Learning Outcomes by Program

To find learning outcomes for a specific program, click on the links to the schools below.

College of Arts and Sciences
College of Communication
College of Engineering
College of Fine Arts: School of Music
College of Fine Arts: School of Theatre
College of Fine Arts: School of Visual Arts
College of General Studies
College of Health and Rehabilitation Sciences: Sargent College
Division of Graduate Medical Sciences
Frederick S. Pardee School of Global Studies
Global Programs/Study Abroad
Henry M. Goldman School of Dental Medicine
Kilachand Honors College
Metropolitan College
Questrom School of Business
School of Education
School of Hospitality Administration
School of Law
School of Medicine
School of Public Health
School of Social Work
School of Theology
Student Affairs

College of Arts and Sciences

Students graduating with an MA in African American Studies are expected to

  1. Demonstrate mastery of conceptual, theoretical, and research skills that can enable them to become lifelong critical investigators of cross-cultural interactions
  2. Demonstrate an understanding of African-American studies within a global context, paying particular attention to peoples of African descent in the Americas, Africa, Europe, and Asia

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  1. Demonstrate advanced knowledge of the U.S. experience – from a historical and cultural perspective and with an awareness of the global context
  2. Utilize an interdisciplinary approach in advancing an original argument,interpretation, or critique, within the field of American Studies
  3. Demonstrate proficiency in researching a suitably broad range of sources – both primary and secondary – and analyze them appropriately within the relevant disciplinary discourse
  4. Demonstrate proficiency in both written and oral presentations that reflect the interdisciplinary nature of the field

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  1. Demonstrate the ability to develop and coherently define one’s own interdisciplinary field of inquiry within American Studies and attain mastery of this subject matter as well as command of the broader theoretical and methodological approaches in the discipline overall
  2. Make an original and significant contribution that advances knowledge in the field while also offering a synthesis of existing scholarship and to do so in a timely fashion
  3. Show a commitment to professional development at the highest levels of academia through engagement in professional societies, publication, and other scholarly activities
  4. Be able to mentor students and to teach the discipline at the undergraduate level

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  1. Demonstrate a command of the history, theory, and practice of historic preservation
  2. Demonstrate knowledge of the history and buildings of the United States
  3. Demonstrate the ability to present narratives of place related to the building landscape and its preservation that can be understood by a broad lay audience
  4. Demonstrate an ability to undertake professional level work in the historic preservation field
  5. Demonstrate an ability to conduct research, manage evidence, and construct an argument concerning a topic in historic preservation

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  1. Students will develop an appreciation for the diversity of human cultures and the principles and methods that anthropologists employ for studying them
  2. Students will master the fundamental cultural themes in at least one society other than their own, and the relationship of those themes to the dynamics of social organization
  3. Students will recognize and be able to describe human linguistic diversity as well as the shared properties of all languages that are associated with the unique capacities of our species
  4. Students will understand the biological principles and historical contingencies that explain and govern the deep history of humanity as revealed by the findings of paleontology and archaeology
  5. Students will grasp the fundamental laws and processes of heredity and evolution, and their implications for individuals and populations
  6. Students with a concentration in social and cultural anthropology will additionally be able to articulate and act on a more focused understanding of one or more topical areas, which may include the cross-cultural study of law, politics, economic systems,psychology, or medical systems. They will demonstrate an ability to relate theory to empirically grounded research that will help to equip them for an era of globalization in which they will need to understand and interact with societies and cultures beyond their own
  7. Students with a concentration in biological anthropology will additionally be expected to demonstrate a basic theoretical and practical understanding of some aspect of the evolutionary biology, functioning, and pathologies of the human body and of the biological factors that underlie, impact, and constrain nutrition, reproduction, and behavior in humans and other primates

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  1. Students will learn the general properties of a religious worldview and the appropriateness of regarding our species as fundamentally religious beings
  2. Students will develop an appreciation for the varieties of religious belief, expression, experience, and practice
  3. Students will understand the regional themes and diversity in religious traditions and behavior
  4. Students will master the fundamental religious themes in at least one society other than their own, and the relationship of those themes to the dynamics of social organization
  5. Students will understand the ways in which religious belief and practice both canalize and reflect economic and political forces within and between communities
  6. Students will understand the historical development of anthropological thought about religion, and the relationship of that thought to theorists outside of the discipline who have been influential in the study of religion
  7. Students will understand the relationship of religion to social and ethnic identity in both simple and complex societies

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Note that no students are admitted to this program. This degree is usually awarded only to PhD students after they have been admitted to candidacy, and only on request. The learning outcomes and all methods of monitoring them are thus identical to the PhD program up to the point of writing the dissertation. In a few cases, this degree is also awarded to students who choose to leave the program having completed all the coursework and a master’s paper in lieu of the rest of the PhD program.

  1. Demonstrate mastery of the fundamentals of the traditional four subfields of American anthropology (social/cultural anthropology, archaeology, biological anthropology, and linguistic anthropology) sufficiently to make them effective and competent teachers of introductory undergraduate courses in general anthropology, social/cultural anthropology, and/or biological anthropology
  2. Demonstrate the ability to conceive, plan, propose, carry out, and write up a major piece of anthropological research, related to current theoretical discourse in their chosen subfield and constituting a significant contribution to the discipline. For those leaving the PhD program early, this is measured with a master’s paper
  3. Be able to make compelling and interesting presentations of their ideas and findings to audiences of professional anthropologists in several forms — oral, written, and graphic
  4. Carry out all these tasks in a manner consonant with the highest prevailing standards of ethical and professional conduct in research and teaching

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This degree is designed for people who are pursuing careers outside of academics, for whom a stronger grounding in anthropology would be useful.

  1. Demonstrate mastery of the fundamentals of social/cultural anthropology and/or biological anthropology.
  2. Demonstrate the ability to conceive, plan, propose, carry out, and write up a major piece of anthropological research, related to current theoretical discourse in their chosen subfield, and showing its relevance to their profession.
  3. Be able to make compelling and interesting presentations of their ideas and findings in several forms — oral, written, and graphic.
  4. Carry out all these tasks in a manner consonant with the highest prevailing standards of ethical and professional conduct in research and teaching

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  1. Demonstrate mastery of the fundamentals of the traditional four subfields of American anthropology (social/cultural anthropology, archaeology, biological anthropology, and linguistic anthropology) sufficiently to make them effective and competent teachers of introductory undergraduate courses in general anthropology, social/cultural anthropology, and/or biological anthropology
  2. Demonstrate the ability to conceive, plan, propose, carry out, and write up a major piece of anthropological research, related to current theoretical discourse in their chosen subfield and constituting a significant contribution to the discipline
  3. Be able to make compelling and interesting presentations of their ideas and findings to audiences of professional anthropologists in several forms — oral, written, and graphic
  4. Carry out all these tasks in a manner consonant with the highest prevailing standards of ethical and professional conduct in research and teaching

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Students graduating with a major in Archaeology are able to:

  1. Demonstrate knowledge of contemporary archaeological theory
  2. Demonstrate knowledge of the archaeological record of multiple world regions
  3. Apply methods of archaeological analysis to material remains common to archaeological datasets
  4. Conduct a minimum of 6 weeks of archaeological field research
  5. Incorporate their core knowledge of archaeological methods, theory, cases, and ethical issues to evaluating, in written and oral form, contemporary debates concerning the study and understanding of the human past

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  1. Students will demonstrate a broad and deep mastery of the research topics and theoretical frameworks common in contemporary archaeology
  2. Students will demonstrate advanced knowledge of the methods by which to compare different world regions
  3. Students will demonstrate competency in scientific methods common in contemporary archaeology, to the level of being able to evaluate scholarly arguments that employ such methods
  4. Students will demonstrate competency in contemporary archaeological ethics, to the level of being able to conduct their own scholarly activities ethically
  5. Students will successfully incorporate core knowledge of archaeological topics, theory, science, and ethics into their own area of inquiry within the larger discipline
  6. Students will undertake independent archaeological research, in the field or lab, equivalent to a minimum of 4.0 credit hours (5 weeks)
  7. Students will produce and defend, in both written and oral forms, original and significant contributions to knowledge about the human past recorded in the archaeological record

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  1. Students will demonstrate a broad and deep mastery of the research topics and theoretical frameworks common in contemporary archaeology
  2. Students will demonstrate advanced knowledge of the archaeological sequences of two or more areas of the world, as well as the methods by which to compare different world regions
  3. Students will demonstrate competency in scientific methods common in contemporary archaeology, to the level of being able to evaluate scholarly arguments that employ such methods
  4. Students will demonstrate competency in contemporary archaeological ethics, to the level of being able to conduct their own scholarly activities ethically
  5. Students will successfully incorporate core knowledge of archaeological topics, theory, science, and ethics into their own area of inquiry within the larger discipline
  6. Students will undertake independent archaeological research, in the field or lab, equivalent to a minimum of 8.0 credit hours (10 weeks)
  7. Students will produce and defend, in both written and oral forms, original and significant contributions to knowledge about the human past recorded in the archaeological record
  8. Students will produce and teach archaeological course content at an undergraduate level

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Students enrolled in the Core Curriculum should be able to:

  1. Demonstrate broad understanding of the essential content and intellectual context of the works and ideas studied
  2. In the Humanities, read, view, or hear the works studied with comprehension, demonstrating understanding of genre, style, and cultural and historical context
  3. In the Natural Sciences, demonstrate and understanding of fundamental scientific principles and methodology and a grasp of laboratory techniques and principles
  4. In the Social Sciences, demonstrate an understanding of fundamental principles and methodology of Social Science
  5. Communicate clearly and persuasively, both orally and in writing, regarding the works and ideas studied
  6. Demonstrate an understanding of the interrelations of the various disciplines of Humanities, Natural Science and Social Science

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For ESL (WR 097):

  1. Use effective strategies for reading college-level texts and for acquiring new vocabulary in academic contexts
  2. Begin to build up a logical analytical argument in a short essay
  3. Express ideas using a controlled range of structures
  4. Identify and practice various writing styles and formats
  5. fluently perform classroom language functions
  6. Understand the culture of the American academic classroom
  7. Acquire knowledge of grammar and basic meta-language
  8. Begin to perform meta-cognitive and self-reflective tasks

For ESL (WR 098):

  1. Read academic texts on varied subjects with accurate comprehension and intellectual discernment
  2. Recognize and use the conventions of expository and argumentative discourse
  3. Develop the tools to critique academic texts, including the ability to identify and critique thematic and rhetorical structures
  4. Write grammatically correct prose, using appropriate diction
  5. Plan, write, and revise academic papers with structural accuracy, clarity, coherence, and attention to stylistic features of written English
  6. Understand American academic conventions
  7. Develop ability to respond to the writing of others
  8. Use effective strategies for self-editing

For General (WR 100/150):

  1. Craft substantive, motivated, balanced academic arguments
  2. Write clear, correct, coherent prose
  3. Read with understanding and engagement
  4. Plan, draft, and revise efficiently and effectively
  5. Evaluate and improve your own reading and writing processes
  6. Respond productively to the writing of others
  7. Express yourself verbally and converse thoughtfully about complex ideas
  8. Continue developing these abilities while working intensively on prose style and learning to conduct college-level research

NOTE: The above program outcomes elaborate on and correlate with the learning outcomes for Foundation Skills that have been adopted by the College of Arts & Sciences:

  1. Read texts in English with understanding and engagement sufficient for beginning study of any arts and sciences discipline
  2. Construct and revise substantive, coherent arguments that respond productively to the writing of others
  3. Write clear, correct English prose appropriate to an academic setting
  4. Understand and conduct research-based writing as a series of tasks, including the ethical use and citation of sources
  5. Converse thoughtfully about complex ideas

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  1. Demonstrate a broad knowledge of the principles of astronomy
  2. Demonstrate a broad knowledge of the principles of physics
  3. Communicate astronomical information effectively, both in writing and verbally, and to a variety of audiences
  4. Think critically and evaluate, interpret, and solve problems related to astronomical topics as well as other technical and general scientific topics

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  1. Demonstrate a broad knowledge of the principles of astronomy
  2. Demonstrate a broad knowledge of the principles of physics
  3. Communicate astronomical information effectively, both in writing and verbally, and to a variety of audiences
  4. Think critically and evaluate, interpret, and solve problems related to astronomical topics as well as other technical and general scientific topics

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  1. Demonstrate a broad knowledge of the principles of astronomy, especially those related to geophysics and planetary sciences topics such as planetary geology, planetary atmospheres, and planetary interiors
  2. Demonstrate a broad knowledge of the principles of physics, including gravity, orbits, and electromagnetic radiation
  3. Communicate concepts relevant to geophysics and planetary sciences effectively, both in writing and verbally, to a variety of audiences
  4. Think critically and evaluate, interpret, and solve problems related to topics in geophysics and planetary sciences, as well as other technical and general scientific topics

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  1. Demonstrate graduate level knowledge of astronomy and physics, including the following topics: Fundamental Physics and Astrophysics; topics include Gravitation, Electromagnetism, and Quantum Mechanics appropriate to astronomy, and the dynamical behavior of space and astrophysical plasmas
  2. Demonstrate graduate level knowledge of observational techniques used to study astronomical and space phenomena
  3. Perform directed research within that discipline
  4. Present directed research to a committee of faculty members and to a scientific audience

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  1. Demonstrate graduate level knowledge of astronomy and physics, including the following topics: Fundamental Physics and Astrophysics; topics include Gravitation, Electromagnetism, and Quantum Mechanics appropriate to astronomy, and the dynamical behavior of space and astrophysical plasmas
  2. Demonstrate graduate level knowledge of observational techniques used to study astronomical and space phenomena
  3. Demonstrate an understanding of the forefront of the field of the student’s PhD research.
  4. Ability to communicate astronomical information orally to a graduate and faculty level audience
  5. Ability to communicate astronomical information in written form
  6. Demonstrate critical thinking about astronomical topics as well as other technical and general scientific topics
  7. Perform original scientific research at a high level
  8. Publish original research in a thesis and (typically peer-reviewed) journals
  9. Present original research to a committee of faculty members and to a scientific audience
  10. Appropriately use and acknowledge work of others
  11. Disseminate and handle data and other research products in an appropriate manner

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  1. Demonstrate mastery of both fundamental and advanced concepts in Biology and Chemistry, with a strong focus on the molecular biological and biochemical components of these disciplines
  2. Demonstrate expertise in the scientific method, including experimental design, critical assessment of the scientific literature, and an understanding of the principles and best practices for the ethical conduct of research
  3. Attain the technical and/or analytical skills required for employment or post-graduate education in BMB or BMB-related careers, including professional careers and science education

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Students graduating with an MS in Bioinformatics are expected to:

  1. Demonstrate mastery of the core concepts of Bioinformatics, including computational biology, database design and implementation, and probability and statistics
  2. Demonstrate the ability to apply skills in a professional environment via an industrial or academic internship in Bioinformatics
  3. Be able to effectively communicate scientific information in written and oral form

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  1. Demonstrate mastery of the core concepts of Bioinformatics: These include (a) advanced methods in computational biology, (b) the chemical principles that underlie biochemistry, molecular biology and genomics, (c) the design and implementation of relational databases, (d) fundamental methods in probability and statistics, and (e) the construction of predictive mathematical models of biological systems
  2. Be capable of using critical thinking and research methods in Bioinformatics to understand computational and experimental data. In addition to formal course work, this ability will be learned and demonstrated in (a) thesis research, (b) preparation for and presentations at scientific meetings, as well as (c) graduate seminars, student seminars, and qualifying examinations
  3. Demonstrate the ability to produce and present original research in Bioinformatics. For example, the “”Challenge Project”” in year 1, thesis research, student seminar presentations, posters and/or talks at meetings — including International meetings. The mandatory written qualifying examinations also provide a key opportunity to display this skill.
  4. Conduct scholarly activities in a professional and ethical manner
  5. Develop the ability to communicate clearly the meaning, potential impacts and risks associated with one’s research activities to a **non-technical audience** in ways that confer a sense for its value to society — and encourage the audience to ask questions!

