MassTransfer Foundational
Learning Outcomes

By the end of this course, students will be able to:

1. Identify works of art and architecture from antiquity to the 14th century in terms of style, time period, geographic origin, and material
2. Interpret art and architecture in relation to its originating culture.
3. Communicate ideas about art and architecture through discussion, oral presentations, written papers and exams
4. Relate art and architecture to real world issues, such as gender, class, race, religion, quality of life, and critical problem solving.

By the end of this course, students will be able to:

1. Identify works of art and architecture from 14th century to the present in terms of style, time period, geographic origin, and material
2. Interpret art and architecture in relation to its originating culture.
3. Discuss how works of art and architecture are made, considering factors such as materials, technology, and siting.
4. Express ideas about art and architecture through discussion, oral presentations, written papers and exams.
5. Relate art and architecture to real world issues, such as gender, class, race, religion, quality of life, and critical problem solving.

By the end of this course, students will be able to:

1. Produce a portfolio of works that demonstrate an understanding of the elements and principles of 2D design;
2. Apply the elements and principles of art and design to communicate and visually express ideas.
3. Analyze and critique work in both verbal and written form.
4. Communicate concept and message through a combination of traditional and digital 2D media.
5. Combine theory and practice in the creation and analysis of contemporary art & design.

By the end of this course, students will be able to:

1. Apply problem-solving strategies such as research and ideation in the construction of three-dimensional objects.
2. Define and apply an understanding of the principles and elements of three-dimensional design in the creation of work.
3. Apply fabrication techniques in a variety of construction methods and materials.
4. Combine theory and practice in the creation and analysis of contemporary art & design.

By the end of this course, students will be able to:

1. Apply historical and contemporary narrative form in the creation of digital art and design.
2. Define and apply complex imaging and design terminology.
3. Apply basic design elements and principles in the creation of digital art.
4. Appropriately employ both vector and raster-based image generation.

By the end of this course, students will be able to:

1. Demonstrate understanding of graphic design fundamentals.
2. Apply elements and principles of design and typography.
3. Develop effective designs for print and web.
4. Combine type and image in designs that appropriately communicate concept and message.
5. Define and apply the design process through research and concept development.
6. Create thumbnail sketches and rough drafts to support final designs.

By the end of this course, students will be able to:

1. Apply design principles and skills to graphic designs.
2. Demonstrate an understanding of the formal elements of typography, color, and idea generation.
3. Demonstrate responsibility and professionalism when problem solving.
4. Apply elements of typography and color theory.

By the end of this course, students will be able to:

1. Examine the history of typography, mark making and type classification.
2. Analyze and apply topographic measurement and type anatomy.
3. Create legible designs that show letterform, contrast, hierarchy, grid, and major type families.

By the end of this course, students will be able to:

1. Create a multi-page document that illustrates the use of type anatomy, typesetting, grid and gestalt.
2. Apply typographic structure, hierarchy and type systems in design.
3. Evaluate typography for print and screen environments.
4. Differentiate between typography for layout, character and paragraph design.

By the end of this course, students will be able to:

1. Complete a body of work that demonstrates key drawing concepts, methods and techniques.
2. Apply a wide range of approaches to drawing through a variety of media.
3. Develop analytical and critical thinking skills to assess students’ own work and the work of others.
4. Develop students’ Knowledge of historical and contemporary drawing.

By the end of this course, students will be able to:

1. Explore conceptual problems that consider interactions of media, image selection, composition, content, and spatial manipulation;
2. Apply the elements and principles of drawing to express and communicate ideas.
3. Develop a portfolio that demonstrates the student’s Knowledge and application of historical and contemporary approaches to drawing.
4. Articulate ideas and apply problem solving and critical thinking skills while developing a concept.
5. Analyze and critique drawing in both verbal and written form.
6. Develop personal intention and direction in the context of historical and contemporary drawing.

By the end of this course, students will be able to:

1. Employ skills to accurately draw the human figure from direct observation.
2. Apply a wide range of approaches to drawing through a variety of media.
3. Analyze and depict form through gesture, basic figure geometry, structural masses, anatomical study, and formal elements such as line, positive/negative shape and value.
4. Analyze and critique work in both verbal and written formats.
5. Combine theory and practice in the creation and analysis of contemporary art & design.
6. Complete a body of work that demonstrates key life drawing concepts, methods and techniques.

By the end of this course, students will be able to:

1. Develop the fundamental language of painting to visually express and communicate ideas.
2. Apply a range of painting media in non-objective, abstract, and/or representational compositions.
3. Demonstrate principles of color theory and color relativity.
4. Develop analytical and critical thinking skills to assess students’ own work and work of others.
5. Develop students’ own sense of direction and intention in the context of historical and contemporary painting.

