrate the ability to make an argument supported with appropriate evidence;
• Synthesize information from multiple sources into a single, compelling critique;
• Write in a style that is appropriately formatted, proofread, and free of errors

• Professional Competencies – knowledge about best practices of analyzing and producing communications in professional communication fields, including but not limited to public relations, advertising, the business world, and the media industries;
• Understand Audiences, Gatekeepers, and Communication Venues – Be able to assess the appropriateness of different technologies and communication practices for different venues, industries, and audiences;
• Analyze, Create, and Evaluate Communication Strategies – Plan, produce, and assess media and messages in a strategic manner, using research and data;
• Communicate Effectively in Multiple Channels – Show competency in writing, public speaking, and communication across different types of media;
• Exercise Critical Thinking, Ethics, and Culturally Sensitive Communication – Recognize the legal, ethical, social, and cultural issues and implications of communication in society.

• Compare and contrast diverse health professions and their respective requirements, as these relate to “benchmark” courses and activities needed to fulfill those requirements.
• Execute a self-study of motivation, desire, and qualifications for selected health profession/s.
• Design a plan of study and activities that link with benchmarks and facilitate reaching professional goals.
• Demonstrate knowledge of what profiles, essays, and/or other documents are required for successful matriculation to graduate education in desired health profession/s.
• Practice fundamental concepts in basic biological, physical, and social sciences required for admission to and success in medical or other health profession school.

• Design a plan of study and activities that link with benchmarks and facilitate reaching professional goals.
• Demonstrate knowledge of what profiles, essays, and/or other documents are required for successful matriculation to graduate education in desired health profession/s.
• Practice fundamental concepts in basic biological, physical, and social sciences required for admission to and success in medical or other health profession school.

• Summarize key concepts in biomedical pathways of health: be able to correlate key anatomic and physiologic processes of health, disease and where possible therapeutics
• Articulate relevant scientific data, conveying key concepts, to multiple audiences including researchers, clinicians, and vested interest health science communities
• Promote interprofessional collaboration: use written and verbal communication to engage all members of a teams, optimizing best practices and standards in laboratory investigation and healthcare delivery
• Exhibit professionalism and ethics: demonstrate compassion, integrity and respect for research and ethical practice through clinical case discussions and laboratory assessments
• Critically evaluate the health science literature and develop methods of on-going improvement in a variety of health delivery systems

• Display command of clinical knowledge and practice: evaluate and analyze key concepts in clinical medicine within the patient experience
• Articulate clinically relevant interpersonal and communication skills: compose spoken and written scientific, clinical knowledge appropriate for multiple audiences including patients, clinicians, and communities
• Advocate for patient-centered care: translate the clinical standard of care to the patient experience
• Promote interprofessional collaboration: use written and verbal communication to engage interprofessional teams, optimizing patient centered care
• Exhibit professionalism and ethics: demonstrate compassion, integrity and respect for others with personal/professional accountability and a commitment to clinical practice, research and legal standards of care
• Drive practice-based learning and quality improvement: critically evaluate the medical literature and their own clinical performance and develop methods of on-going improvement in patient care practices
• Promote society and population health: recognize the role of community influences and identity on individual health and determine methods to create synchrony in individual and societal health improvement

• Define/explain the fundamental concepts, processes, core theories and practices within multiple MLS disciplines;
• Describe/explain the theoretical basis of the tools, technologies and methods within multiple MLS disciplines;
• Effectively communicate laboratory findings, methodologies and strategies to both specialist and non-specialist audiences;
• Demonstrate and employ practical skills with both classical and modern laboratory techniques in clinical chemistry, microbiology, hematology and immunohematology, including trouble-shooting and problem solving

• Properly apply microbiological terms and explain basic concepts related to microbiology;
• Properly apply advanced microbiological concepts to describe/explain the processes used by microorganisms for their replication, survival, and interaction with their environment, hosts, and host populations;
• Properly explain the theoretical basis of the tools, technologies, and methods common to microbiology laboratories and demonstrate practical skills in the use of these tools, technologies, and methods;
• Effectively communicate microbiological science to both specialist and non-specialist audiences by summarizing, analyzing, synthesizing, and drawing conclusions regarding current microbiological literature, research, and/or techniques

• Critically analyze the field of public health with a recognition of the importance of both disease prevention and health promotion in a diverse and changing nation;
• Develop analysis and research capacities to understand the complexity of public health as a field of study and in particular to examine the key elements of public health including challenges and opportunities faced by the field;
• Develop oral and written skills that enable students to communicate effectively about public health;
• Integrate the core elements of public health with a selected area of specialization to recognize how the field of public health applies to individuals, communities, and society overall.