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  1. Demonstrate knowledge of fundamental principles spanning the breadth of biology
  2. Demonstrate expertise in the scientific method, including experimental design, critical assessment of the scientific literature
  3. Attain the technical and/or analytical skills required for employment or post-graduate education in biology or biology-related careers, including professional careers and science education

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  1. Demonstrate academic mastery in one of three areas of Biology:Ecology, Behavior and Evolution; Neurobiology; or Cellular & Molecular Biology
  2. Attain expertise in a specific field of study within one of three broad subject areas represented in the department: Ecology, Evolution & Behavior; Neurobiology; or Cellular & Molecular Biology
  3. Attain the skills and qualifications needed for employment in an academic, government or private sector position related to the life sciences

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  1. Demonstrate academic mastery in one of three areas of Biology: Ecology, Behavior and Evolution; Neurobiology; or Cellular & Molecular Biology
  2. Attain research expertise, including grant writing experience, and complete original research that advances a specific field of study within one of three broad subject areas represented in the department: Ecology, Behavior and Evolution; Neurobiology; or Cellular and Molecular Biology
  3. Attain teaching experience and expertise in one of three broad areas of Biology: Ecology, Behavior and Evolution; Neurobiology; or Cellular & Molecular Biology
  4. Attain the skills and qualifications needed for employment in an academic, government or private sector position related to the life sciences

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  1. Demonstrate knowledge of fundamental principles spanning the breadth of biology
  2. Demonstrate expertise in the scientific method, including experimental design, critical assessment of the scientific literature.
  3. Attain the technical and/or analytical skills required for employment or post-graduate education in biology or biology-related careers, including professional careers and science education

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  1. Demonstrate knowledge of fundamental principles spanning the breadth of biology
  2. Demonstrate expertise in the scientific method, including experimental design, critical assessment of the scientific literature.
  3. Attain the technical and/or analytical skills required for employment or post-graduate education in biology or biology-related careers, including professional careers and science education.

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  1. Demonstrate knowledge of fundamental principles spanning the breadth of biology
  2. Demonstrate expertise in the scientific method, including experimental design, critical assessment of the scientific literature.
  3. Attain the technical and/or analytical skills required for employment or post-graduate education in biology or biology-related careers, including professional careers and science education

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  1. Demonstrate knowledge of fundamental principles spanning the breadth of biology
  2. Demonstrate expertise in the scientific method, including experimental design, critical assessment of the scientific literature
  3. Attain the technical and/or analytical skills required for employment or post-graduate education in biology or biology-related careers, including professional careers and science education

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A candidate for a Master of Arts degree in Biostatistics is expected to demonstrate mastery of knowledge in biostatistics by:

  1. Demonstrating mastery at a Master’s level of biostatistical theory and application through high achievement in course work and on written comprehensive examinations
  2. Demonstrating a commitment to advancing the values of scholarship by keeping abreast of current advances within biostatistics and showing commitment to personal professional development through engagement in professional societies and publication
  3. Conducting scholarly work in a professional and ethical manner, guided by the principles of the profession

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  1. Demonstrate mastery at a doctoral level of biostatistical theory and application
  2. Make an independent, original, and substantive contribution to the field of biostatistics
  3. Demonstrate commitment to advancing the values of scholarship
  4. Conduct scholarly work in a professional and ethical manner, guided by the principles of the profession

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  1. Demonstrate mastery of both fundamental and advanced concepts in Biology and Chemistry, with a strong focus on the molecular biological and biochemical components of these disciplines
  2. Demonstrate expertise in the scientific method, including experimental design, critical assessment of the scientific literature, and an understanding of the principles and best practices for the ethical conduct of research
  3. Attain the technical and/or analytical skills required for employment or post-graduate education in BMB or BMB-related careers, including professional careers and science education

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  1. Students will demonstrate mastery of the foundational material of chemistry in order to advance into the traditional chemistry sub-disciplines (inorganic, organic, biochemistry, physical chemistry)
  2. Students will apply fundamental chemistry concepts to the fields of study defined by their respective majors
  3. Students will demonstrate analytical skills and experimental techniques, both intellectual and manual
  4. Students will demonstrate competency in laboratory skills, including the use of basic instrumentation, data analysis, and the reporting of experimental results

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  1. Students will demonstrate mastery of the foundational material of chemistry in order to advance into the traditional chemistry sub-disciplines (inorganic, organic, biochemistry, physical chemistry)
  2. Students will apply fundamental chemistry concepts to the fields of study defined by their respective majors
  3. Students will demonstrate analytical skills and experimental techniques, both intellectual and manual
  4. Students will demonstrate competency in laboratory skills, including the use of basic instrumentation, data analysis, and the reporting of experimental results

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  1. Students are required to design, carry out, present and defend an original work of research at the cutting edge of their discipline
  2. Students must demonstrate mastery of the subject material relevant to their graduate field of study and advance scholarship
  3. Students need to be able to identify areas where ethical issues may arise in their work of discipline, and articulate strategies for dealing with them
  4. Students are expected to be able to teach and promote their discipline at the undergraduate level

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Students successfully completing the major will:

  1. Demonstrate relatively sophisticated levels of audio-visual and verbal literacy
  2. Demonstrate knowledge of a substantial body of important and influential work in film and related moving-image media, including as a basis for engagement with emerging media
  3. Interpret film and digital productions, from the silent era forward, through a variety of frameworks:  historical, aesthetic, theoretical, and cultural
  4. Identify the major movements and turning points in cinema and media history and situate them within a broader socio-economic and cultural context, including national, regional, and global contexts.
  5. Describe the major cinematic genres and analyze individual films as examples of one or more of these genres
  6. Summarize the virtues and limitations of the concept of film and television authorship, and talk knowledgeably about the work of at last one director (screenwriter, producer)
  7. Describe a number of different theoretical approaches to film and utilize this theoretical knowledge when analyzing a film, making a film, and/or writing a screenplay

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Students majoring in Latin, Greek, or Ancient Greek and Latin should be able to:

  1. Demonstrate broad understanding of the history and culture of ancient Greece and Rome
  2. Demonstrate sufficient understanding of the vocabulary, morphology, and syntax of Latin and/or ancient Greek to read standard works of the classical period accurately
  3. Demonstrate the skills necessary to use dictionaries, grammars, and other resources that aid the reading and understanding of Latin and/or ancient Greek texts
  4. Demonstrate, in their reading of Latin and/or ancient Greek texts, and understanding of genre, style, cultural context, and the place of the text within the literary history of the ancient world
  5. Communicate clearly and persuasively, both orally and in writing, ideas about Latin and/or ancient Greek literary texts

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Students majoring in Latin, Greek, or Ancient Greek and Latin should be able to:

  1. Demonstrate broad understanding of the history and culture of ancient Greece and Rome
  2. Demonstrate sufficient understanding of the vocabulary, morphology, and syntax of Latin and/or ancient Greek to read standard works of the classical period accurately
  3. Demonstrate the skills necessary to use dictionaries, grammars, and other resources that aid the reading and understanding of ancient Greek texts
  4. Demonstrate, in their reading of Latin and/or ancient Greek texts, and understanding of genre, style, cultural context, and the place of the text within the literary history of the ancient world
  5. Communicate clearly and persuasively, both orally and in writing, ideas about Latin and/or ancient Greek literary texts

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Students majoring in Latin, Greek, or Ancient Greek and Latin should be able to:

  1. Demonstrate broad understanding of the history and culture of ancient Greece and Rome
  2. Demonstrate sufficient understanding of the vocabulary, morphology, and syntax of Latin and/or ancient Greek to read standard works of the classical period accurately
  3. Demonstrate the skills necessary to use dictionaries, grammars, and other resources that aid the reading and understanding of ancient Greek texts
  4. Demonstrate, in their reading of Latin and/or ancient Greek texts, and understanding of genre, style, cultural context, and the place of the text within the literary history of the ancient world
  5. Communicate clearly and persuasively, both orally and in writing, ideas about Latin and/or ancient Greek literary texts

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Students majoring in Classical Civilization should be able to:

  1. Demonstrate broad understanding of the history and culture of ancient Greece and Rome
  2. Read with comprehension works of ancient Greek and/or Latin poetry and prose, either in the original or in English translation, demonstrating understanding of genre, style, and cultural context
  3. Communicate clearly and persuasively, both orally and in writing, ideas about the ancient world and its products
  4. Demonstrate an understanding of the influence of classical culture on other historical periods

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Students majoring in Classical Civilization should be able to:

  1. Demonstrate broad understanding of the history and culture of ancient Greece and Rome
  2. Read with comprehension works of ancient Greek and/or Latin poetry and prose, either in the original or in English translation, demonstrating understanding of genre, style, and cultural context
  3. Communicate clearly and persuasively, both orally and in writing, ideas about the ancient world and its products
  4. Demonstrate an understanding of the influence of classical culture on other historical periods

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Students majoring in Classical Civilization should be able to:

  1. Demonstrate broad understanding of the history and culture of ancient Greece and Rome
  2. Read with comprehension works of ancient Greek and/or Latin poetry and prose, either in the original or in English translation, demonstrating understanding of genre, style, and cultural context
  3. Communicate clearly and persuasively, both orally and in writing, ideas about the ancient world and its products
  4. Demonstrate an understanding of the influence of classical culture on other historical periods

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  1. Demonstrate the ability to read standard texts in ancient Greek and Latin with an understanding of idiom, nuance, and complex levels of meaning
  2. Demonstrate mastery of a corpus of important texts in ancient Greek and Latin, and of modern critical approaches to those texts
  3. Conduct scholarly activities at a high level and in a professional and ethical manner
  4. Teach classical subjects effectively at the undergraduate level

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  1. Demonstrate the ability to read standard texts in ancient Greek and Latin with an understanding of idiom, nuance, and complex levels of meaning
  2. Demonstrate mastery of a corpus of important texts in ancient Greek and Latin, and of modern critical approaches to those texts
  3. Conduct scholarly activities at a high level and in a professional and ethical manner
  4. Teach classical subjects effectively at the undergraduate level
  5. Produce and defend a dissertation that constitutes an original and significant contribution to knowledge in our field

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  1. Understand and evaluate the organization, design, and construction of hardware and software systems for computing
  2. Attain a level of mathematical ability allowing the student to formally abstract and analyze computational processes
  3. Analyze problems that require computation to answer, and design and implement appropriate problem solutions that are efficient and effective

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  1. Possess a broad mastery of in-depth knowledge of Computer Science, across theory, software, systems, and applications

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By the end of the Creative Writing MFA Program, all students should be able to:

  1. For fiction writers: write and revise original fiction that has a compelling and original voice; interesting, well-developed characters; a clear narrative arc; and emotional resonance. It should reflect an awareness of previous and current achievement in fiction
  2. For poets: write and revise original poetry that uses language, image, voice and form in interesting ways that reflect an awareness of previous and current poetic achievement
  3. Provide constructive, insightful, and helpful criticism of their peers’ original fiction or poetry
  4. Closely read and critique literature with a particular eye for the way(s) in which their own creative work can benefit from the work of the past
  5. Effectively teach creative writing and literature at the high school and/or college level
  6. Demonstrate an understanding (through the world language requirement, including option of taking Translation Seminar) of the resources available to their own creative work in the literatures of other countries
  7. Through Global Fellowship travel, explore and reflect upon the cultural, historical, geographical, and linguistic landscapes of a country of their choice outside of the United States for up to three months

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  1. Demonstrate knowledge of fundamental concepts and specific topics in environmental science, earth and climate science, and earth observations that inform the study of planet Earth
  2. Understand the application, and limits, of problem‐solving tools from the earth and environmental sciences to represent, organize, and assess information
  3. Identify and quantitatively analyze data in order to critically evaluate scientific arguments related to the study of Earth and environmental systems
  4. Communicate effectively, both in writing and verbally, using languages from environmental science, earth and climate science, and earth observations to express ideas and their importance
  5. Solve complex problems in earth and environmental sciences that require the application of scientific concepts and laboratory techniques from a combination of earth and climate science, environmental science, and earth observation

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  1. Demonstrate knowledge of fundamental concepts in earth sciences, including intermediate and advanced principles of one or more of the following subdisciplines: geology, geochemistry, geophysics, surface processes, and deep time
  2. Apply a range of earth sciences field and laboratory methods toward solving quantitative problems in one or more core disciplinary areas in geology, geochemistry, geophysics, surface processes, and deep time
  3. Communicate effectively, both verbally and in writing, advanced concepts in earth sciences
  4. Demonstrate understanding of the broader impacts of earth sciences research for society

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  1. Demonstrate knowledge of fundamental concepts in earth sciences, including advanced principles of one or more of the following subdisciplines: geology, geochemistry, geophysics, surface processes, and deep time
  2. Use a range of field, laboratory, and research methods to propose, design, and perform independent, quantitative, and original research that advances earth sciences
  3. Communicate research questions and results to the scientific community and communicate understanding of the broader impacts and wider implications of earth sciences research to the general public

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  1. Demonstrate a thorough understanding of (a) one or more current energy and/or environmental issues along multiple dimensions (resources, technologies and markets), and their relationship of these dimensions to (b) fundamental concepts from economics and other social science disciplines (e.g., political science/international relations, or law), and (c) fundamental concepts from natural science
  2. Demonstrate knowledge of quantitative and qualitative theoretical frameworks and methodological approaches used to analyze environmental problems and understand the effectiveness of policy interventions
  3. Quantitatively analyze data and perform simulation modeling to characterize the impacts of energy and environmental policies on human systems
  4. Communicate effectively concepts in the natural and social sciences as they relate to environmental issues, both in writing and verbally, and demonstrate a thorough understanding of the broader societal consequences of one or more environmental problems and policies
  5. Apply analytical techniques from statistics, spatial science and economics to solve qualitative and quantitative problems in the design and implementation of policies to address environmental issues

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  1. Demonstrate knowledge of (a) current environmental issues, and the manner in which they are related to (b) fundamental concepts from social science disciplines (microeconomics as well as one or more of sociology, anthropology, political science/international relations, or law), and (c) fundamental concepts from natural science disciplines (one or more of physics, chemistry, biology)
  2. Demonstrate knowledge of quantitative and qualitative theoretical frameworks and methodological approaches used to analyze environmental problems and understand the effectiveness of policy interventions
  3. Quantitatively analyze data and perform simulation modeling to characterize the effects of anthropogenic stressors (e.g., pollution)—and policy interventions to address them—on human and natural systems
  4. Communicate effectively concepts in the natural and social sciences as they relate to environmental issues, both in writing and verbally, and demonstrate understanding of the broader societal impacts of environmental problems and policies
  5. Apply a range of analysis methods toward solving qualitative and quantitative problems in the design and implementation of policies to address environmental issues

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  1. Demonstrate advanced knowledge of the fundamental concepts and topics in a specific sub-field of geography and environment
  2. Demonstrate understanding of the quantitative and/or qualitative methods used in a specific sub-field of geography and environment and use this knowledge to solve complex problems in geography and environment
  3. Critically evaluate scientific and causal arguments
  4. Communicate effectively about concepts and problems in geography and the environment