By the end of this course, students will be able to:

1. Develop basic skills and techniques for visualizing and creating 3-dimensional forms.
2. Apply a range of sculptural media in non-objective, abstract, and/or representational compositions.
3. Identify structural, compositional, and conceptual implications of various materials.
4. Communicate critically about personal and peer artworks and analyze the role of description and interpretation in group critiques.
5. Specify and procure materials and consumables.
6. Employ shop safety and demonstrate a responsible approach to the use of shared studio space.
7. Combine theory and practice in the creation and analysis of contemporary art & design.
8. Develop formative personal artistic interests and approaches.

By the end of this course, students will be able to:

1. Combine theory and practice in the creation and analysis of contemporary art & design.
2. Develop analytical and critical thinking skills to assess students’ own work and work of others.
3. Develop students’ own sense of direction and intention in the context of historical and contemporary art & design.

By the end of this course, students will be able to:

1. Compare and contrast the characteristics of prokaryotic and eukaryotic cells and their life cycles.
2. Explain the importance of different biological macromolecules, including the mechanism of their synthesis, and their roles in the cells of all organisms.
3. Summarize how cells acquire, store and release energy through metabolic pathways.
4. Describe the processes (including genetic manipulation technologies) by which heritable material is passed on to the next generation.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Compare and contrast the characteristics, including homeostatic and reproductive strategies, of different organisms across the kingdoms of life.
2. Recognize and explain the causes of large evolutionary trends in biodiversity, and how cladistics inform phylogeny.
3. Explain the processes and outcomes of macro and microevolution, including mutations.
4. Explain organismal interactions at the levels of populations, communities, ecosystems, and biosphere.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Demonstrate competency with the scientific techniques used in the exploration of introductory biology examples may include careful observation, sketching, microscopy, volumetric measurements, dissection,micropipetting, spectrophotometry, and/or modeling).
2. Using the scientific method design controlled experiments with testable hypotheses.
3. Collect data and create graphs or other visual representations in a clear and logical fashion that may include statistics.
4. Interpret meaning of experimental results in a broader scientific context.
5. Communicate results of lab experiments applying broad scientific context (primary literature) utilizing clear and effective written and verbal skills.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Demonstrate basic financial statement literacy
2. Demonstrate knowledge of the accounting equation and how different transactions impact it
3. Identify the components of financial statements (revenues, expenses, assets, liabilities)

Developed: 2018-2019

By the end of this course, students will be able to:

1. Demonstrate knowledge of product costing
2. Demonstrate knowledge of cost-behaviors
3. Demonstrate knowledge of budgeting

Developed: 2018-2019

By the end of this course, students will be able to:

1. Demonstrate and be able to apply the key building blocks of marketing research and analysis, consumer behavior analysis, segmentation and targeting
2. Define the elements of the marketing mix
3. Demonstrate how marketing aligns with an "organization's" strategic focus, culture, competencies, and business processes

Developed: 2018-2019

By the end of this course, students will be able to:

1. Define the management principles
2. Describe challenges managers face in the business enviroment
3. Identify the different types of organizational cultures and structures
4. Differentiate between management and leadership

Developed: 2018-2019

By the end of this course, students will be able to:

1. Demonstrate knowledge of legal procedures
2. Demonstrate knowledge of the legal environment

Developed: 2018-2019

By the end of this course, students will be able to:

1. Demonstrate the ability to use and create spreadsheets, database, and word processing functions

Developed: 2018-2019

By the end of this course, students will be able to:

1. Set up and perform basic stoichiometric calculations.
2. Judge if answers obtained from calculations are chemically reasonable.
3. Predict products and energy changes of simple chemical reactions.
4. Utilize chemical terminology to explain chemical and physical processes at a molecular level.
5. Utilize basic chemical scientific terminology to describe and explain chemical and physical processes at a molecular level in order to predict macroscopic properties of matter.
6. Predict atomic and molecular structure and chemical periodicity using principles of quantum chemistry.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Predict the impact of intermolecular forces on physical properties of molecules and solutions.
2. Assess the rate and order of a reaction.
3. Evaluate reaction mechanisms.
4. Distinguish whether a reaction is spontaneous using entropy and Gibb’s energy.
5. Analyze chemical equilibria in a quantitative and qualitative manner.
6. Evaluate the properties of acids and bases and their effects on pH.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Utilize knowledge of hazards and safe handling of chemicals to work safely in the lab.
2. Complete chemical experiments in response to a question/hypothesis.
3. Record accurate observations and measurements of physical and chemical processes.
4. Collect qualitative and quantitative data in a logically organized and clear fashion.
5. Analyze collected data.
6. Interpret collected data.
7. Report results in a logically organized and clear fashion.