• Synthesizing current knowledge: Summarize major theories/research in their field and related fields of study, identify significant problems/questions related to their field, and develop testable hypotheses to address those questions;
• Producing new knowledge: Students will test hypotheses they have developed using discipline appropriate techniques and produce new knowledge that significantly advances understanding of important questions in their field;
• Communicating ideas: Develop effective written and oral communication skills;
• Teaching and mentoring of others: Develop effective leadership and pedagogical skills, including mentorship and teaching

• Present context and purpose of writing;
• Interpret and critcally evaluate readings;
• Construct and develop a philosophical argument;
• Adhere to disciplinary standards.

• Show mastery of the philosophical content in a circumscribed research area of their choosing, as demonstrated by 20-page research paper;
• Organize an argument clearly around a strong thesis and support their claims with textual evidence, using both primary and secondary sources;
• Cogently discuss their research, defend its premises and conclusions, and respond thoughtfully to questions and criticism;
• Be prepared to succeed in a competitive PhD program.

• Communicate clearly;
• Demonstrate critical thinking by using appropriate mathematical techniques and physics concepts to obtain quantitative solutions to problems;
• Demonstrate critical thinking by conducting scientific investigations (experimental, numerical or theoretical);
• Acquire a body of knowledge that includes classical physics, relativity, statistical mechanics/thermodynamics, and quantum mechanics.

• Communicate clearly;
• Use appropriate mathematical techniques and physics concepts to obtain quantitative solutions to problems. The students should be able to solve physics problems in the following core areas: classical mechanics, electromagnetism, statistical mechanics & thermodynamics, and quantum mechanics;
• Demonstrate critical thinking by conducting original scientific investigations and producing a thesis based on this research.

• Define and explain political science concepts, theories and approaches;
• Demonstrate skill in evidence-based reasoning from identifying the appropriate data or evidence necessary to construct a convincing argument to constructing and communicating that argument;
• Identify the appropriate methodology, design and analysis for a given problem and understand the ethical components of research choices;
• Apply political science knowledge to contemporary political issues and problems and be able to identify and evaluate alternative political science-based solutions.

• Define and explain political science concepts, theories and approaches;
• Demonstrate skill in evidence-based reasoning from identifying the appropriate data or evidence necessary to construct a convincing argument to constructing and communicating that argument;
• Identify the appropriate methodology, design and analysis for a given problem and understand the ethical components of research choices;
• Apply political science knowledge to contemporary political issues and problems and be able to identify and evaluate alternative political science-based solutions.

• Identify and apply the appropriate methodology, design and analysis for a given problem, and understand the ethical components of research choices;
• Apply political science knowledge to contemporary political issues and problems, and be able to identify and evaluate alternative political science-based solutions;
• Formulate, propose and advocate political science-based solutions;
• Conduct and communicate independent, professional-level investigations into problems in a specific political science sub-discipline and thereby contribute to the political science knowledge base.

• Summarize and synthesize existing literature;
• Construct convincing evidence-based arguments;
• Apply basic research findings;
• Write engaging and effective text.

• Review and synthesize existing research literature, distinguish theoretical propositions from empirical evidence, and identify gaps in the literature that could lead to viable and productive research projects;
• Demonstrate competence in research designs and analyses by designing and implementing, with a degree of independence, ethically and methodologically appropriate research that adds to scientific knowledge in psychology;
• Communicate effectively orally and in writing the results of empirical research to professional audiences in scientific genres.

• Assess relevant social justice problems, questions, or issues;
• Demonstrate skills in the knowledge building process in social justice studies;
• Show awareness of appropriate research designs.

Major outcomes:

• Apply theoretical perspectives to issues in society;
• Apply appropriate strategies to address a research question;
• Evaluate the effectiveness of government, organizational, or other policies aimed at addressing sociological issues.

Criminology concentration outcomes:

• Identify and describe the institutions that comprise the criminal justice system and demonstrate how these institutions function;
• Compare, contrast, and apply criminological theory in order to explain delinquency, criminal behavior, victimization, and law-abiding behavior;
• Design and execute research in order to expand their knowledge in the field and in the discipline.

Sociology concentration outcome:

• Synthesize and critique sociological research

• Identify the key social, psychological, and political processes that underlie effective organizational performance
• Analyze how the experiences of people from different backgrounds differ in workplaces
• Effectively identify, collect, synthesize, and analyze data
• Develop organizational and social policies that effectively address both individual and organizational needs
• Communicate orally and in writing appropriate and effective strategic decisions to various stakeholders

• Explain how “aging” is defined within social and cultural contexts;
• Articulate the intersection between individual agency and social contexts in shaping the life course of individuals and cohorts;
• Explain why chronological age is a problematic concept;
• Explain, compare, and contrast major theoretical perspectives in social gerontology;
• Integrate gerontological information from multiple sources into coherent arguments;
• Give one example of the ways in which thinking in the field of gerontology has changed, and use this example to illustrate how dominant paradigms help to limit “acceptable” research and knowledge;
• Demonstrate capacity for a rigorous process of independent and original inquiry. Depending on the primary audience and major purpose of the endeavor, the project might articulate and address a significant gap in the research literature, solve an agency-based problem, or meet practice needs of the field;
• Apply the principles of research design in a grant proposal for an agency-based program evaluation that is rigorous, feasible, and responsive to the role of stakeholders in applied research;
• Explain the major policy issues that affect the design and implementation of programs developed to meet the needs of an aging society;
• Describe and critique the major income maintenance, health, and social programs serving older people in the U.S.;
• Articulate the relationship between course content and the work of an organization in the field of aging;
• Establish an ongoing plan for professional development