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  1. Demonstrate advanced knowledge of the fundamental concepts and topics in a specific sub-field of geography and environment
  2. Demonstrate understanding of key research questions, the research design process, and the quantitative and/or qualitative methods used in a specific sub-field of geography and environment
  3. Produce and defend an original and substantial contribution to the field
  4. Communicate research questions and results to the scientific community and communicate about problems in geography and environment to a broader audience

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  1. Demonstrate advanced knowledge of theory of remote sensing and GIS including sensor systems, basic radiative transfer, cartographic projections and display, and spatial databases, and of fundamental concepts in geospatial analysis and modeling techniques
  2. Quantitatively analyze data to evaluate scientific hypotheses and arguments in remote sensing and geographic information science
  3. Communicate effectively, both verbally and in writing, advanced concepts in remote sensing and geographic information systems
  4. Demonstrate understanding of the broader impacts and applications of remote sensing and GIS for natural sciences, social sciences, and for society at large
  5. Apply a range of geospatial analysis techniques using remote sensing and GIS tools toward solving quantitative problems in one or more core disciplinary areas such as geography, ecology, environmental sciences, biogeosciences, urban planning or natural resources management

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  1. Demonstrate a thorough understanding of fundamental economic principles and be able to apply these ideas to analyze public policies, business practices, and real-world events
  2. Have the ability to apply mathematical methods, through modeling and large-scale data analysis
  3. Acquire fundamental understanding of management science or economic policy sufficient to be well prepared for a professional career in the public or private sector
  4. Be able to conduct scholarly and/or non-academic work in a professional and ethical manner

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  1. Understand economic theory, both microeconomic and macroeconomic, and be able to apply these models to evaluate policies and real world events
  2. Demonstrate focused expertise in one or more areas of economics. Locate the necessary data to analyze and evaluate world events, and analyze data using appropriate econometric methods
  3. In addition, goals which reside more strongly with the mathematics department contributions to the major, include demonstration of a mastery of ideas and techniques of Calculus and Linear Algebra and an ability to identify and apply these ideas to economics and other fields, plus a demonstration of focused expertise in one or more areas of Mathematics

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  1. Understand economic theory, both microeconomic and macroeconomic, and be able to apply these models to evaluate policies and real­world events
  2. Demonstrate focused expertise in one or more areas of economics
  3. Locate the necessary data to analyze and evaluate world events, and analyze data using appropriate econometric methods

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  1. Demonstrate a thorough understanding of fundamental economic principles and be able to apply these ideas to analyze public policies, business practices, and real-world events
  2. Have the ability to apply mathematical methods, through modeling and large-scale data analysis
  3. Acquire in-depth knowledge in several areas of economics, as well as a broad perspective on the subject
  4. Be able to conduct scholarly and/or non-academic work in a professional and ethical manner

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  1. Demonstrate mastery of essential economic principles and statistical tools
  2. Demonstrate mastery of advanced subject material in at least two fields of specialization
  3. Produce and defend original and significant contributions to knowledge
  4. Be able to conduct scholarly activities and/or non-academic work in a professional and ethical manner
  5. Be able to teach general economics courses at the undergraduate level and specialized field courses at both the undergraduate and graduate levels

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  1. Demonstrate a thorough understanding of fundamental economic principles and be able to apply these ideas to analyze public policies, business practices, and real-world events
  2. Have the ability to apply mathematical methods, through modeling and large-scale data analysis
  3. Become conversant in current issues, knowledge, and policy debates on global development in the arenas of economics, international relations, the environment, and public health
  4. Acquire the practical experience needed for professional careers in global development
  5. Be able to conduct scholarly and/or non-academic work in a professional and ethical manner

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  1. Demonstrate mastery of knowledge of the principles and practice of scholarly editing
  2. Produce a dissertation, completed in a timely manner, that shows mastery of the primary sources, secondary ,literature, and research methods and techniques appropriate to the particular field in which editorial work has been conducted
  3. Conduct research in an ethical manner

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Students graduating with a major in English are expected to demonstrate:

  1. A critical understanding of English and American literary culture and its traditions
  2. A critical understanding of at least one area of literary study outside of the English and American canons
  3. Proficiency in written literary analysis, interpretation, and research
  4. Proficiency in the oral discussion of literature
  5. A deepened understanding of literary culture through study abroad, if that is feasible

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Students graduating with an MA in English are expected to:

  1. Demonstrate advanced research and writing skills, including an ability to work productively with the critical literature and performs original critical analysis
  2. Demonstrate either a broad knowledge of literature, theory, and research across several sub-disciplines in the field or an in-depth knowledge of one area of expertise
  3. Follow ethical guidelines for work in the field
  4. Write and speak effectively to professional and lay audiences about issues in the field

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Students graduating with a Ph.D. in English are expected to:

  1. Conduct original, publishable research in the field
  2. Demonstrate a broad knowledge of theory and research across several sub-disciplines in the field and speak effectively to professional and lay audiences about issues in these areas
  3. Demonstrate in-depth knowledge of one area of expertise
  4. Follow ethical guidelines for work in the field
  5. Effectively teach undergraduate students

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  1. Write original dramatic works
  2. Demonstrate the ability to collaborate with and to assist directors, actors, and other theatre artists in the production of these works
  3. Read the literature of others and develop an appreciation of the great works of the past, posing how the students’ own work relates to and can benefit from these readings

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  1. Demonstrate knowledge of past societies and familiarity with patterns of social, political, economic, and cultural change; and appreciate how historical perspective can enrich understanding of contemporary developments and problems
  2. Recognize how varied sources can be used as historical evidence and analyze the role of evidence in the construction of historical arguments
  3. Understand the challenge of weighing multiple perspectives and evaluate the merits of competing interpretations
  4. Conduct research using both primary and secondary sources and assess their relative use
  5. Construct persuasive and evidence-based arguments about historical change and present them in written formats

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  1. Demonstrate mastery of chosen subfield of history and related fields
  2. Produce an original research paper based on archival and field research, with goal of publishing it as a scholarly article
  3. Conduct all research and publication in an ethical manner
  4. Be prepared in regard to extent of knowledge to teach history at the advanced secondary level

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  1. Demonstrate mastery of chosen subfield of history and related fields.  The candidate should understand the major interpretive schools in his/her field and related fields, contemporary trends within the historiography, and the position of his/her own work in relation to these
  2. Demonstrate knowledge of the archive system essential to his/her research
  3. Produce and defend publishable original research
  4. Conduct all research in an ethical manner
  5. Be able to teach effectively at the undergraduate and graduate levels

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  1. Students will acquire a broad knowledge of the global spectrum of architectural history and urbanism
  2. Students will acquire the ability to read critically, to discuss clearly, to think critically, and to write synthetically
  3. Students will develop a deeper knowledge of a range of chronological periods, geographical areas and methods of analysis of the built world
  4. Students will learn to conduct research, manage evidence, and construct an argument concerning a topic in architecture, landscape, or urbanism

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  1. Demonstrate awareness of global architectural history
  2. Perfect ability to write a scholarly essay
  3. Acquire facility with the tools and methods of architectural historical inquiry
  4. Be prepared for a career in architectural history research, cultural resource management, public history, historic preservation, or for advanced studies in architectural history

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  1. Produce and defend an original contribution to knowledge in the field of architectural history
  2. Demonstrate mastery of scholarship relevant to areas of specialization
  3. Be capable of conducting research effectively in scholarly contexts
  4. Be prepared to teach the discipline at both the undergraduate and graduate levels

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  1. Acquire knowledge of specific areas of learning that will prepare the student for a future career in architecture or related fields of design
  2. Demonstrate the ability to read critically, to think critically, to design creatively, and to write synthetically
  3. Acquire a foundation in the history and theory of architecture and urbanism
  4. Master effective analysis of visual, spatial, and structural issues in architecture
  5. Demonstrate the ability to conduct research, manage evidence, and construct an argument concerning a topic in architecture, landscape, or urbanism

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  1. Demonstrate broad knowledge of the art and architecture of Asia
  2. Demonstrate ability to write a scholarly paper on a focused topic that aims for originality of argument and research
  3. Acquire facility with tools and methods of art historical inquiry, focusing especially on those pertinent to the arts of Asia
  4. Be prepared for a career as a museum curator or other visual arts careers or advanced studies in history of art and architecture

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  1. Students will acquire geographically and temporally broad knowledge of the history of art and architecture
  2. Students will acquire familiarity with different methodologies in the history of art, architecture and material culture
  3. Students will develop visual and textual analytic skills
  4. Students will learn oral communication of art historical arguments
  5. Students will learn to produce cogent written arguments supported by visual and textual research

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  1. Demonstrate awareness of both western and non-western art and architecture
  2. Demonstrate ability to write a scholarly essay that incorporates primary and secondary sources
  3. Demonstrate ability to write a scholarly essay that exhibits scholarly independence and makes an original contribution
  4. Acquire facility with the tools and methods of art historical inquiry
  5. Be prepared for a career as a museum curator or other visual arts careers or advanced studies in art history

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  1. Produce and defend an original contribution to knowledge
  2. Demonstrate mastery of subject material
  3. Be capable of conducting scholarly activities in an ethical manner
  4. Be able to teach the discipline at both the undergraduate and graduate level or to pursue another visual arts career
  5. Conduct independent research and analysis
  6. Interpret the results of the research

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  1. Students will learn oral communication of museological arguments
  2. Acquire facility with tools and methods of museological inquiry
  3. Students are prepared for a museum career

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Students graduating with an MA in Applied Linguistics are expected to attain:

  1. An understanding of the fundamental questions that drive modern linguistic research, concerning formal structure, historical change, variation and universals, social dimensions of use, and acquisition
  2. Foundational knowledge in the core areas of linguistic theory, including phonetics and syntax
  3. The ability to identify and describe with precision the empirical patterns found in sets of language data, and to construct well-reasoned linguistic analyses by formulating, testing, and refining hypotheses about these patterns
  4. Experience in at least one area of “applied” linguistic research (including, e.g., language development, psycholinguistics, historical linguistics, or sociolinguistics). This will come in each case both from coursework, and from participation in the BU Conference on Language Development
  5. Specialization in a selected subfield of linguistics or interface area
  6. The ability to define a research question in that area, to produce substantial original research addressing that question, and to report the outcome of that research in a well-­written, disciplinarily appropriate form

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Students graduating with a joint major in French and Linguistics are expected to attain:

  1. An understanding of the fundamental questions that drive modern linguistic research concerning formal structure, universals, acquisition, historical change, variation, and social dimensions of use, along with foundational knowledge in the core areas of linguistic theory
  2. The ability to identify and describe with precision the empirical patterns found in sets of language data, and to construct well-reasoned linguistic analyses by formulating, testing, and refining hypotheses about these patterns
  3. Linguistic mastery of same aspect of modern-day French (phonetics, phonology, or syntax, e.g.) or of the historical development of the language
  4. Proficiency in the French language at an advanced level, with respect to reading, writing, speaking, and understanding of spoken French
  5. Critical and analytical engagement with French/Francophone cultural and literary traditions, practices, genres, and great works

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Students graduating with a joint major in Italian and Linguistics are expected to attain:

  1. An understanding of the fundamental questions that drive modern linguistic research concerning formal structure, universals, acquisition, historical change, variation, and social dimensions of use, along with foundational knowledge in the core areas of linguistic theory
  2. The ability to identify and describe with precision the empirical patterns found in sets of language data, and to construct well-reasoned linguistic analyses by formulating, testing, and refining hypotheses about these patterns
  3. Proficiency in the Italian language at an advanced level, with respect to reading, writing, speaking, and understanding of spoken Italian
  4. Critical and analytical engagement with Italian cultural and literary traditions, practices, genres, and great works
  5. Systematic exposure to the earliest forms of written Italian from the 12th through the 17th century: Umbrian, Sicilian, Tuscan, and the emergence of literary Italian

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Students graduating with a joint major in Japanese and Linguistics are expected to attain:

  1. An understanding of the fundamental questions that drive modern linguistic research concerning formal structure, universals, acquisition, historical change, variation, and social dimensions of use, along with foundational knowledge in the core areas of linguistic theory
  2. The ability to identify and describe with precision the empirical patterns found in sets of language data, and to construct well-≠reasoned linguistic analyses by formulating, testing, and refining hypotheses about these patterns
  3. Linguistic mastery of some aspect of modern-≠day Japanese (phonetics, phonology, or syntax, e.g.) or of the historical development of the language
  4. A high level of proficiency in the Japanese language, with respect to reading, writing, speaking, and understanding of spoken Japanese, including oral proficiency at a minimum of Intermediate High and knowledge of at least 800 kanji characters
  5. An understanding and appreciation of Japanese cultural and literary traditions, practices, genres, and great works

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Students graduating with a major in Linguistics and Philosophy are expected to attain:

  1. Some mastery of the history and development of analytic philosophy and the concepts of truth, reference, objectivity, and meaning as they have figured in philosophy in the last century or so
  2. An understanding of fundamental concepts in the philosophy of language and logic
  3. Foundational knowledge in the core areas of linguistic theory, including phonetics, syntax, semantics, and pragmatics, with additional emphasis on one of the latter three subfields, and an understanding of the fundamental questions that drive modern linguistic research in these subfields
  4. The ability to identify and describe with precision the empirical patterns found in sets of language data, and to construct well-reasoned linguistic analyses by formulating, testing, and refining hypotheses about these patterns

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Students graduating with a major in Linguistics & Speech, Language, and Hearing Sciences are expected to attain:

  1. An understanding of the fundamental questions that drive modern linguistic research concerning formal structure, universals, acquisition, historical change, variation, and social dimensions of use, along with foundational knowledge in the core areas of linguistic theory
  2. Foundational knowledge in the areas that form the basis for research and clinical work in speech, language and hearing sciences
  3. The ability to identify and describe with precision the empirical patterns found in sets of language data, and to construct well-reasoned analyses by formulating, testing, and refining hypotheses about these patterns
  4. The ability to apply their coursework in Linguistics and SLHS either in research or in clinical or other professional experiences, demonstrating integrative reasoning to interpret data in relation to published research, justifying the scope of their analyses, supporting their conclusions, and presenting a coherent summary of the relevant facts and of their reasoning

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Students graduating with a major in Linguistics are expected to attain:

  1. An understanding of the fundamental questions that drive modern linguistic research concerning formal structure, universals, acquisition, historical change, variation, and social dimensions of use, along with foundational knowledge in the core areas of linguistic theory
  2. The ability to identify and describe with precision the empirical patterns found in sets of language data, and to construct well-reasoned linguistic analyses by formulating, testing, and refining hypotheses about these patterns
  3. Experience in presenting their own research and/or reviewing the literature through written papers and oral presentations

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  1. The ability to think critically about fundamental issues in the study of language structure, universals, variation, change, acquisition, and social dimensions of language use, and a sophisticated command of several core areas of linguistic analysis
  2. The ability to analyze the empirical patterns found in sets of language data, and to construct well-reasoned linguistic analyses by formulating, testing, and refining hypotheses
  3. The ability to formulate a testable research question, grounded in the prior literature, to carry out the relevant research, analyze the findings, and construct argumentation to support the conclusions

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Students graduating with a joint major in Spanish and Linguistics are expected to attain:

  1. An understanding of the fundamental questions that drive modern linguistic research concerning formal structure, universals, acquisition, historical change, variation, and social dimensions of use, along with foundational knowledge in the core areas of linguistic theory
  2. The ability to identify and describe with precision the empirical patterns found in sets of language data, and to construct well-reasoned linguistic analyses by formulating, testing, and refining hypotheses about these patterns
  3. Linguistic mastery of some aspect of modern-day Spanish (phonetics, phonology, variation, e.g.) or of the historical development of the language
  4. Proficiency in the Spanish language at an advanced level, with respect to reading, writing, speaking, and understanding of spoken Spanish
  5. Critical and analytical engagement with Hispanic cultural and literary traditions, practices, genres, and great works

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  1. Demonstrate understanding of fundamental concepts in marine science, including principles of geological, physical, chemical, and biological processes in the marine environment
  2. Demonstrate understanding of common laboratory, field, and modeling methods used in marine science
  3. Demonstrate the ability to i) formulate a falsifiable hypothesis, ii) design an experiment or observational study to test your hypothesis, iii) analyze your results in a statistically rigorous way, and iv) draw logical conclusions based on your analysis
  4. Communicate effectively the concepts, methods, results and conclusions of marine science research, in oral and written form, to specialists and the general public
  5. Apply knowledge and skills learned to solve problems in marine geology, physics, chemistry, or biology
  6. Demonstrate understanding of how human activities impact the marine environment, and how the marine environment impacts human activities

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Students graduating with a major in Mathematics, Pure and Applied Track, are expected to:

  1. Demonstrate a mature understanding of single and multivariable Calculus up through and including differential equations and of linear algebra
  2. Demonstrate a clear understanding of the concept of mathematical proof and be able to present a rigorous proof of basic theorems
  3. Demonstrate depth of understanding of one of the core areas of pure or applied mathematics

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Students graduating with a major in Mathematics, Pure and Applied Track are expected to:

  1. Demonstrate a mature understanding of single and multivariable Calculus up through differential equations and of linear algebra
  2. Demonstrate a clear understanding of the concept of mathematical proof and be able to present a rigorous proof of basic theorems
  3. Attain a level of mathematical ability allowing the student to formally abstract and analyze computational processes
  4. Understand and evaluate the organization, design, and construction of hardware and software systems for computing
  5. Analyze problems that require computation to answer, and design and implement appropriate problem solutions that are efficient and effective
  6. Demonstrate a facility to use the techniques of Mathematics and of Computer Science to address problems from both fields

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Students graduating with a joint major in Mathematics and Mathematics Education are expected to:

  1. Demonstrate a mature understanding of single and multivariable Calculus up through and including differential equations and of linear algebra
  2. Demonstrate a clear understanding of the concept of mathematical proof and be able to present a rigorous proof of basic theorems
  3. Demonstrate depth of understanding of core areas of mathematics that are particularly relevant to middle and high school teachers
  4. Fulfill requirements for licensure of middle/high-school teachers as dictated by the state of Massachusetts and pass the MTEL exam for Massachusetts teaching license

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Students graduating with a Joint Major in Mathematics and Philosphy are expected to:

  1. Demonstrate an ability to engage in the foundational reasoning necessary for a variety of philosophical texts and traditions
  2. Demonstrate a mature understanding of single and multivariable Calculus up through and including differential equations and of linear algebra
  3. Demonstrate a clear understanding of the concept of mathematical proof and be able to present a rigorous proof of basic theorems
  4. Utilize their philosophical and mathematical abilities in order to grasp work at the intersection of philosophy and mathematics
  5. Demonstrate depth of understanding of core areas of mathematics that are particularly relevant to foundations and the philosophy of mathematics

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  1. Ability to conduct original research in mathematics
  2. Ability to present research-level mathematics in a formal lecture
  3. Ability to teach mathematics to undergraduates

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A unique feature of this program is that the learning outcomes are to some extent determined by the student. The point is that the MA in mathematics does not have any well-defined significance or status in the United States, and the reason for a student to enroll in an MA program can vary widely from student to student. For example, a student may wish to strengthen her or his background in anticipation of applying for admission to doctoral programs in mathematics, or a student may be seeking enhanced credentials for a career in secondary school math instruction, or a student may simply be indulging a love of mathematics, treating herself or himself to one more year of mathematics before going off to medical school. The MA program can accommodate all of these students and many others

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  1. Acquire thorough understanding of knowledge in Molecular Biology, Cell Biology, and Biochemistry
  2. Acquire laboratory and critical thinking skills in the biological sciences
  3. Follow the ethics for appropriate behavior in the scientific discipline
  4. Be prepared to enter the job market

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  1. Demonstrate academic mastery in the interrelated biological disciplines encompassing at least two of three biological areas: Molecular Biology, Cell Biology, Biochemistry, plus in computational analysis
  2. Attain research expertise and complete a significant body of original research that advances a specific field of study in the biological sciences
  3. Follow the ethics for appropriate behavior in the scientific discipline
  4. Be able to teach and promote the field of biological sciences
  5. Be prepared to enter the job market

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  1. Demonstrate mastery of the fundamentals of neuroscience spanning the breadth of the field, from the theoretical to the experimental, and across multiple levels of analysis For example, how does the functional neuroanatomy of sensory processing support language ability, and/or what cellular features and molecular mechanisms lead to neurodegenerative disorders?
  2. Demonstrate competency in relating physical and mathematical principles to fundamental concepts in neuroscience, for example, constructing mathematical models of biological systems
  3. Demonstrate competency in evidence-based reasoning and experimental design, for example, identifying manipulated and measured variables, measurement metrics, experimental controls, power, validity, and reliability

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Students completing the Philosophy and Neuroscience program are expected to:

  1. Demonstrate the conceptual ability and the communication skills needed to comprehend and investigate the central philosophical issues in neuroscience and philosophy of mind
  2. Demonstrate mastery of the fundamentals of neuroscience spanning the breadth of the field, from the theoretical to the experimental, and across multiple levels of analysis
  3. Demonstrate competency in evidence-based reasoning and experimental design, for example, identifying manipulated and measured variables, measurement metrics, experimental controls, power, validity, and reliability
  4. Demonstrate skills of critical and analytical thinking, as expected for majors in Philosophy

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Students completing the program are expected to have:

  1. Understanding of a brief history and current discussions of some fundamental questions in metaphysics (ontology and causality) and philosophy of science (realism and instrumentalism, theory change and theory assessment, reduction and emergence)
  2. Familiarity with some of the basic questions in philosophy of physics and the approaches addressing them: nature of space and time (absolute or relative, substantial or relational, static or dynamic) in relativity theories, and the substantival, relationalist and constructivist approaches to dealing with them; nature of probability and irreversibility in statistical mechanics; duality, measurement and entanglement in quantum mechanics and the Copenhagen and the hidden variable approaches to these questions; locality, divergence and renormalizability in quantum field theory, and the structural realist approach to handling them
  3. Familiarity with the core areas in current research in foundational physics where philosophical interventions are most visible: quantum gravity and cosmology (especially the applicability of the second law of thermodynamics and the quantum principles to its specific subject: the whole universe)
  4. Skills of critical thinking, analytical thinking, and written and oral communication, as expected for majors in Philosophy

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Students completing the program are expected to have:

  1. Basic understanding of the fundamentals of both disciplines, including knowledge of the history of philosophy and of political science relevant to political philosophy and political theory
  2. Mastery of basic concepts in moral and political philosophy including justice, absolutism, republicanism, state, citizen, contract, authority, equality and disadvantage
  3. Basic understanding of the history and contemporary practice of political theory from Plato to contemporary political theorists
  4. Basic understanding of political science as practiced within an area of the discipline such as American politics, public policy, comparative politics, international relations or political theory
  5. Skills of critical thinking, analytical thinking, and written and oral communication, as expected for majors in the two disciplines

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Students completing the program are expected to:

  1. Demonstrate the conceptual ability and the communication skills needed to comprehend and investigate the central philosophical issues in the philosophy of psychology, philosophy of mind and philosophy of science
  2. Demonstrate an understanding of methods, main achievements, and major research programs in contemporary psychology
  3. Demonstrate an understanding of how philosophy and psychology have interacted historically and continue to interact today
  4. Defend their own views with strong arguments, but also remain open to disagreement and critique

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Students completing the Philosophy and Religion program are expected to:

  1. Demonstrate the conceptual ability and the communication skills needed for intensive examination of questions concerning what is true, what is good and what is beautiful
  2. Demonstrate familiarity with core questions in the main branches of philosophical inquiry (ethics and political philosophy, metaphysics and epistemology, logic) and sustain critical reflection on, and discussion of, those questions
  3. Demonstrate acquaintance with the canonical works of both antiquity and modernity, as well as the basic issues and texts of contemporary philosophy
  4. Defend their own views with strong arguments, but also remain open to disagreement and critique
  5. Display basic familiarity with a range of methodological approaches in the study of religion, as well as specific knowledge of major world religious traditions
  6. Demonstrate an acquaintance with important conceptual issues in the philosophy of religion

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Students completing a BA in Philosophy are expected to:

  1. Demonstrate the conceptual ability and the communication skills needed for intensive examination of questions concerning what is true, what is good and what is beautiful
  2. Demonstrate familiarity with core questions in the main branches of philosophical inquiry (ethics and political philosophy, metaphysics and epistemology, logic) and sustain critical reflection on, and discussion of, those questions
  3. Demonstrate acquaintance with the canonical works of both antiquity and modernity, as well as the basic issues and texts of contemporary philosophy
  4. Defend their own views with strong arguments, but also remain open to disagreement and critique
  5. Display curiosity about, and interest and engagement in, the world in which they live

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Students completing the program are expected to:

  1. Acquire the conceptual ability, and the speaking and writing skills, needed for intensive examination of questions concerning what is true, what is good, and what is beautiful. They must demonstrate familiarity with core questions in ethics and political philosophy, metaphysics and epistemology, and logic, as well as the ability to sustain critical reflection on, and discussion of, these questions
  2. Gain significant knowledge of the canonical works of both Antiquity and Modernity, as well as the basic issues and texts of contemporary philosophy
  3. Learn to defend their views with strong arguments, but also remain open to disagreement and critique
  4. Develop a solid understanding of what it means to study philosophy at the graduate level

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Students completing our Ph.D. program are expected to:

  1. Acquire the conceptual ability, and the speaking and writing skills, needed for intensive examination of questions concerning what is true, what is good, and what is beautiful
  2. Gain significant knowledge of the canonical works of both Antiquity and Modernity, as well as the basic issues and texts of contemporary philosophy
  3. Learn to develop strong arguments that can be defended in a professional forum. Upon graduation, they have made an original contribution to the field
  4. Learn how to cope with the demands of the profession while retaining the enthusiasm for the study of philosophy that animated them at the outset of their careers
  5. Display curiosity about, and interest and engagement in, the world in which they live

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  1. Students will demonstrate understanding and mastery of techniques for solving problems in electro- and magnetostatics

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  1. Demonstrate a thorough and advanced understanding of the core areas of physics including mechanics, electricity and magnetism, thermal and statistical physics, and quantum mechanics, along with the mathematics necessary for qualitative and quantitative analyses in these areas
  2. Show evidence of the capability of acquiring, analyzing, and interpreting quantitative data in the core areas of physics

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  1. Demonstrate a thorough and advanced understanding of the core areas of physics including mechanics, electricity and magnetism, thermal and statistical physics, and quantum mechanics along with the mathematics necessary for qualitative analysis in these areas
  2. Demonstrate the capability of acquiring, analyzing, and interpreting quantitative data in the core areas of physics
  3. Demonstrate the ability to conduct theoretical or experimental research that makes original contributions to our understanding of the physical world
  4. Show the ability to effectively communicate the result of research
  5. Demonstrate the ability to use computational techniques in theoretical or experimental research
  6. Be able to conduct scholarly activities in a professional and ethical manner

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  1. Demonstrate substantive understanding of governmental and political processes in a global context, including mastery of key concepts
  2. Conduct political analysis using a range of qualitative and quantitative tools
  3. Reason analytically to evaluate causal claims in political science
  4. Demonstrate a capacity, in both oral and written communication, to present arguments cogently and ground them in empirical evidence

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  1. Produce and defend and original and significant contribution to knowledge in the discipline of Political Science
  2. Demonstrate mastery of subject material by developing a minimum level of competence in three of the five fields of Political Science (American Politics, Public Policy, Comparative Politics, International Relations and Political Theory), a high level of competence in one major field and one secondary field and mastery of one subfield within the major area in which dissertation work is planned
  3. Participate in professional academic community activities, such as attending local seminar series, presenting papers at conferences, and submitting papers to academic journals
  4. Be able to teach the discipline at the undergraduate level

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Students graduating with the B.A. in Predental Science are expected to demonstrate:

  1. Mastery of concepts, topics, and methods in the physical and life sciences that are considered foundational for the study of dental medicine
  2. Focused knowledge of an academic discipline or interdisciplinary field of study through the completion of a minor
  3. Academic integrity and mature conduct as a member of the university community
  4. Mastery of the first year of the preclinical curriculum at Boston University’s Henry M. Goldman School of Dental Medicine

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Students graduating with the B.A. in Medical Science are expected to demonstrate:

  1. Mastery of concepts, topics, and methods in the physical and life sciences that are considered foundational for the study of medicine
  2. Focused knowledge of an academic discipline or interdisciplinary field of study through the completion of a minor
  3. Academic integrity and mature conduct as a member of the university community
  4. Mastery of the first year of the pre-clinical curriculum at Boston University School of Medicine

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  1. Demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings in psychology
  2. Understand basic research methods in psychology including design, data analysis, and interpretation; and utilize this knowledge to conduct their own psychological research, with an appreciation of the ethical issues involved in human and animal research
  3. Engage in scientific reasoning and problem solving so that they can evaluate the quality and implications of scientific research
  4. Write empirical research reports and literature reviews in APA (American Psychological Association) style and present findings from scientific research

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Students graduating with an MA in Psychology are expected to:

  1. Demonstrate proficiency in a minimum of two of three programmatic knowledge areas: Brain, Behavior & Cognition, Clinical, and Developmental Science
  2. Demonstrate an understanding of statistics and research design and the ability to evaluate the quality and implications of scientific research
  3. Write an empirical research report in APA (American Psychological Association) or Index Medicus style by completing a research project (supervised by a faculty member)
  4. Demonstrate competence in oral communication and understanding of scholarly research by giving a conference style presentation

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Students graduating with a Ph.D. in Psychology (Brain, Behavior & Cognition) are expected to:

  1. Demonstrate mastery of existing theory and research
  2. Develop the ability to conduct sound, independent ethical research
  3. Demonstrate abilities to conduct scholarly and other activities in a professional and ethical manner
  4. Demonstrate teaching abilities

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Students graduating with a Ph.D. in Clinical Psychology are expected to:

  1. Learn to evaluate existing research and theory and to conduct independent clinical research
  2. Develop ability to write grants
  3. Develop the skills and knowledge necessary for communicating with patients, conducting clinical interviews and assessments, and providing treatment
  4. Acquire and apply knowledge of issues of individual and cultural diversity

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Students graduating with a Ph.D. in Psychological and Brain Sciences (Developmental Science) are expected to:

  1. Demonstrate mastery of existing theory and research
  2. Develop the ability to conduct sound, independent research
  3. Demonstrate abilities to conduct scholarly and other professional activities
  4. Demonstrate teaching abilities
  5. Demonstrate knowledge of professional ethical standards