Developed: 2016-2017

By the end of this two course sequence, students will be able to:

1. Determine appropriate Lewis structures and formal charges for organic molecules, including hybridization, geometry, and 3D structure.
2. Interpret and apply standard conventions for drawing organic molecules.
3. Name organic molecules using IUPAC convention.
4. Apply principles of conformational analysis to acyclic and cyclic organic molecules.
5. Determine configuration of stereocenters and relationships of chiral structures.
6. Employ pKa values and structural effects to determine acid strength and direction of acid/base equilibria.
7. Evaluate reaction feasibility using kinetic and thermodynamic data.
8. Predict products of organic reactions.
9. Draw reasonable arrow‐pushing mechanisms to show movement of electrons for organic reactions.
10. Interpret spectra from Infrared Spectroscopy, Nuclear Magnetic Resonance, and Mass Spectrometry to determine structural features and/or molecular structure.
11. Draw resonance structures and apply them to conjugation, aromaticity, and molecular stability.
12. Propose a sequence of reactions to synthesize target molecules from simple organic building blocks

Developed: 2016-2017

By the end of this course, students will be able to:

1. Utilize knowledge of hazards and safe handling of chemicals to work safely in the lab.
2. Complete chemical experiments to perform techniques or synthesize organic molecules.
3. Calculate theoretical and percent yield.
4. Collect and record data in a logically organized and clear fashion.
5. Analyze and interpret data.
6. Characterize organic molecules using physical and spectroscopic data.
7. Critically evaluate outcomes of the experiment based on data collected.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Describe concepts related to models of human communication
2. Compare and contrast the communication process in a variety of different contexts
3. Explain the various theoretical perspectives from which communication may be studied
4. Explain perception and the role it plays in the communication process
5. Examine the effects of gender roles and cultural influences on communication
6. Evaluate verbal and nonverbal communication
7. Differentiate between hearing and listening
8. Analyze ethical issues related to human communication
9. Recognize elements of group dynamics and leadership qualities
10. Evaluate public communication and rhetoric

Developed: 2017-2018

By the end of this course, students will be able to:

1. Demonstrate competence in interpersonal communication contexts
2. Identify aspects of self-concept and how it changes over time
3. Explain perception and the role it plays in the communication process
4. Examine the effects of gender roles and cultural influences on communication
5. Describe the stages of relationship development
6. Identify behaviors that contribute to confirming and disconfirming climates
7. Demonstrate knowledge and skill in managing conflict

Developed: 2017-2018

By the end of this course (or a similarly structured course), students will be able to:

1. Explain key concepts and terminology of film studies
2. Analyze film technically, thematically and aesthetically
3. Identify key elements of composition
4. Describe the history of film from the turn of the 20th century to the present
5. Write critically about film
6. Identify the underlying themes and societal impact of each film screened
7. Explain how certain films embody popular culture trends
8. Identify the components of cinematography and analyze the effects of cinematic choices

Updated: 2019-2020

By the end of this course (or a similarly structured course), students will be able to:

1. Define the process of mass communication
2. Describe the history and evolution of major mass media
3. Employ concepts of media literacy
4. Explain the relationship between media and culture
5. Analyze the persuasive techniques used in advertising
6. Explain theories related to the study of mass communication
7. Evaluate and describe the ways in which media influence individuals and society
8. Discuss the ways in which various ethnic, religious, and cultural groups have been portrayed in the media and the ways media influence attitudes towards these groups
9. Explain how traditional media industries are converging such as radio, film, newspapers, magazines and television are converging in digital environments
10. Explain how economics affects the production and distribution of media content
11. Recognize ethical situations commonly faced by media professionals

Developed: 2019-2020

By the end of this course (or a similarly structured course), students will be able to:

1. Demonstrate proficiency in foundational concepts in media theory and media studies
2. Develop the vocabulary to discuss and contextualize (a) media and culture, (b) media power, (c) media systems and practices, and (d) media representation as a political and symbolic process in the United States
3. Explain the interplay of structure and agency in media systems and social action.

Developed: 2017-2018

By the end of this course (or a similarly structured course), students will be able to:

1. Understand the history and evolution of policing in the United States
2. Explain how the police are organized and administered
3. Contrast community police, police and community relations, and community oriented policing
4. Examine the police subculture and discretionary decision making
5. Examine the factors that shape contemporary policing

Developed: 2019-2020

After successful completion of this course, students will be able to:

1. Explain the structure of the American criminal justice system and identify the major components: police, courts, corrections
2. Recognize the trends and impact of technology within the criminal justice system
3. Identity the different types of crimes and defenses
4. Compare the various ways in which we measure crime (e.g, UCR, NIBRS, NCVS, and Self Reports)
5. Illustrate the key decision points of the criminal justice process
6. Apply the terms/concepts of probable cause, discretion, search & seizure, stop & frisk, jurisdiction, mala in se, mala prohibita, parens patriae, actus reus, exclusionary rule, mens rea, domestic violence, ethics, and plea bargaining
7. Understand the impact and implications of the Constitution and the Bill of Rights and how both help protect personal freedoms

Developed: 2019-2020

After successful completion of this course, students will be able to:

1. Describe the fundations f American correctins (history, goals, organizatinal structure, offenders)
2. Identify the major components f the correctinal system: probation, parole, jails, and prisons
3. Analyze the current state of correctinal practices at the local levels (jails, HCs, prbatin, intermediate sanctins, and community supervision)
4. Examine the punitive mecahnism of instituional correctins: prisons at the state and federal level, the prison experience, and prison management
5. Understand the unique correctional needs of special populations managed within the correctional system
6. Identify contemporary issues and trends in correctinal discussions

Developed: 2019-2020

After successful completion of this course, students will be able to:

1. Describe pre-Enlightenment theories of criminal offending
2. Identify the role of free will and rationality in classical theory
3. Identify several early biological theories and the issues related to these theories, and compare them to more recent/current biological theories
4. Provide examples of social process theories and criminality as a learned or culturally transmitted process
5. Summarize how criminality changes over the life course and identify the connection between sociological mainstream theories and crime policy
6. Illustrate and compare critical and mainstream criminology
7. Summarize the basic tenets of conflict, feminist, and radical criminology
8. Define criminology, crime, criminal law and economic effects of crime
9. Discuss various criminological research methods, identify the three elements of an experiment, and the importance of evidence based research
10. Discuss the major crime typologies
11. Identify some of the effects of age, gender, social class, race, and location on crime

Developed: 2019-2020

After successful completion of this course, students will be able to:

1. Recognize and distinguish sources of criminal law
2. Discuss the criminal trial process and analyze how the process is shaped by the Cnstituion and Bill of Rights, the judiciary, politics, and the rule and curts
3. Differentiate the civil trial process from the criminal trial process
4. Read and analyze court cases
5. Demonstrate legal research and writing skills in legal research assignments and case briefs
6. Evaluate and describe the role that diversity plays in the criminal justice process
7. Identify social science research into issues affecting the investifation and trial of a case

Developed: 2019-2020

A student who successfully completes this course can:

1. Identify cultural, economic, political, psychodynamic, and historical contexts that affect children’s development.
2. Explain and compare a range of theories on child growth and development.
3. Describe children’s physical and motor growth and development from birth through age 8.
4. Describe children’s cognitive growth and development from birth through age 8.
5. Describe children’s social and emotional growth and development from birth through age 8.

A student who successfully completes this course can:

1. Explain the roles and responsibilities of early childhood professionals in creating safe, healthy, nurturing, and inclusive learning environments for children and their families.
2. Identify the key practical, ethical, and legal considerations in supporting young children with special learning needs.
3. Explain the major models, theories and philosophies that serve as the foundation for early education and care.
4. Demonstrate an anti-bias framework with respect to diversity in race, culture, gender expression, family configuration, language, and ability and identify strategies to support all children and their families.
5. Describe the primary goals, benefits, and appropriate uses of assessment.

A student who successfully completes this course can:

1. Explain different early learning and teaching strategies and curriculum models.
2. Design developmentally appropriate, standards-based curriculum that promotes young children’s learning and development across domains.
3. Use a range of strategies, such as reflective practice, family engagement, and data analysis, to improve and adapt curriculum.
4. Develop learning centers that encourage individual growth and opportunities for group learning.
5. Explain the teacher's role in planning, implementing, and evaluating both teacher-directed and child-directed activities and environments.

A student who successfully completes this course can:

1. Explain the historical and current significance of legislation in ensuring the rights of individuals with disabilities.
2. Describe the role of observation and assessment in the development of a service plan for young children.
3. Identify the major disability categories, diagnostic criteria, and risk factors for young children.
4. Develop a personal framework for supporting, collaborating with, and advocating for families with a diverse range of needs.
5. Create lesson plans, learning activities, and a classroom environment to meet the needs of all children.

By the end of this course, students will be able to:

1. Analyze how a market system allocates its resources and produces goods and services for an economic unit using supply and demand.
2. Evaluate national income accounting.
3. Identify macroeconomics conditions, specifically business cycle variables (GDP, unemployment, inflation).
4. Develop the ability to distinguish between fiscal and monetary policy.
5. Recommend appropriate policy options to achieve macroeconomic goals.
6. Evaluate the role and functions of financial institutions and the Federal Reserve.
7. Analyze different economic systems, the respective role of government within each and their respective strengths and weaknesses.
8. Develop a basic competency regarding global economic relationships.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Analyze how a market system allocates its resources and produces goods and services for an economic unit using supply and demand.
2. Analyze firms' behavior with respect to elasticity, production, pricing, maximizing profits, and minimizing costs.
3. Analyze consumer behavior with respect to how market forces along with costs and benefits determine choice.
4. Evaluate the strengths and weaknesses of a market system with respect to the efficiency and equity of market outcomes.
5. Differentiate the outcomes of different market structures.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Examine historical, social, and structural processes that influence education practice, policy, and curriculum
2. Identify educational theories and practices through readings and observation including topics of equity, access, and bias
3. Examine educational strategies and critical perspectives that develop learning practices that address the needs of all learners
4. Assess the impact of current legislation on the teacher, learner, and classroom