• Articulate the intersection between individual agency, social contexts and personal meaning in shaping the life course of individuals and cohorts;
• Illustrate the complex dimensions of the concepts of age and aging, including the unique challenge of the age-period-cohort problem;
• Demonstrate an understanding of the research process by designing, defending, and implementing an independent research project of appropriate scope for a doctoral dissertation. This includes articulating an “answerable” research question, providing a justification for the mode of inquiry, and using an appropriate research design and analytic strategy;
• Describe and critique the major approaches to income maintenance, health, and social programs that serve older people around the world;
• Write a grant proposal that demonstrates a high level of understanding of research methods, effective grantsmanship, and the importance of research ethics;
• Effectively communicate gerontological knowledge to multiple audiences including the research community and undergraduate students;
• Demonstrate mastery of knowledge in the discipline of gerontology.

• Speak and write at the American Council of Teaching Foreign Languages (ACTFL) advanced mid / advanced levels;
• Demonstrate the capacity to develop an independent investigation according to the conventions of journals written for specialists in the areas of literature, cultural studies, film studies, and linguistics by stating clearly the scope of the original thesis, providing textual evidence to support the thesis, and arriving at a conclusion logically based on the evidence presented.

• Speak and write at the American Council of Teaching Foreign Languages (ACTFL) advanced level;
• Demonstrate the capacity to develop an independent investigation, according to the conventions of journals written for specialists in the areas of literature, cultural studies, film studies, and linguistics, by stating clearly the scope of the original thesis, providing extensive textual evidence to support the thesis, and arriving at a conclusion logically based on the evidence presented and supported with rigorous reasoning.

• Demonstrate knowledge of basic human neurological, physiological, cognitive, and communicative development across the life span;
• Identify key anatomical structures and explain physiological processes related to human communication disorders and differences;
• Describe social-emotional as well as cultural impacts on communication differences and disorders;
• Demonstrate writing competency through professional clinical reports and research papers.

• Demonstrates knowledge of and interdependence of communication and swallowing processes;
• Uses clinical reasoning and demonstrates knowledge of and ability to integrate research principles into evidenced-based clinical practice;
• Adheres to federal, state, and institutional regulations and demonstrates knowledge of contemporary professional issues and advocacy;
• Communicates effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the patient, family, caregiver and relevant others;
• Establishes rapport and shows care, compassion, and appropriate empathy during interactions with clients/patients and relevant others;
• Uses appropriate rate, pitch, and volume when interacting with patients or others;
• Provides counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others;
• Collaborates with other professionals in case management;
• Displays effective oral communication with patient, family or other professionals;
• Displays effective writeen communication for all professional correspondence;
• Adheres to ASHA Code of Ethics and Scope of Practice documents and conducts him or herself in professional, ethical manner; (12) Demonstrates professionalism;
• Demonstrates openness and responsiveness to clinical supervision and suggestions;
• Demonstrates professional personal appearance that is appropriate for the clinical setting;
• Displays organization and preparedness for all clinical sessions;
• Develops setting-appropriate intervention plans with measurable and achievable goals;
• Implements intervention plans;
• Selects or develops and uses appropriate materials/instrumentation;
• Sequences tasks to meet objectives;
• Provides appropriate introduction/explanation of tasks;
• Measures and evaluates clients/patients' performance and progress;
• Uses appropriate models, prompts or cues, and allows time for patient response;
• Modifies intervention plans, strategies, materials, or instrumentation to meet individual client/patient needs;
• Completes administrative and reporting functions necessary to support intervention;
• Identifies and refers patients for services as appropriate.

Statistics Concentration Outcomes

• Analyze and interpret data critically using statistical models and programming skills.
• Identify appropriate probability models for experiments and use them to derive and evaluate estimators for population parameters.
• Effectively communicate, both orally and in written form, results of statistical analyses to both the expert and layperson

Data Science concentration:

• Frame the analyses of applied problems in terms of the learning-from-data cycle of inquiry.
• Construct and manipulate both structured and unstructured data to produce datasets for analytical purposes.
• Apply appropriate methods for data reduction, prediction, and visualization

• Analyze and interpret data from real-world problems critically using programming skills and a broad range of statistical models and methods;
• Demonstrate a comprehensive understanding of the mathematical basis and theoretical foundations of statistics;
• Effectively and independently communicate, both orally and in written form, the results of statistical analyses.

• Address complex questions through self-directed creative inquiry;
• Understand the value of interdisciplinary research;
• Show excellence in writing