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  1. Students will demonstrate knowledge of multiple religious traditions, including their history, ideas, rituals, and vocabulary
  2. Students will demonstrate ability to interpret critically religious texts, ritual practices, and other forms of religious expression
  3. Students will demonstrate and apply understanding of major theoretical models for the study of religion to religious events, phenomena, ideas, and texts
  4. Students will demonstrate ability to research religious events/phenomena/ideas in a substantive and responsible way
  5. Students will demonstrate an advanced knowledge of at least one religious tradition

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  1. Produce an original and substantial contribution to knowledge in the field of religious studies, utilizing appropriate skills of research
  2. Demonstrate a rich generalized mastery of the field’s subject matter and the variety of methods employed by its practitioners
  3. Obtain the necessary knowledge for future research and to teach broad introductory undergraduate courses in religious studies
  4. Comport themselves according to the highest ethical standards of the academy, exhibiting collegiality and fairness in their treatments of teachers, peers, students, and subjects of study

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  1. Produce an original and substantial contribution to knowledge in the field of religious studies, utilizing appropriate skills of research
  2. Demonstrate a rich generalized mastery of the field’s subject matter and the variety of methods employed by its practitioners
  3. Obtain the necessary knowledge for future research and to teach broad introductory undergraduate courses in religious studies
  4. Comport themselves according to the highest ethical standards of the academy, exhibiting collegiality and fairness in their treatments of teachers, peers, students, and subjects of study

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  1. Proficiency in speaking, reading, writing and the understanding of spoken French, at the advanced-low level as measured by ACTFL guidelines; and the ability to use these skills in a range of academic and everyday situations
  2. Advanced knowledge of French and Francophone literature (and in some cases film) with attention to its historical, generic, or cultural context
  3. The capacity to read critically and closely, to interpret texts and to evaluate arguments about literary and cultural texts and topics
  4. The ability to formulate an organized, well-supported argument in wiring; to write clearly and persuasively; and to observe ethical and precise citation practices
  5. A foundational knowledge of the field of linguistics

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  1. Demonstrate an advanced understanding of language and literature in French in a global context and from all historical periods
  2. Demonstrate writing and research skills appropriate to professional use and observe ethical practices
  3. Demonstrate a near-native mastery of the French language, including the ability to write in French at a level appropriate to professional use, and to communicate with native French speakers
  4. Be prepared to teach specific works and literary concepts at the advanced high school level, work as language instructors at the college level

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  1. Demonstrate a mastery and appreciation of language and literature in French in a global context and from all historical periods
  2. Demonstrate a near-native mastery of the French language
  3. Demonstrate the skilled application of research methodologies and techniques and produce and defend an original and significant contribution to knowledge in the field
  4. Be prepared to communicate and teach specific works and literary concepts at the college and university level
  5. Adhere to ethical standards in the discipline

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Students graduating with a B.A. in Spanish will demonstrate:

  1. Advanced knowledge of major themes in Hispanic  literature and culture in their historical contexts and familiarity with major literary genres
  2. Knowledge of events, periods, and people who have shaped the history of the Spanish- speaking world
  3. Advanced proficiency and accuracy in speaking, reading, writing, and understanding the  Spanish language as used in different areas of the Spanish-speaking world, including the U.S., Spanish America, and Spain. Knowledge of structural and other aspects of Spanish, accurate and fluent use of advanced Spanish (tested by a variety of means) in a range of academic and everyday situations. 
  4. Ability to evaluate arguments about literary and cultural texts and topics
  5. Ability to live, study, and work in Spanish-speaking environments in the U.S. and abroad (for example, through BU’s Study Abroad programs)
  6. Skills needed for advanced study and for careers in a variety of fields: effective and accurate oral and written communication; close reading and analysis; writing and research skills appropriate for entry-level professional use and/or graduate study, including the ability to formulate a well-organized, clear and persuasive argument; familiarity with traditional cultural norms and expectations of the Spanish-speaking world

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Students graduating with an M.A. in Hispanic Language and Literature are expected to:

  1. Demonstrate an advanced understanding of language and literature in Spanish in a global context and from all historical periods
  2. Demonstrate writing and research skills appropriate to professional use and observe ethical practices
  3. Demonstrate a near-native mastery of the Spanish language, including the ability to write in Spanish at a level appropriate to professional use, and to communicate with native Spanish speakers
  4. Be prepared to teach specific works and literary concepts at the advanced high-school level, work as language instructors at the college level

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  1. Demonstrate a mastery and appreciation of language and literature in Spanish in a global context and from all historical periods
  2. Demonstrate a near-native mastery of the Spanish language
  3. Demonstrate the skilled application of research methodologies and techniques and produce and defend an original and significant contribution to knowledge in the field
  4. Be prepared to communicate and teach specific works and literary concepts at the college and university level
  5. Adhere to ethical standards in the discipline

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  1. ACTFL goals of advanced-low level proficiency in speaking, reading, writing and the understanding of spoken Italian, and the ability to use these skills in a range of academic and everyday situations.
  2. Advanced knowledge of major periods of Italian literature and other cultural texts with understanding of historical, generic, or cultural context
  3. Demonstrated capacity to read critically and closely, to interpret texts and to evaluate arguments about literary and cultural texts and topics
  4. Ability to produce an organized, well-supported argument in writing; to write clearly and persuasively; and to observe ethical and precise citation practices

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  1. Demonstrate knowledge of fundamental theoretical approaches and key disciplinary concepts
  2. Demonstrate understanding of sociological methods of research design, data gathering and analysis
  3. Exhibit critical thinking skills in evaluating sociological research, including the background assumptions, appropriateness of methods used and the strength of explanatory evidence
  4. Communicate sociological knowledge in appropriate oral, written and graphic forms

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  1. Produce and defend an original significant contribution to sociological knowledge
  2. Demonstrate mastery of subject material
  3. Conduct scholarly activities in a professional and ethical manner

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  1. Produce and defend an original significant contribution to sociological knowledge
  2. Demonstrate mastery of subject material
  3. Be able to conduct scholarly activities in a professional and ethical manner
  4. Be able to teach undergraduates

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  1. Linguistic proficiency in speaking, reading, and writing Mandarin at a level (ACTFL intermediate high) that will enable students to function in today’s China
  2. Understanding of Chinese literature from an East Asian and world literary perspective
  3. Solid knowledge of China’s literary, and philosophical traditions as well as contemporary cinema, visual arts, and new media
  4. Critical thinking, communication, and writing skills within areas of content and cultural knowledge
  5. Familiarity with fundamental research skills for Chinese studies, including use of traditional and electronic sources

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  1. Demonstrate a general orientation in world literature and a broad familiarity with the literary traditions of at least two of the following regions: Europe, East Asia, the Middle East, and South Asia
  2. Read, discuss, and analyze literary and cinematic texts in at least two languages (non-English language/s should be mastered at a minimum level of ACTFL intermediate-low)
  3. Compose lucid, well-researched, and well-argued critical essays about literary texts
  4. Analyze texts in comparative perspective; understand how specific literary works respond to their literary, cultural, historical, and political contexts; and trace the transformations and travels of literary genres and texts across historical periods, borders, and languages
  5. Apply a variety of critical approaches and interpretive methods to the study of particular literary and/or cinematic texts, including translations

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  1. Advanced knowledge of major themes and genres in German literature and culture in their historical contexts, including links to other European and world literary traditions
  2. Critical thinking, communication, and writing skills within areas of content and cultural knowledge
  3. Proficiency in speaking, reading, writing, and listening comprehension in German at or above a level (ACTFL intermediate-high) where these skills can be used for communication in everyday and academic situations

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  1. Advanced knowledge of major themes and genres in Japanese literature and culture in their historical contexts, including links to other East Asian and world literary traditions
  2. Critical thinking, communication, and writing skills within areas of content and cultural knowledge
  3. Familiarity with fundamental research skills for Japanese studies, including use of traditional and electronic sources
  4. Proficiency in speaking, reading, writing, and listening comprehension in Japanese at the intermediate-high level as measured by ACTFL guidelines
  5. Knowledge of at least 800 kanji characters, and additional knowledge beyond this proficiency level in one specialized area (e.g., classical Japanese or Chinese, journalistic writing, translation)

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  1. Advanced knowledge of major themes and genres in Russian literature and culture in their historical contexts, including links to other European and world literary traditions
  2. Critical thinking, communication, and writing skills within areas of content and cultural knowledge
  3. Familiarity with fundamental research skills for Russian studies, including use of traditional and electronic sources
  4. Proficiency in speaking, reading, writing, and listening comprehension in Russianat the intermediate-high level as measured by ACTFL guidelines

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College of Communication

  1. Demonstrate via written papers a theoretical, philosophical, historical, and practical understanding of how emerging media technologies come to impact whole cultures, particular industries, and individuals’ lives
  2. Reveal methodological and empirical skill by creating a project that addresses issues related to emerging media technologies. These projects include novel empirical research (including original data collection and analysis), systematic reviews of existing literatures, and the development of prototype media applications
  3. Deploy research skills related to cutting-edge and specialized hardware and software to analyze data collected via advanced quantitative analysis, text mining, machine learning, or physiology/psychology experiments
  4. Via oral presentations within class, at campus research symposia, and at national and international conferences exhibit competence in communicating scientific information to audiences of peers and scholars

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Assessment of the EMS PhD Program

Knowledge Outcomes Learning Outcomes Objectives:

Students will be able to:

  1. Identify and locate relevant general literature that informs research and theory-building activities in emerging media studies
  2. Assimilate relevant general literature and demonstrate an understanding of it
  3. Course Objectives & Assignments (see individual syllabi available online at the EMS division website)

Field specific Knowledge:

  1. Synthesize knowledge of field specific to issues of emerging media to explain, analyze and generalize
  2. Demonstrate knowledge of major theorists, their works, as well principles and approaches to emerging media studies
  3. Recapitulate major themes and current intellectual and methodological problems in area of specialization
  4. Course Assignments (see individual syllabi)
  5. Comprehensive Exam evaluated by committee
  6. Research Proposal evaluated by committee
  7. Dissertation evaluated by committee, including external member

Thematic Knowledge:

  1. Synthesize and articulate knowledge from student’s chosen target research areas
  2. Apply knowledge to problems in the field in a synthetic and evaluative manner
  3. Course Assignments (see individual syllabi)
  4. Comprehensive Exam evaluated by committee Research Proposal evaluated by committee Dissertation evaluated by committee, including external member Research Methods
  5. Know how various research designs are used to answer specific questions about emerging media studies issues
  6. Know the elements and purposes of research questions and hypotheses
  7. Know advanced qualitative and quantitative data analyses
  8. Know critical approaches to subject matter
  9. Be able to conceptualize and carry out a full-scale research project that constitutes an original contribution to the field
  10. Course Assignments (see individual syllabi)
  11. Individual student portfolio evaluated by supervising instructor
  12. Comprehensive Exam evaluated by committee Research Proposal evaluated by committee
  13. Dissertation evaluated by committee, including external member

Professional Knowledge

  1. Use effectively methods, concepts, and theories area in practice and classroom settings
  2. Be familiar with and able to apply professional and ethical standards
  3. Teaching evaluations by students and reviewed by supervisor
  4. Publication record Individual portfolio evaluated by committee, including external member by committee
  5. Pass IRB certification, assessment provided by external body

Assessment of the EMS PhD Program:

Perspectives Outcomes Learning Outcomes Objectives:

Assessment Methods Ability:

Students will be able to

  1. Analyze, synthesize and evaluate relevant information
  2. Synthesize and integrate related methods, concepts, and theories effectively throughout all courses, using critical and analytical perspectives to evaluate information Individual portfolio evaluated by committee, including external member of committee
  3. Paper Submissions, evaluated by blind peers from outside Boston University Assessment of the EMS PhD Program

Skills Outcomes Learning Outcomes Objectives:

Writing Skills:

Students will be able to:

  1. Think and write clearly with proper citations and in an appropriate style Individual portfolio evaluated by committee, including external member by committee
  2. Supervisor and Peer Feedback
  3. External Review of Drafts
  4. Write research and/or theory papers with a high level of conceptual understanding, critical competence and originality

Presentation Skills:

Students will be able to:

  1. Give an oral presentation that presents research or knowledge in an organized and logical manner and with confidence and poise
  2. Individual Portfolio evaluated by committee, including external member by committee Peer and Faculty Feedback on Presentations

Publishing Skills:

Students will be able to:

  1. Produce writing that is deemed publishable by peer-reviewed journals of quality Individual Portfolio evaluated by committee, including external member by committee
  2. Peer and Supervisor Feedback
  3. External Reviewers from other universities
  4. Submissions made to high-quality outlets

Teaching Skills:

Students will be able to:

  1. Use methods, concepts and theories effectively in the classroom and problem solve with undergraduate students enrolled in their class
  2. Exposure to supervised teaching experiences
  3. Semiannual observation of teaching by supervisor; classroom visit reports; self-evaluations and student evaluations

Reviewing Skills:

Students will be able to:

  1. Competently review an article for a conference or academic journal
  2. Article Review Form Participation in professional meeting paper review processes

Research Skills:

Students will be able to:

  1. Analyze data using statistical and qualitative analyses in order to solve problems
  2. Student feedback and publication success

Assessment of the EMS PhD Program: Overall Program Outcomes

Program Outcomes Objectives

  1. Program will produce high-quality, well-trained doctoral students in an appropriate and timely fashion
  2. Assessment Methods
  3. Students achieve goals they set for themselves when they enter the program
  4. Students find appropriate positions and retrospectively assess the program as useful and valuable
  5. Students complete a pre- and post-program questionnaire stating their goals; success measured by positive ratings and comments in the post-program questionnaire
  6. Students trained to a high quality
  7. Students produce research and theory that is significant and has impact on the thinking of others
  8. Student papers accepted at quality journals and competitive conferences; external funding generated; valuable research products emanate from program; post-graduation citation rates of former student work
  9. Students complete program in a timely manner
  10. 80% of students complete the program in four years or less time to completion
  11. Program is well-regarded
  12. Peers and field leaders judge the program as a visible and respected program, and one that is of outstanding quality
  13. Biannual external assessment by advisory committee members

NB: Adapted from Bentley University, URL: academics.bentley.edu/phd-programs-learning-goals-and-objectives

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  1. Students who complete the major will have relatively sophisticated levels of audio-visual and verbal literacy
  2. They will know a substantial body of important work in film and related moving-image media, including a basis for engagement with emerging media
  3. They will know how to interpret film and digital productions, from the silent era forward through a variety of frameworks: historical, aesthetic, theoretical, and cultural
  4. They will be able to identify the major movements and turning points in cinema and media history, situating them within a broader socio-economic and cultural context, including national, regional, and global contexts

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  1. Students will have attained relatively sophisticated levels of audio-visual and verbal literary
  2. Students will know a substantial body of important work in film and related moving-image media, including a basis for engagement with emerging media
  3. Students will know to interpret film and digital productions, from the silent era forward through a variety of frameworks: historical, aesthetic, theoretical, and cultural
  4. Students will have obtained knowledge of major movements and turning points in cinema and media history, situating them within a broader socio-economic and cultural context, including national, regional, and global contexts

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  1. Creativity: The ability to develop an original concept, story and script
  2. Teamwork: Teaching how to work together as a team, divide tasks, instill cooperation, and work towards a common goal
  3. Visual storytelling: Students must translate their ideas into screen language and form in order to produce an impactful product
  4. Technical proficiency: Students must attain a familiarity and fluency with the sophisticated technology used for media production at a professional level
  5. Persistence and perseverance: Students commit to projects that must be completed despite the obstacles, and therefore learn how to overcome obstacles and reach a predetermined goal
  6. Specialization: Students enter the program on a specialized track and are expected to hone their skills as producers, directors or cinematographers to a professional level