By the end of this course, students will be able to:

1. Analyze and interpret the historical, philosophical, economic, legal, and sociocultural foundations of multicultural education and the relationship to diversity in society and schools
2. Examine models of ethnic and racial identity to explain and assess their perceptions of cultural identity, discrimination and other socializing agents.
3. Examine effective inclusive approaches, perspectives, activities, and techniques for teaching and communicating in multicultural settings in terms of teacher characteristics and assumptions about teaching and learning

By the end of this course, students will be able to:

1. Use research-based literacy strategies and demonstrate uses of literacy instruction for all students including English Language Learners (ELLs)
2. Analyze principles and methods of instruction in reading, writing, listening and oral communication.
3. Evaluate strategies based on research to support phonetic awareness, vocabulary fluency, and comprehension
4. Connect Common Core Standards and Massachusetts Curriculum Frameworks for all students including English Language Arts and Literacy to classroom instruction
5. Plan and utilize developmentally appropriate teaching strategies in literacy including the integration of the English Language Learner framework

By the end of this course, students will be able to:

1. Identify the characteristics, etiology, and prevalence of specific exceptionalities and how inclusion is implemented in school settings
2. Examine and recognize the impact of legislation, litigation and education reform on the education of children with special needs.
3. Describe the impact of disability on the child, family, and in school
4. Examine the relationship of home, culture, community, and environmental conditions to the behavior and outlook of children who are uniquely challenged

By the end of this course, students will be able to:

1. Close Reading Skills: Demonstrate comprehension of texts, reflective reading skills, and the close reading skills of literary analysis.
2. Content Knowledge: Analyze and interpret works of literature from several periods of American literary history, such as the colonial period, the transcendentalist period, or the Harlem Renaissance.
3. Connecting Literature to Its Contexts: Analyze the complex interrelationships between authors, texts, and specific cultural, aesthetic, social, political, and historical contexts
4. Academic Writing Skills: Plan and write essays that have clear theses with arguments that go beyond summary; that use accurate and sufficient evidence presented in a scholarly manner; and, where appropriate, that employ proper disciplinary and interdisciplinary research tools.
5. Development of Literary Vocabulary: Interpret works of literature using the disciplinary vocabulary of literary study, such as concepts and terms relating to genre, style, tropes, conceits, forms, narratives, and theories of literature and culture.

Developed: 2017-2018

By the end of this course, students will be able to:

Core Course Component 1:

1. Close Reading Skills: Demonstrate comprehension of texts, reflective reading skills, and the close reading skills of literary analysis.
2. Content Knowledge: Analyze and interpret works of literature from several periods of British literary history, such as the medieval period, the Renaissance, the Victorian era, or the Modernist era.
3. Development of Literary Vocabulary: Interpret works of literature using the disciplinary vocabulary of literary study, such as concepts and terms relating to genre, style, tropes, conceits, forms, narratives, and theories of literature and culture. 
4. Academic Writing Skills: Plan and write essays that have clear theses with arguments that go beyond summary; that use accurate and sufficient evidence presented in a scholarly manner; and, where appropriate, that employ proper disciplinary and interdisciplinary research tools.
5. Connecting Literature to Its Contexts: Analyze the complex interrelationships between authors, texts, and specific cultural, aesthetic, social, political, and historical contexts.

Developed: 2017-2018

By the end of this course, students will be able to:

Core Course Component 1:

1. Close Reading Skills: Demonstrate comprehension of texts and reflective reading skills.
2. Critical Thinking Skills: Learning Outcome: Students who complete this course should be able to interpret and analyze various texts.
3. Clear Written Communication: Students who complete this course should be able to produce clearly written prose using appropriate conventions for a given purpose and audience.
4. Use of the Writing Process: Use a writing process that includes pre-writing, drafting, feedback, and revision to produce polished pieces of writing.
5. Beginning Research Skills, Including Summarizing, Quoting, Paraphrasing, and Synthesizing Source Materials: Produce texts that include direct quotations, paraphrases, and synthesis of sources.
6. Appropriate Use of Documentation: Use an appropriate documentation style consistently and correctly to cite sources and maintain academic integrity.
7. Rhetorical Awareness: Recognize rhetorical strategies such as writing for an audience, with a purpose, and within conventions of a genre, and incorporate them appropriately in their writing.