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  1. Students will have a foundational comprehension of the industrial and creative histories of film and television—a comprehension that will allow them to analyze how these media continue to develop together and separately
  2. Students will be able to identify and explain the contributions of key artists and producers in film and television
  3. Students will be able to use proper terminology and critical methods to analyze, research, and write about film and television artifacts
  4. Students will be able to engage with these film and television artifacts as discrete units and to locate them within their larger artistic, social, political, cultural, ideological, and economic contexts

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  1. Students will be able to make an original scholarly contribution to the field of Film and Television Studies
  2. Students will be able to conduct a thorough analysis of media artifacts/institutions using a clear theoretical framework
  3. Students will be able to craft long-form, independent research projects using primary and secondary sources
  4. Students will be able to synthesize key media studies scholarship and apply it to specific case studies

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  1. Students will be able to pitch TV story ideas for talk shows, reality shows, and documentaries
  2. Students will be able to write professional TV projects and proposals
  3. Students will be exposed to professional work environments, cultural events, and media trends

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  1. Analyze and breakdown the narrative structure of film and television scenes, scripts and complete projects. This includes both fiction and non-fiction material
  2. Understand the “language” of Film/TV – shot selection, mise-en-scene, lighting, sound, blocking, and editing of scenes, scripts and complete projects
  3. Write & develop original Film/TV projects and scripts
  4. Demonstrate practical competency in the key elements of film and television production – including directing, camerawork , lighting, audio recording, editing and producing
  5. Connect the formal attributes of the project to a particular film/tv movement or period and to discuss the contributions of the key creative figures of that movement or period

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  1. Students will examine the detailed processes required to take a business from concept to successful execution. Focus is on the creation of compelling content that drives new media businesses
  2. Students will develop a new media business, product or service from concept to marketplace
  3. Students will present their Pitch Deck and/or prototype, as their thesis project, to industry leaders
  4. Students will develop a clear understanding of the strategic challenges of competition, funding needs, internal resources, external resources, and environmental pressures of facing all start-ups with an emphasis on the media industry

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  1. Demonstrate a fundamental understanding of cinematic storytelling for the screen
  2. Deliver narrative story structure through a combination of characterization, conflict, and theme
  3. An understanding of how to properly format a screenplay and/or teleplay, utilizing industry standards
  4. Develop the necessary skills to analyze the strengths and weaknesses of produced work, as well as the work of their peers

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  1. Deliver narrative story structure through a combination of characterization, conflict and theme
  2. Demonstrate an advanced understanding of cinematic storytelling for the screen
  3. Develop advanced analytical skills in order to provide professional feedback on written content for both film and television

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  1. Students will be able to professionally pitch TV ideas and TV program concepts
  2. Students will be able to related national news, popular trends, and industry information to TV programming and network concepts
  3. Students will be able to write professional (or semi-professional) TV projects and proposals

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  1. The student will understand the realities of modern journalism
  2. The student will understand the need for clear and concise writing and accuracy, regardless of the delivery platform
  3. The student will gain the ability to create stories under time constraints and challenging circumstances
  4. The student will evaluate sources and resources from which news is generated and prepared for dissemination
  5. The student will practice identifying and dealing with those sources, assessing their accuracy
  6. The student will gain an understanding of the historical, legal and ethical issues affecting journalism

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  1. Students apply basic principles such as accuracy, fairness and public service, and communicate clearly in analog and digital journalism platforms
  2. Students conduct research using a variety of sources and evaluate the accuracy of such information, with the goal of furthering a society built on the foundation of free speech
  3. Students understand and discuss the historical, legal and ethical underpinnings of American media
  4. Students design and execute an effective job search in journalism

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  1. The student will apply basic principles such as accuracy, fairness and public service, and communicate clearly in analog and digital journalism platforms
  2. The student will research and understand the critical science-related issues of our time, including those related to environment, technology, public health, medicine, physical and biological sciences, and nutrition
  3. The student will interpret science-related policy issues and controversies for a lay audience, and explain them lucidly in a variety of analog and digital platforms
  4. The student will apply their skills in a real-world environment through professional media internships
  5. The student will go beyond mere “”balance”” of expert opinion to their own analysis
  6. The student will produce content on all media platforms that is crisp, comprehensive, well thought through, and with professional productive values
  7. The student will demonstrate commitment to advancing the values of excellence and integrity in the field. The student will also demonstrate commitment to personal professional development through publication and engagement in professional organizations, and adhere to the strict ethical standards in the discipline

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  1. Knowledge and Application of Advertising Fundamental Principles and Skills
  2. Knowledge and Application of Research Methods in Advertising
  3. Knowledge and Application of Critical Thinking in Advertising
  4. Knowledge and Application of Effective Communication

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  1. Knowledge and Application of Advertising Fundamental Principles and Skills
  2. Knowledge and Application of Research Methods in Advertising
  3. Knowledge and Application of Critical Thinking in Advertising
  4. Knowledge and Application of Effective Communication

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  1. Knowledge and Application of Mass Communication Theory and Law
  2. Knowledge and Application of Research Methods in Mass Communication
  3. Knowledge and Application of Critical Thinking in Mass Communication
  4. Knowledge and Application of Effective Communication

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  1. Knowledge and Application of Public Relations Fundamental Principles and Skills
  2. Knowledge and Application of Research Methods in Public Relations
  3. Knowledge and Application of Critical Thinking in Public Relations
  4. Knowledge and Application of Effective Communication in Public Relations

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  1. Knowledge and Application of Mass Communication Theory
  2. Knowledge and Application of Research Methods in Mass Communication
  3. Knowledge and Application of Critical Thinking in Mass Communication
  4. Knowledge and Application of Effective Communication

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  1. Knowledge and Application of Marketing Communication Research Fundamental Principles and Skills
  2. Knowledge and Application of Research Methods in Marketing Communication Research
  3. Knowledge and Application of Critical Thinking in Marketing Communication Research
  4. Knowledge and Application of Effective Communication

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  1. Knowledge and Application of Public Relations Fundamental Principles and Skills
  2. Knowledge and Application of Research Methods in Public Relations
  3. Knowledge and Application of Critical Thinking in Public Relations
  4. Knowledge and Application of Effective Communication in Public Relations

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College of Engineering

  1. An ability to apply knowledge of mathematics, science, and engineering
  2. An ability to design and conduct experiments, as well as to analyze and interpret data
  3. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
  4. An ability to function on multidisciplinary teams
  5. An ability to identify, formulate, and solve engineering problems
  6. Understanding of professional and ethical responsibility
  7. An ability to communicate effectively
  8. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context
  9. A recognition of the need for, and an ability to engage in life-long learning
  10. A knowledge of contemporary issues
  11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve biomedical engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Demonstrate a strong foundation of biomedical engineering knowledge in the phenomena of molecular and cellular biology and/or physiology from a quantitative and systems perspective as measured by successful completion of coursework
  2. Demonstrate the ability to obtain, analyze, synthesize quantitative data and generate hypotheses pertaining to biological systems
  3. Complete additional technical coursework and a mentored project in the area of biomedical engineering. They will effectively communicate the results of the mentored project in a written report. Alternatively, they will demonstrate the ability to perform and effectively communicate original scientific ideas in biomedical engineering as measured by the completion of a novel Master’s thesis, conference presentations, peer-reviewed and other publications

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  1. Demonstrate a strong foundation of biomedical engineering knowledge in the phenomena of molecular and cellular biology and in physiology from a quantitative and systems perspective as measured by successful completion of coursework and the qualifying examination
  2. Demonstrate the ability to obtain, analyze, synthesize quantitative data and generate hypotheses pertaining to biological systems
  3. Demonstrate the ability to perform an effectively communicate original scientific research in biomedical engineering as measured by conference presentations, peer-reviewed and other publications and the completion of a novel doctoral thesis

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve materials science and engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve materials science and engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve materials science and engineering problems
  2. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  3. Use oral and written communication to convey technical concepts to engineers and non-engineers
  4. Carry out independent research in the area of materials science and engineering, and effectively communicate the results
  5. Lead technical innovation and train future generations of engineers

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve materials science and engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve materials science and engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Demonstrate advanced quantitative and analytical foundations in systems, control and decision theory, optimization, simulation, and stochastic processes
  2. Formulate research problems, advance the state of the art in particular topics, and develop rigorous innovative methods and tools to model, design, analyze, optimize and manage human-made and physical systems within a broad array of applications
  3. Demonstrate proficiency in written and oral communication skills and the ability to disseminate research findings through presentations and in peer reviewed publications

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  1. An ability to apply knowledge of mathematics, science, and engineering
  2. An ability to design and conduct experiments, as well as to analyze and interpret data
  3. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
  4. An ability to function on multidisciplinary teams
  5. An ability to identify, formulate, and solve engineering problems
  6. An understanding of professional and ethical responsibility
  7. An ability to communicate effectively
  8. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context
  9. A recognition of the need for, and an ability to engage in life-long learning
  10. A knowledge of contemporary issues
  11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve computer engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve computer engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Demonstrate a strong foundation in computer engineering as measured by the successful completion of coursework and the qualifying examination
  2. Make an original and substantial contribution to the discipline of computer engineering as measured by conference presentations, conference publications, peer reviewed journal articles and the completion of a successful PhD thesis
  3. Demonstrate the ability to effectively communicate original scientific research in computer engineering as measured by the successful defense of a prospectus and PhD thesis, conference presentations, conference publications, and peer reviewed journal articles

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  1. An ability to apply knowledge of mathematics, science, and engineering
  2. An ability to design and conduct experiments, as well as to analyze and interpret data
  3. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
  4. An ability to function on multidisciplinary teams
  5. An ability to identify, formulate, and solve engineering problems
  6. An understanding of professional and ethical responsibility
  7. An ability to communicate effectively
  8. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context
  9. A recognition of the need for, and an ability to engage in life-long learning
  10. A knowledge of contemporary issues
  11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve electrical engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve electrical engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Demonstrate a strong foundation in electrical engineering as measured by the successful completion of coursework and the qualifying examination
  2. Make an original and substantial contribution to the discipline of electrical engineering as measured by conference presentations, conference publications, or peer reviewed journal articles and the completion of a successful PhD thesis
  3. Demonstrate the ability to effectively communicate original scientific research in computer engineering as measured by the successful oral defense of a prospectus, PhD thesis, conference presentations, conference publications, or peer reviewed journal articles

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve photonics problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings.
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve photonics problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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The Engineering Innovation Certificate Program:

  1. Will teach you how to significantly enhance your technical and business analytical skills
  2. Will develop graduate-level expertise in areas such as:
    1. Technology ventures
    2. Intellectual asset management and development
    3. Product development and strategies

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve global manufacturing engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve mechanical engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve manufacturing engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve manufacturing engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. An ability to apply knowledge of mathematics, science, and engineering
  2. An ability to design and conduct experiments, as well as to analyze and interpret data
  3. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
  4. An ability to function on multidisciplinary teams
  5. An ability to identify, formulate, and solve engineering problems
  6. An understanding of professional and ethical responsibility
  7. An ability to communicate effectively
  8. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context
  9. A recognition of the need for, and an ability to engage in life-long learning
  10. A knowledge of contemporary issues
  11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve mechanical engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Apply knowledge of mathematics, science, and engineering to identify, formulate, and solve mechanical engineering problems
  2. Understand the impact of engineering solutions in a global, economic, environmental and societal context
  3. Use modern engineering tools and techniques to successfully practice the engineering profession in a variety of settings
  4. Use oral and written communication to convey technical concepts to engineers and non-engineers
  5. Collaborate as member or leader of a technical project team

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  1. Make an original and substantial contribution to the discipline of mechanical engineering as demonstrated by the completion of a PhD thesis
  2. Demonstrate the ability to conduct advanced independent research by mastering research methodologies and techniques, by synthesizing existing knowledge, by analyzing and evaluating one’s findings, and by communicating the results to other researchers

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In a team-based learning environment that simulates the product design teams you will find in industry, you will understand the manufacturing considerations related to product design, including:

  1. Lean manufacturing
  2. Managing the supply chain
  3. Designing for assembly
  4. Designing for manufacturing and more

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College of Fine Arts, School of Music

All students graduating with a BACHELOR OF MUSIC degree are expected to:

  1. Demonstrate a practical knowledge of basic music theory, musicianship, and analytical skills
  2. Demonstrate an appropriate level of technical and interpretive performance skills
  3. Demonstrate a broad knowledge of music history and associated repertories of music
  4. Demonstrate an appropriate level of pedagogical skills
  5. Demonstrate the ability to apply creative approaches to problem‐solving and self‐directed study

Students graduating with a BACHELOR OF MUSIC IN COMPOSITION AND MUSIC THEORY are additionally expected to:

  1. Demonstrate evidence of a developing personal compositional voice through a portfolio of original works, and basic understanding of the prevalent approaches to music theory, created over the course of their undergraduate career

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  1. Advanced knowledge of current compositional trends and repertoire and development of a personal voice
  2. Advanced proficiency in tonal and post-tonal score analysis
  3. Knowledge and skill in related fields such as music theory, musicology and ethnomusicology
  4. Superior proficiency in verbal communication of musical ideas and concepts
  5. Capacity for producing professional-level written documents such as program notes or scholarly essays
  6. Capacity for artistic growth and skills for navigating the professional world

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  1. Advanced knowledge of current compositional trends and repertoire and development of a personal voice
  2. Knowledge and skill in related fields such as music history and literature, musicology, ethnomusicology, and performance
  3. Advanced proficiency in tonal and post-tonal analysis
  4. Superior proficiency in verbal and written communication of musical ideas and concepts
  5. Capacity for artistic judgment and skills for navigating the professional world

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  1. Understanding of prevailing approaches to the theory and analysis of tonal and post-tonal music
  2. Facility in essential analytic and research techniques for tonal and post-tonal music and related topics
  3. Proficiency in communicating theoretical concepts and analytical observations both verbally and in writing
  4. Knowledge and skill in related fields such as music history and literature, musicology and ethnomusicology, composition, and performance
  5. Artistic judgment and skills for navigating the professional world

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  1. Design and differentiate instruction in multilingual and multicultural classrooms and for students from across the socioeconomic spectrum and range of abilities
  2. Regularly reflect on the effectiveness of instruction and interactions with students, and use insights gained to improve practice and student learning
  3. Demonstrate proficiency and flexibility over a range of musical instruments, vocal techniques, musical styles, and pedagogical approaches
  4. Collaborate with colleagues/peers to plan meaningful lessons that are connected to other areas of study
  5. Practice inclusivity and equity, and incorporate knowledge and practices of varied cultures meaningfully into lesson planning
  6. Demonstrate the ability to work with populations that include K-12 students, but also early childhood and adult students, and in positions that are sustained by community and school resources

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  1. Demonstrate knowledge in foundations of music education including historical, philosophical, sociological, and psychological studies
  2. Demonstrate knowledge and skills in an area of specialization (e.g., music technology, research, popular music pedagogy)
  3. Demonstrate knowledge and skill in related fields of music theory, music history, and musicology

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  1. Demonstrate the ability to articulate research problems in music education as tensions between theory and practice
  2. Choose and apply research methods that appropriately address research questions and demonstrate the ability to collect, analyze, and interpret research data
  3. Discuss specific issues, trends, and problems in music education demonstrating in-depth knowledge of scholarly and professional literature in music education and other related fields
  4. Produce original contributions to knowledge in the field of music education
  5. Demonstrate knowledge and skill in related fields of music theory, music history, and musicology

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  1. Design and develop curricula and assessments to meet the diverse musical and educational needs and interests of students in a particular musical ecology
  2. Demonstrate awareness of theoretical, philosophical, and historical traditions that have shaped music education curricula and situate curriculum within these influences
  3. Articulate a sound rationale for specific music education curriculum that draws upon scholarly literature
  4. Demonstrate knowledge in such related fields as music theory, musicology, and music history

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All students graduating with a BACHELOR OF MUSIC degree are expected to:

  1. Demonstrate a practical knowledge of basic music theory, musicianship, and analytical skills
  2. Demonstrate an appropriate level of technical and interpretive performance skills
  3. Demonstrate a broad knowledge of music history and associated repertories of music
  4. Demonstrate an appropriate level of pedagogical skills
  5. Demonstrate the ability to apply creative approaches to problem‐solving and self‐directed study

Students graduating with a BACHELOR OF MUSIC IN MUSICOLOGY are additionally expected to:

  1. Demonstrate evidence of a developing personal musicological voice through a portfolio of original scholarship, presented in a lucid style of writing with well‐documented research, created over the course of their undergraduate career

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  1. Be able to conduct research in Musicology/Ethnomusicology
  2. Conduct research that contributes to knowledge in the field
  3. Demonstrate mastery of subject material of a main field
  4. Be able to analyze music from a variety of periods
  5. Be able to conduct scholarly activities in a professional and ethical manner
  6. Be able to present and defend their research in public forums
  7. Have reading knowledge of two languages apart from English
  8. Be able to teach the discipline at the undergraduate level

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  1. Performance techniques and skills in the area of concentration
  2. Broad knowledge of repertory and literature from all periods
  3. Acquisition of advanced knowledge and skills in musicianship, music theory and analysis, and music history
  4. Superior proficiency in verbal communication of musical ideas and concepts
  5. Capability for producing professional-level written documents such as program notes or scholarly essays
  6. Capacity for artistic growth and skills for navigating the professional world

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  1. Performance techniques and skills in the area of concentration
  2. Broad knowledge of repertory and literature from all periods
  3. Knowledge and skills in musicianship, music theory and analysis, and music history
  4. Superior proficiency in verbal communication of musical ideas and concepts
  5. Capacity for artistic growth and skills for navigating the professional world

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  1. Performance techniques and skills in the area of concentration
  2. Broad music-historical knowledge with a particular focus on the 16th-18th centuries
  3. Knowledge and skill in related fields such as music theory, musicology and ethnomusicology, and pedagogy
  4. Superior proficiency in verbal communication of musical ideas and concepts
  5. Capability for producing professional-level written documents such as program notes or scholarly essays
  6. Capacity for artistic growth and skills for navigating the professional world

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  1. Performance techniques and skills in the area of concentration
  2. Broad music-historical knowledge with a particular focus on the 16th-18th centuries
  3. Knowledge and skill in related fields such as music theory, musicology and ethnomusicology, and pedagogy
  4. Superior proficiency in verbal communication of musical ideas and concepts
  5. Capacity for artistic growth and skills for navigating the professional world

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  1. Establish and maintain a healthy and reliable vocal technique
  2. Ability to master stage techniques related to singing and acting
  3. Demonstrate facility in foreign languages (Italian, French and German)
  4. Professionalism in preparation, punctuality and respect for peers and instructors
  5. Capacity for artistic judgment and the skills for navigating the professional world

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  1. Performance techniques and skills in the area of concentration
  2. Knowledge and understanding of various musical styles
  3. Artistic judgment and skills for navigating the professional world

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All students graduating with a BACHELOR OF MUSIC degree are expected to:

  1. Demonstrate a practical knowledge of basic music theory, musicianship, and analytical skills
  2. Demonstrate an appropriate level of technical and interpretive performance skills
  3. Demonstrate a broad knowledge of music history and associated repertories of music
  4. Demonstrate an appropriate level of pedagogical skills
  5. Demonstrate the ability to apply creative approaches to problem‐solving and self‐directed study

Students graduating with a BACHELOR OF MUSIC IN PERFORMANCE are additionally expected to:

  1. Demonstrate evidence of an advanced level of technical proficiency and artistic judgment on their chosen instrument/voice, through a variety of solo, chamber music, large instrumental/choral ensemble, and operatic performances, as appropriate, over the course of their undergraduate career

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  1. Performance techniques and skills in the area of concentration
  2. Broad knowledge of repertory and literature from all periods
  3. Knowledge and skills in related fields such as music theory, musicology, ethnomusicology, and pedagogy
  4. Superior proficiency in verbal communication of musical ideas and concepts
  5. Capability for producing professional-level written documents such as program notes or scholarly essays
  6. Capacity for artistic growth and skills for navigating the professional world

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  1. Performance techniques and skills in the area of concentration
  2. Knowledge and skill in related fields such as music history and literature, musicology and ethnomusicology, and pedagogy
  3. Skills in verbal and written communication of musical ideas and concepts
  4. Artistic judgment and skills for navigating the professional world


  1. Performance techniques and skills in the area of concentration
  2. Knowledge and understanding of various musical styles
  3. Artistic judgment and skills for navigating the professional world

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College of Fine Arts, School of Theatre

  1. Demonstrate in-depth understanding of how costume design contributes to the creation of theater through course work and participation in productions
  2. Collaborate and participate effectively in teams, in both leading and supporting roles
  3. Solve problems creatively
  4. Demonstrate historical knowledge of clothing and society to show understanding of the link between art and clothing as it applies to theater
  5. Critically analyze a wide range of information, texts, history, art, and design in order to design clothing that will communicate visually, conceptually, and emotionally to an audience
  6. Demonstrate proficiency in the skills necessary to be a professional costume designer, including, but not limited to, drawing, painting, draping, millinery, dying and proper use of fabric

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  1. Demonstrate effective collaborative abilities that manifests in team building; both leading and supporting a team and effectively communicating ideas for successful participation in creating theatrical experiences
  2. Demonstrate the capacity to manage multiple overlapping responsibilities including effective time management as it relates to complex interactions
  3. Demonstrate the capacity for being self-directing and self-defining
  4. Demonstrate resourcefulness specific to problem solving both in the moment, and in long term planning
  5. Demonstrate the facility to critically analyze a wide range of information, texts, history, art and design in order to communicate through clothing, visual, conceptual and emotional responses to an audience
  6. Demonstrate the ability to use complex research to express unique individual perspectives
  7. Demonstrate an in depth understanding of clothing as it relates to the human form and to the process of supporting performers
  8. Articulate an understanding of the connection between clothing and society, clothing and history essential to being a successful contributor to making theater
  9. Demonstrate abilities necessary to be a Costume Designer, including but not limited to drawing, painting, draping millinery, dying and proper use of fabric
  10. Successfully complete a Costume Design portfolio the demonstrates the proficiency necessary to obtain processional positions in the performing arts

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  1. Demonstrate in-depth understanding of how costume production contributes to the creation of theater through course work and participation in productions
  2. Demonstrate leadership qualities through opportunities to employ and utilize learned Design, Production, and Management knowledge
  3. Collaborate and participate effectively in teams, in both leading and supporting roles
  4. Solve problems creatively and achieve a high level of cognitive analytical thinking demonstrated through problem solving
  5. Demonstrate the ability to multitask and develop excellent time management practices
  6. Communicate organized, complex ideas to both educators and peers
  7. Demonstrate proficiency in the skills necessary to be a professional in the costume production field, including, but not limited to, drawing, painting, draping, millinery, dying, proper use of fabric and the ability to clothe the human form with both two dimensional and three dimensional knowledge and implementation

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  1. Demonstrate in-depth understanding of how costume production contributes to the creation of theater through course work and participation in productions
  2. Demonstrate leadership qualities through opportunities to employ and utilize learned Design, Production, and Management knowledge
  3. Collaborate and participate effectively in teams, in both leading and supporting roles
  4. Solve problems creatively and achieve a high level of cognitive analytical thinking demonstrated through problem solving
  5. Demonstrate the ability to multitask and develop excellent time management practices
  6. Communicate organized, complex ideas to both educators and peers
  7. Demonstrate the ability to impart the artistry of their discipline and therefore the direction this will take in the future
  8. Demonstrate proficiency in the skills necessary to be a professional in the costume production field, including, but not limited to, drawing, painting, draping, millinery, dying, proper use of fabric and the ability to clothe the human form with both two dimensional and three dimensional knowledge and implementation

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  1. Develop a sustainable process that will allow students to healthily deal with the demands of life as a theatre artist
  2. Teach students the basics of visual communication through drawing, painting, design and drafting techniques. (Design & Production Core only)
  3. Train the human being in order to awaken, empower and enrich the creative artist
  4. Stimulate curiosity about the worlds without and within, and about how they relate to each other
  5. Challenge the student, i.e., invite them to the excitements of taking personal and artistic risks
  6. Encourage the values and practice of community
  7. Seek continually to invite each student to the radicalizing of the artist within them
  8. Encourage joy and ensemble
  9. Instill a holistic approach to art-making that assumes the interconnectedness of intellect, emotion, voice, body and context
  10. Demonstrate an awareness of self and an ability to recognize habitual patterns
  11. Empower each student to take responsibility for his/her own artistic expression
  12. Empower all students to support the artistic growth of each and every student

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  1. Demonstrate a broad understanding of theatre practice and its various components of directing, acting, design, and production
  2. Articulate an understanding of the connection between historical periods within theatre, art, culture, and society
  3. Demonstrate the ability to critically analyze a wide variety of texts, music, history, art, and design in order to communicate through light, visual, conceptual, and emotional responses to an audience in support of the actor, the director, and the design team
  4. Demonstrate an understanding of the Functions and Qualities of light and the creative use of them to support storytelling and the theatrical experience
  5. Demonstrate the proficiency in the skills necessary to be a working Lighting Designer, including, but not limited to, drafting, familiarity with lighting technology and lighting paperwork, and implementation of a lighting design from the conceptual phase to opening night
  6. Successfully complete a website that demonstrates proficiency in Lighting Design sufficient to obtain professional positions in the performing arts

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  1. Demonstrate a collaborative design approach that embraces best professional practices for Lighting Design in the performing arts
  2. Clearly articulate an understanding of the connection between historical periods within theatre, art, culture, and society
  3. Demonstrate the advanced ability to critically analyze a wide variety of texts, music, history, art, and design in order to communicate through light, visual, conceptual, and emotional responses to an audience in support of the actor, the director, and the design team
  4. Demonstrate the advanced skills necessary to be a working Lighting Designer, including, but not limited to, drafting, familiarity with lighting technology and lighting paperwork, and implementation of a lighting design from the conceptual phase to opening night
  5. Demonstrate thru the successful completion of the Thesis process a focused, creative, and skillful application of lighting design within the theatrical experience
  6. Successfully complete a website and portfolio that demonstrates proficiency in Lighting Design sufficient to obtain professional design positions in the performing arts

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  1. Demonstrate management skills in: personnel, finances, scheduling, collaboration, and problem solving
  2. Demonstrate an open, collaborative leadership style that supports a rehearsal and production environment and encourages creative exploration
  3. Demonstrate best professional practices for the facilitation of the design and production process
  4. Demonstrate competency in each of the major areas of theatrical production: scenery, costumes, lighting, and sound
  5. Demonstrate proficiency in Production Management sufficient to successfully obtain a professional position in the performing arts field

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  1. Demonstrate a rich understanding of Scenic Design as an art form and its development since the classical period
  2. Demonstrate the development of critical and analytical thinking for the collaborative process of making a piece of theatre
  3. Demonstrate the development of an understanding for purpose and reason for making a piece of theatre
  4. Demonstrate the ability to explore the emotional and psychological power of a space and how to mine these qualities in the making of a piece of theatre
  5. Deepen the facility with the different mediums and tools available to the scenic designer in order to communicate conceptual ideas
  6. Strengthen their critical visual sensibility through studying the craft of scenic painting, drawing, and the exploration of the history of period styles and decor
  7. Model a professional attitude toward work product, communication and collaboration with fellow members of the creative team
  8. Preparation for entry into the field of scenic design as a profession, with an acknowledgement of the broad range of creative work to which scenic design can contribute

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  1. Demonstrate a rich understanding of Scenic Design as an art form and its development since the classical period
  2. Demonstrate the development of critical and analytical thinking for the collaborative process of making a piece of theatre
  3. Demonstrate the development of an understanding for purpose and reason for making a piece of theatre
  4. Demonstrate the ability to explore the emotional and psychological power of a space and how to mine these qualities in the making of a piece of theatre
  5. Deepen the facility with the different mediums and tools available to the scenic designer in order to communicate conceptual ideas
  6. Strengthen their critical visual sensibility through studying the craft of scenic painting, drawing, and the exploration of the history of period styles and decor
  7. Model a professional attitude toward work product, communication and collaboration with fellow members of the creative team
  8. Preparation for entry into the field of scenic design as a profession, with an acknowledgement of the broad range of creative work to which scenic design can contribute

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  1. Develop a critical visual sensibility through studying the craft of Scenic Painting and Drawing and the exploring of the History of Period Styles and Decor
  2. Introduce and gain facility with the different mediums and tools available to the scenic artist and designer in order to communicate conceptual ideas
  3. To pass on Trompe L’oeil and faux finishing techniques to young artisans interested in the field
  4. Model a professional attitude toward work product, communication and collaboration with fellow members of the creative team. Production assignments set in order to incorporate those attitudes and experiences

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  1. Develop an understanding of theatre as an art form, and the roles Sound can play in that art
  2. Demonstrate both creative and technical skills, and begin development of a personal aesthetic
  3. Develop an understanding of the tools of the trade, both in terms of what they are designed to do and what they can do
  4. Explore the role of the Sound Designer in the collaborative process, in relationship to the Director and to the visually oriented members of the Design Team
  5. Develop an understanding of theatrical production in preparation for entry into the profession

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  1. Develop an understanding of theatre as an art form, and the roles Sound can play in that art
  2. Demonstrate both creative and technical skills, and develop a personal aesthetic
  3. Deepen an understanding of the tools of the trade, both in terms of what they are designed to do and what they can do
  4. Explore the role of the Sound Designer in the collaborative process, in relationship to the Director and to the visually oriented members of the Design Team
  5. Develop an understanding of theatrical production in preparation for entry into the profession

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  1. Demonstrate a broad understanding of theatre practice and its various components of directing, acting, design, production, and management
  2. Demonstrate an open, collaborative leadership and management style that supports a rehearsal and production environment and encourages creative exploration
  3. Demonstrate proficiency in the skills necessary to be a working stage manager including but not limited to performance and production styles, written and oral communication, and creative problem-solving

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  1. Demonstrate a broad understanding of theatre practice and its various components of directing, acting, design, production, and management
  2. Demonstrate the ability to enrich creative storytelling through a critical engagement with cultural, aesthetic and dramatic texts for a wide variety audiences
  3. Demonstrate an open, collaborative leadership and management style that supports a rehearsal and production environment and encourages creative exploration
  4. Demonstrate proficiency in the skills necessary to be a working stage manager including but not limited to performance and production styles, written and oral communication, and creative problem-solving