Developed: 2017-2018

By the end of this course, students will be able to:

Core Course Component 1:

1. Close Reading Skills: Apply active and critical reading skills to analyze and synthesize a variety of texts.
2. Critical Thinking Skills: Interpret and analyze various texts and construct well-reasoned prose.
3. Academic Writing Fluency: Create texts that appropriately reflect the conventions of academic writing.
4. Use of the Writing Process: Use a writing process that includes prewriting, drafting, feedback, and revision to produce polished, rhetorically effective pieces of writing. 
5. Research Skills, Including Locating, Evaluating, Summarizing and Synthesizing Primary and Secondary Sources: Compose a research-based argument by locating, evaluating, summarizing, quoting, paraphrasing, and synthesizing a variety of primary and secondary sources.
6. Appropriate Use of Documentation: Apply an appropriate documentation style and use it consistently and correctly to cite sources and maintain academic integrity.
7. Employment of Rhetorical Strategies: Select and employ rhetorical strategies appropriate for different purposes and audiences.

Developed: 2017-2018

By the end of this course, students will be able to:

Core Course Component 1:

1. Close Reading Skills: Demonstrate comprehension of texts, reflective reading skills, and the close reading skills of literary analysis. 
2. Content Knowledge: Analyze and interpret works of literature from one or more global (non-British, non-American) literary cultures, such as East Asian, Caribbean, South Asian, or African literatures.
3. Development of Literary Vocabulary: Interpret works of literature using the disciplinary vocabulary of literary study, such as concepts and terms relating to genre, style, tropes, conceits, forms, narratives, and theories of literature and culture. 
4. Academic Writing Skills: Plan and write essays that have clear theses with arguments that go beyond summary; that use accurate and sufficient evidence presented in a scholarly manner; and, where appropriate, that employ proper disciplinary and interdisciplinary research tools.
5. Connecting Literature to Its Contexts: Analyze the complex interrelationships between authors, texts, and specific cultural, aesthetic, social, political, and historical contexts.

Developed: 2017-2018

By the end of this course, students will be able to:

1. Analyze cultural interactions and differences in North America from the 15th to the 19th century.
2. Explain intellectual and religious development in a national and transnational context.
3. Compare ideas and events related to ideas of race, federalism, economic and geographic expansionism and sectionalism.
4. Use critical thinking to evaluate historical sources and scholarship.
5. Explain how evidence is analyzed and used to construct historical knowledge.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Analyze the changing relationship of the United States with the rest of the world.
2. Explain the centralization and decentralization of economic and political influences.
3. Identify and compare the movements and interactions of people, technology, ideas and culture in a national and transnational context.
4. Use critical thinking to evaluate historical sources and scholarship.
5. Explain how evidence is analyzed and used to construct historical knowledge.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Identify and analyze western and non‐western societies and cultures, and their human and physical geography, with a significant emphasis on non‐western regions.
2. Summarize the emergence of human societies including features of urban life, empires and crosscultural interaction and trade
3. Assess the development and exchange of science, technology, religion and intellectual thought.
4. Use critical thinking to evaluate historical sources and scholarship.
5. Explain how evidence is analyzed and used to construct historical knowledge.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Identify and analyze western and non‐western societies and cultures, and their human and physical geography, with a significant emphasis on non‐western regions.
2. Demonstrate an understanding of the processes of state‐building, colonization and decolonization.
3. Assess the development and exchange of science, technology, religion and intellectual thought.
4. Use critical thinking to evaluate historical sources and scholarship.
5. Explain how evidence is analyzed and used to construct historical knowledge.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Identify and analyze western societies and cultures, and their human and physical geography.   
2. Summarize the emergence of human societies including features of urban life, empires and cross-cultural interaction and trade
3. Assess the development and exchange of science, technology, religion and intellectual thought
4. Use critical thinking to evaluate historical sources and scholarship
5. Explain how evidence is analyzed and used to construct historical knowledge

Developed: 2017-2018

By the end of this course, students will be able to:

1. Identify and analyze western societies and cultures, and their human and physical geography.    
2. Demonstrate an understanding of the processes of state-building, colonization and decolonization
3. Assess the development and exchange of science, technology, religion and intellectual thought
4. Use critical thinking to evaluate historical sources and scholarship
5. Explain how evidence is analyzed and used to construct historical knowledge

Developed: 2017-2018

By the end of this course, students will be able to:

1. Identify the historical and philosophical origins of the American government.
2. Analyze the organization, powers and operations of the three branches of government.
3. Appraise the various forms of political participation and the evolution of the American political process.
4. Identify the origins and changing relationship between the federal government and the states through a discussion of current public policy issues.
5. Describe and appraise the relationship between the federal government and the American people in regard to their civil liberties and civil rights, as well as their access to public benefits and services.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Explain the historical and political origins of modern nations.
2. Summarize and assess the impact of a nation’s past on its modern governmental structures.
3. Understand the relationship between the state and society, the role of culture in shaping this relationship, and the way such relationships differ from one country to another.
4. Appraise the role of political parties and elections in selected western and non-western nations.
5. Explain the contributions of various political thinkers to the evolution of modern nations.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Explain the historical and political origins of the American city.
2. Differentiate the organization, powers and operations of the three branches of government at the federal, state and local levels.
3. Explain and assess the origins and changing relationship between the federal, state and local governments.
4. Appraise the various forms of political participation and the evolution of the American political process.
5. Analyze the evolution of rural, urban and suburban America through a discussion of current public policy issues.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Explain and apply the concepts needed for understanding international relations, including nation-state, sovereignty, conflict and cooperation.
2. Evaluate and analyze the role of political and social forces in shaping institutions of governance and foreign policies.
3. Differentiate the dominant approaches to understanding international relations, including realism and liberalism, and use those approaches to analyze issues of international concern.
4. Evaluate the importance of diversity and ethics, as expressed in cultures, societies and judicial systems, in shaping international relations.
5. Understand the role of major global institutions and organizations.

Developed: 2016-2017

Note: The American Psychological Association (2013) provides guidelines for the undergraduate psychology major and, in those guidelines, outlines 5 learning goals for the major. Introduction to Psychology is a foundational course within the major and, as such, upon completion of the course students will be able to exhibit basic competencies within each of the five areas.

APA Goal 1: Knowledge Base in Psychology

1. Demonstrate basic knowledge and comprehension of the major psychological concepts, theoretical perspectives, historical trends, and empirical findings.
2. Discuss how psychological principles apply to psychological problems.

APA Goal 2: Scientific Inquiry and Critical Thinking

1. Explain why psychology is a science in which ideas are tested and critically evaluated.
2. Demonstrate awareness of the ethical principles that govern psychological research and practice.

APA Goal 3: Ethical and Social Responsibility in a Diverse World

1. Describe the impact of culture on individuals.

APA Goal 4: Communication

1. Communicate ideas used in psychology through oral or written work.
2. Demonstrate basic psychology information literacy, such as through the ability to identify when specific information is needed, a knowledge of where to find information and the ability to evaluate the information that is identified.

APA Goal 5: Professional Development

1. Recognize different psychological specialties, career options and applications to other fields of study..

Developed: 2016-2017

Note: These student learning outcomes are largely based on the American Psychological Association (2013) guidelines for the undergraduate psychology major Goal 2: Scientific Inquiry and Critical Thinking, and to a lesser extent, Goal 3: Ethical and Social Responsibility in a Diverse World.

By the end of this course, students will be able to:

1. Communicate the value of the scientific method and evidence‐based inquiry, as compared to other forms of inquiry.
2. Use scientific reasoning to interpret, design, conduct and/or critique basic psychological research, using concepts such as: research design; reliability; validity; sampling; and appropriate statistics and their graphical representation, e.g., descriptive statistics and inferential statistics that compare groups or establish correlation.
3. Apply the ethical principles that psychology researchers in the field abide by.
4. Demonstrate psychology information literacy, including how to find psychology sources, how to evaluate the quality of the source and effectively summarize the information that is accessed.
5. Demonstrate competence in writing using APA style, including ability to write a persuasive scientific argument and present information using a scientific approach.

Developed: 2016-2017

By the end of this course, students will be able to:

1. Demonstrate an understanding of the major theories and approaches to cognition.
2. Explain basic principles of cognition, such as memory, attention, language, and decision-making.
3. Describe and critique some of the major research designs used in cognitive psychology, including ways in which cognitive processes are operationalized.
4. Identify how internal cognitive mechanisms are affected by external environmental contexts.
5. Articulate some of the cognitive mechanisms that occur in day-to-day life and how they affect behavior.
6. Explain how cognitive psychology can be applied and integrated with other fields of psychology, such as clinical, physiological, or developmental psychology.

Developed: 2017-2018

By the end of this course, students will be able to:

1. Identify mental illness as a social construct that has changed over time.
2. Provide examples across several types of disorders of the current Diagnostic Manual criteria that classify disorders: a) disturbance b) distress, c) dysfunction and d) danger that they may cause an individual.
3. Identify the ways in which a range of theoretical perspectives (e.g., biological, psychodynamic, sociocultural etc. might explain the etiology and treatment of the same disorder.
4. Discuss the methods that psychologists use to both investigate the etiology of mental illness and evaluate the effectiveness of treatment options.
5. Identify examples of the intersections that exist between stress (introduced by either temporary or chronic situations) and physical and mental health and illness.

Developed: 2017-2018

By the end of this course, students will be able to:

1. Demonstrate and apply an understanding of the major developmental theories, with an emphasis on conception through middle childhood.
2. Critique the various methods of investigation used in developmental psychology research studies.
3. Explain basic principles of physical, cognitive, social and emotional development from conception through middle childhood, including differentiation of typical and atypical developmental pathways.
4. Explain, from a global perspective how cultural, economic, political, and historical contexts affect children’s development.
5. Describe some of the major social issues, changes, and transitions that affect children, families, schools and communities.

Developed: 2017-2018

By the end of this course, students will be able to:

1. Critically evaluate the major theories related to the study of adolescent development with an emphasis on preteen to early adulthood.
2. Demonstrate comprehension of the biological, cognitive, social and emotional changes that occur during adolescence including how the interactions among those domains contribute to outcomes during adolescence.
3. Identify individual and contextual influences on adolescent development, including issues related to culture, gender, sexuality, race, social status, and social context.
4. Demonstrate comprehension of how adolescents are influenced by, and have changing roles within, their families, peer groups, schools, and communities.
5. Identify how cultural, economic, political, and historical contexts affect development during adolescence, and explain the importance of a global perspective.
6. Critically apply research and theory related to contemporary issues facing adolescents.

Developed: 2017-2018

By the end of this course, students will be able to:

1. Use descriptive statistics (means and standard deviations) and frequency distributions.
2. Discuss the meaning of both a statistically significant outcome and a nonsignificant outcome.
3. Interpret basic inferential statistics of Z scores and comparisons of data to a normal distribution.
4. Interpret the outcome of statistical tests that compare multiple groups (t tests, ANOVA’s) as well as situations in which the influence of more than one variable is evaluated.
5. Explain what correlational data can and cannot indicate about the relationships that may exist between two or more variables.

Developed: 2017-2018

By the end of this course, students will be able to:

1. Identify the key concepts associated with the major personality theories (such as, Freud and Neo-Freudian Theories, Feminist Theories, Behaviorism, Humanism, Cognitive Theories, Trait Theories, Sociocultural and Non-Western Theories).
2. Explain the research methodologies used in the science of personality psychology. Identify the characteristics of some common personality tests.
3. Analyze case studies using a number of personality theories.
4. Explain the impact of cultural differences and diversity (such as, ethnicity, gender, social attitudes, and customs) in personality constructs.

Developed: 2017-2018

By the end of this course, students will be able to:

1. Identify the major anatomical landmarks of the human brain and the basic functions of each of the landmark areas.
2. Identify the ways in which neurons interact with each other, including both the electrical activity and neurotransmission.
3. Identify across both subcortical and cortical levels the ways in which areas of the brain influence behavior and the ways in which the brain interprets input from the external world.
4. Discuss the methods used to investigate the brain’s anatomy and physiology acknowledging the ethical concerns that face neuroscientists who use human participants or animal models.
5. Discuss examples of dysfunction of the nervous system related to anatomical or physiological changes.

Developed: 2017-2018

Note: These student learning outcomes are organized in relation to the American Psychological Association (2013) guidelines for the undergraduate psychology major, in particular, Goal 3, Ethical and Social Responsibility in a Diverse World.

By the end of this course, students will be able to:

1. Explain key concepts in social psychology, such as: social cognition; social perception; the self; attitudes; stereotyping; prejudice and discrimination; interpersonal relationships; group dynamics; social influence; prosocial behavior and aggression; conformity; the self-serving bias; the fundamental attribution error; and cognitive dissonance.
2. Discuss the significance of historic and contemporary scientific research and methods used in this field, including ethical concerns and legal issues.
3. Explain the relationship between culture, social behavior, and social thinking that can directly and indirectly result in different behaviors and attributions about behavior.
4. Demonstrate comprehension of how various key social psychology themes, theories, and concepts apply to everyday living and current world problems

Developed: 2017-2018

Course Objectives: Pick three out of five

1. Apply your sociological imagination.
2. Contrast the various sociological methodologies, including their strengths and weaknesses.
3. Describe the major theoretical perspectives of sociology and utilize these theories to examine various course topics.
4. Examine and explain systems of stratification.
5. Critically apply the concepts discussed to issues in your life and the world.

Developed: 2016-2017

Course Objectives: Pick three out of five

1. Recognize the basic sociological concepts and methods for studying social problems.
2. Identify the various persistent and widespread social problems in contemporary American Society.
3. Develop the ability to identify, define, and investigate social problems.
4. Evaluate the effectiveness of existing social policy intended to address social problems.
5. Explain the impact social problems have on individuals and groups utilizing intersectional analysis.

Developed: 2016-2017

Course Objectives: Pick three out of five

1. Apply key sociological concepts and theories to the study of families.
2. Recognize the socially constructed nature and diversity of family structures, rights, and rituals across times and cultures.
3. Analyze how race, ethnicity, class, sexual orientation, and age each contribute (separately or intersectionally) to family life.
4. Examine the impact social forces and policy changes have on families.
5. Critically discuss social problems that influence family dynamics and the positions of families and their members in society.

Developed: 2016-2017

Course Objectives: Pick four out of six

1. Utilize sociological definitions of and theoretical approaches to race and ethnicity.
2. Analyze how racism, prejudice, and discrimination are embedded in all levels of society.
3. Recognize that race and ethnicity are historically, culturally, and socially bound and constructed.
4. Demonstrate knowledge pertaining to the creation and fluidity of racial and ethnic identities.
5. Critically examine the privileges that accompany whiteness.
6. Integrate intersectional research approaches that account for race and ethnicity combining with other personal descriptors such as gender, age, and sexuality.

Developed: 2016-2017