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  1. The student will be able to demonstrate how Technical Production relates to the theatre making process
  2. Student will be able to demonstrate the skills required to safely build and load-in scenery. This includes both metal and wood fabrication.
  3. Student will be able to work safely on all over head grid instillations including automated, fixed and counterweighted
  4. Student will be able to clearly articulate how scenery is built using AutoCAD. Student will demonstrate the ability to work within a given budget while maintaining the artistic integrity of the design while engineering common scenic pieces
  5. Student will demonstrate the ability to lead a team of their peers to safely build and load-in scenery
  6. Student will demonstrate management skills in: personnel, finances, scheduling, collaboration, and problem solving as they relate to Technical Production
  7. Student will be able to foster the idea that the Technical Director is an artist and an important member of the collaborative process behind making theatre

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  1. Demonstrate an advanced understanding of Technical Production and how it relates to the theatre making process
  2. Collaborate and participate effectively by working in teams, in both leading and supporting roles
  3. Demonstrate the technical skills required to safely build, draft, and load-in scenery
  4. Demonstrate management skills in: personnel, finances, scheduling, collaboration, and problem solving as they relate to technical production
  5. Demonstrate proficiency in Technical Production sufficient to successfully obtain a professional position in the performing arts field

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  1. Form a deep understanding of the historical roots of Western drama, as expressed in literature, design, and performance
  2. Development of an individual aesthetic, and an appreciation for the role of art in culture
  3. Development of critical thinking and writing skills
  4. Acquisition of skills necessary for the future pursuit of theatre as a practice, should the student desire it

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  1. Develop and strengthen a collaborative approach to theatre making
  2. Demonstrate a working knowledge of the craft of theatre design and production, with opportunities in directing, acting, dramaturgy and playwriting
  3. Become proficient in a specific concentration of study through the senior thesis collaborative process
  4. Develop, sustain, and nurture a laboratory for the development of new work and new approaches to existing work

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  1. Demonstrate a broad understanding of theater practice and its various components of directing, acting, playwrighting, dramaturgy, design and production
  2. Demonstrate the ability to enrich creative storytelling thru critical engagement with cultural, aesthetic and dramatic texts for a wide variety audiences
  3. Demonstrate proficiency in the skills necessary to be a working theater artist including but not limited to performance styles, collaboration, play-making, arts leadership and production
  4. Successfully complete a collaborative thesis demonstrating proficiency and readiness to enter the professional sphere

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  1. Demonstrate a wide understanding of theatre practice and its varied components within the areas of acting, directing, playwriting, design and drama literature
  2. Articulate an understanding of the connection between historical periods within theatre, art, culture and society.
  3. Demonstrate the ability to take on a leadership role in a rehearsal and performance process through the successful completion of a production experience
  4. Demonstrate the understanding of what it is required to teach an undergraduate course through the successful teaching of a non-majors course for the School of Theatre. From the creation of a syllabus, course outline, and in-class assessment from a faculty mentor
  5. Successfully complete a thesis that demonstrates proficiency in their chosen area of theatrical artistry sufficient to obtain a professional position

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  1. Form a deep understanding of the historical roots of Western drama, as expressed in literature, design, and performance
  2. Development of an individual aesthetic, and an appreciation for the role of art in culture
  3. Development of critical thinking and writing skills
  4. Acquisition of skills necessary for the future pursuit of theatre as a practice, should the student desire it

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  1. Demonstrate a broad understanding of the craft of acting and its relationship to directing, design and production
  2. Demonstrate the ability to enrich creative storytelling thru a critical engagement with cultural, aesthetic and dramatic texts for a wide variety audiences
  3. Demonstrate proficiency in the skills necessary to be a working actor, including but not limited to performance styles, collaboration and telling a story through physical, vocal and emotional expressiveness
  4. Successfully complete a thesis in acting demonstrating proficiency and readiness to enter the professional sphere

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  1. Demonstrate a detailed understanding of the craft of directing and its relationship to acting, design, dramaturgy, playwriting and production
  2. Demonstrate the ability to enrich creative storytelling thru critical engagement with cultural, aesthetic and dramatic texts for a wide variety audiences
  3. Demonstrate proficiency in the skills necessary to be a working theater artist including but not limited to directing/ performance styles, collaboration, play-making, arts leadership and production
  4. Demonstrate the ability to take on a leadership role in a rehearsal and performance process through the successful completion of at least six production experiences
  5. Successfully complete a collaborative thesis demonstrating proficiency, scholarship and readiness to enter the professional sphere

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College of Fine Arts, School of Visual Arts

This is a professional development degree offered for licensed teachers. Upon completion of this program students will:

  1. Develop professional leadership skills grounded in the knowledge of history of art and art education, and related contemporary policies and practices
  2. Develop a scholarly writing and research practice that culminates in a capstone qualitative research project
  3. Design a developmentally-appropriate curriculum that responds to the needs of diverse learners, and reflects a knowledge of their local and national standards
  4. Develop and sustain an art making practice that informs their teaching
  5. Demonstrate an awareness and ability to integrate contemporary art and issues into their teaching practice with a global and cross-cultural lens

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  1. Demonstrate studio skills necessary to teach a variety of media and strategies for embedding concepts
  2. Understand the methods and processes necessary to nurture artistic behaviors in students
  3. Design developmentally appropriate curriculum
  4. Develop and implement classroom practices that align with the Massachusetts Professional Standards for Teachers
  5. Demonstrate an awareness and ability to integrate contemporary art and issues into their teaching practice with a global and cross-cultural lens

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  1. Develop one or more areas of expertise that include the enhancement of teaching skills, studio practice, and understanding of contemporary issues in education
  2. Further their abilities to design complex developmentally-appropriate curriculum that responds to the needs of diverse learners
  3. Engage successfully in collaborative learning, including critique and class discussions, according to criteria specific to the activities
  4. Develop professional leadership skills grounded in the knowledge of history of art and art education, and related contemporary policies and practices
  5. Develop a scholarly writing and research practice that culminates in a capstone qualitative research project

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This program is currently not accepting applications and there were no enrolled students in 2015-2016.

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  1. Demonstrate studio skills necessary to teach a variety of media and strategies for embedding concepts
  2. Understand the methods and processes necessary to nurture artistic behaviors in students
  3. Design developmentally appropriate curriculum
  4. Develop and implement classroom practices that align with the Massachusetts Professional Standards for Teachers
  5. Demonstrate an awareness and ability to integrate contemporary art and issues into their teaching practice with a global and cross-cultural lens

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  1. Develop a design process
    1. Ideation: Develop advanced skills in image and text-based communication
    2. Exploration: investigate potential conceptual and formal solutions
    3. Development: reconsider solutions through an iterative design process
    4. Critique: discuss and evaluate potential solutions, consider feedback
    5. Presentation: professionally present final work
    6. Documentation: record and document both the process and final work for future reference
  2. Master key principles: form, authorship, audience, medium, context
    1. Form: develop advanced image- and type-based visual communication skills
    2. Authorship: student understands the role of the graphic designer in professional practice, helping define, shape and author creative content
    3. Audience: students define an audience and shape a message to fit intended audience
    4. Medium: demonstrate advanced proficiency in a range of fundamental skills including typography, form-making, and message-making across varied platforms (print, screen-based and time-based)
    5. Context: contemplate the direction of contemporary practice and speculate future trajectories through design practice
  3. Articulate a unique and individual design voice and visual methodology
    1. Develop a body of work that reflects personal interests, cultural, and geographic influences formally and conceptually, and engages with and contributes to contemporary practice and discussion in the field
    2. Experience culminates with the thesis investigation, a personally driven body of work that presents the individual student’s visual / critical method
  4. Develop design agility; design across multiple modalities
    1. Gain experience in multiple practice areas, such as web, interactive, or information design through a range of required and elective courses
    2. Range of experience empowers students to approach and solve a variety of design problems in the field
    3. Projects involving other disciplines at the university are promoted whenever possible
  5. Develop a holistic understanding of design’s past, present and future
    1. Develop an awareness of design history, studying key moments and influential bodies of work
    2. Study the impact of design history on current and developing trends
    3. Participate in a contemporary discourse and speculate future trajectories through creative projects
  6. Professionally develop
    1. Contribute to a collaborative, interdisciplinary studio culture
    2. Build a professional network and engage in and with professional community, through extra-curricular activity including lectures, studio tours and study abroad workshops
    3. Interface with clients
    4. Develop strong visual and verbal communication skills (practice speaking in front of a group, write designer and project statements, critique, resume writing, portfolio development)

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  1. Refine a design process
    1. ideation: Develop advanced skills in image and text-based communication
    2. exploration: investigate potential conceptual and formal solutions
    3. development: reconsider solutions through an iterative design process
    4. critique: discuss and evaluate potential solutions; consider feedback
    5. presentation: professionally present final work
    6. documentation: record and document both the process and final work for future reference
  2. Master key principles: form, authorship, audience, medium, context
    1. form: develop advanced image- and type-based visual communication skills
    2. authorship: student understands the role of the graphic designer in professional practice, helping define, shape and author creative content
    3. audience: students define an audience and shape a message to fit intended audience
    4. medium: demonstrate advanced proficiency in a range of fundamental skills including typography, form-making, and message-making across varied platforms (print, screen-based and time-based)
    5. context: contemplate the direction of contemporary practice and speculate future trajectories through design practice
  3. Articulate a unique and individual design voice and visual methodology
    1. develop a body of work that reflects personal interests, cultural, and geographic influences formally and conceptually, and engages with and contributes to contemporary practice and discussion in the field
    2. experience culminates with the thesis investigation, a personally driven body of work that presents the individual student’s visual / critical method.
  4. Learn design agility; design across multiple modalities
    1. gain experience in multiple practice areas, such as web, interactive, or information design through a range of required and elective courses
    2. range of experience empowers students to approach and solve a variety of design problems in the field
    3. projects involving other disciplines at the university are promoted whenever possible
  5. Develop a holistic understanding of design’s past, present and future
    1. develop an awareness of design history, studying key moments and seminal personalities
    2. study the impact of design history on current and developing trends
    3. contemplate the direction of contemporary practice and speculate future trajectories through design discourse
  6. Professionally develop
    1. Contribute to a collaborative, interdisciplinary studio culture
    2. Build a professional network and engage in professional community
    3. Encourage discourse and participate in broader community through extra-curricular activity including lectures, studio tours and study abroad workshops
    4. Interface with clients
    5. Develop strong visual and verbal communication skills (through practice in speaking in front of a group, writing designer and project statements, critique, resume writing, portfolio development)

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Through their four years, students in Foundation and the Painting major are evaluated along three primary metrics:

  1. Studio process. (Participation, engagement, and use of material processes of painting and drawing as a means of developing an artistic voice and expression. Instructors consider the arc of a student’s work from sketchbook drawings to fully-developed complete work)
  2. Visual thinking. (Relationship of form, content, development of concept through material processes; relationship of work to historical, contemporary, and personal sources. May be demonstrated in written components, individual discussions, and verbal presentations to the class.)
  3. Ambition, inventiveness and thoroughness of approach and presentation. (material craft, scale of project, inventiveness of response to class parameters)

Specifically, Painting majors learn how to:

  1. See and translate visual relationships. This includes close attention to perceptual relationships in rigorous foundation painting and drawing courses; Advanced work builds on perceptual processes (including working with color and mark related to light, form, design and expression) to develop complex and compelling visual resonances
  2. Master tools and techniques sufficient to work from concept to finished product. Studio work culminates in an installation of artwork in the BFA Thesis Exhibition in 808 Gallery
  3. Engage in a thorough, considered use of process, including drawing, to generate ideas, solve problems, and build complexity and particularity. This includes developing and keeping a sketchbook practice

Students also learn to consider as well as articulate the visual and conceptual impact of:

  1. Form and Design. Students demonstrate the consideration of all formal qualities in painting and drawing, including design principles and expression in relation to subject. Expression as formal quality?
  2. Informed context. From coursework and site visits to museums, galleries and professional studios, students demonstrate general knowledge and reference to Art History, contemporary theory, and criticism in artwork and/or in writing to support and extend intentionality

Students learn broader, sustaining professional artistic practices, including:

  1. Communication and poetry. Students learn to use verbal and/or written communication in a way that demonstrates imaginative critical thinking skills, in-depth research, and a personal voice that takes historical perspectives, contemporary thought, and direct experience into account
  2. Studio practice. Students develop a considered and ambitious studio practice by following a line of inquiry raised by their work and in dialogue with professors and peers. Studio practice also includes understanding standard health and safety procedures inherent to painting

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Statement of Purpose: The focus of the Master of Fine Arts Painting program is on the development of individual expression through a wide variety of approaches, rooted in the history of painting. Students are held accountable for the ways in which their chosen artistic form is an expression of their intentions, how it resonates with other examples of art throughout history, and for the content which is contained by the form itself.

  1. Knowledge of Medium and Development of Studio Practice: Students are expected to show, through their chosen medium(s), intimate knowledge of materials, tools and techniques appropriate to the level of professional practice. This is developed by the individual artist in the establishment and maintenance of a rigorous studio practice. It is measured in the creation of artwork and evaluated through studio visits, group critiques, reviews, and exhibitions
  2. Awareness of Artistic Genealogy: Throughout their two years of graduate study, students will acquire and demonstrate their knowledge of art history and contemporary practices. They will learn how to envision and articulate their own contribution to a continuum of artistic production. This will happen through:
    1. Engagement with a robust roster of visiting artists who deliver lectures, studio visits, and workshops. This series is also open to the wider Boston University and Boston arts public, broadening the visibility and community for the MFA program
    2. Regular conversations with faculty and fellow students
    3. Satisfactory completion of elective art history coursework
    4. Presentation of artwork in group critique and exhibitions
    5. Written assignments in seminar classes
  3. Relationship between Individual Practice and Community Formation: While developing their own expression and artistic practices, MFA Painting students will also be active members of their academic community, thereby recognizing the relationship between individual practice and community formation. This will take place through:
    1. Weekly town hall style meetings
    2. Organization of student exhibitions, such as Boston Young Contemporaries (a student-organized group exhibition of artwork from New England area art programs and schools) and Playbook (a New York City collaborative exhibition with the MFA program at the Pennsylvania Academy of the Fine Arts in Philadelphia)
    3. Sharing and maintaining university resources, such as the graduate woodshop and print shop
  4. Preparedness for Professional Practice: Through the MFA program in Painting, students will develop the momentum to maintain a rigorous artistic practice beyond graduate school. They will be able to articulate their own intentions and expressions, both verbally and in writing. Through assignments and topics covered in seminars, workshops and panel discussions, students will learn:
    1. How to manage their time, finances, and priorities
    2. Apply for grants, residencies and fellowships
    3. Document and archive their own work
    4. Gain greater facility with communication

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  1. Through a series of courses and completed projects, to demonstrate knowledge of three or more areas in Printmaking – including their technology and equipment – and to gain advanced proficiency in 1-2 areas (Intaglio, Monotype, Silkscreen, Lithography, Relief Printing, Digital Printmaking, Artist Books, also possibly using cross-media and mixed-media) and to be capable of fine print production in these media
  2. Through papers and other study, to demonstrate a working historical knowledge of both past and current prints and printmaking contexts, and the print media as a contemporary theoretical practice. Through CAS art history courses, presentations, research, and writing, to use this understanding in artwork, and in creating innovation in the discipline
  3. Through individual studio practice and research, to effectively utilize basic design principles and concepts of visual organization into an accomplished and expressive individual voice in printmaking ñ evoking composition, drawing elements, color interactivity, form, contemporary use of space and 2D surfaces, and social and aesthetic concerns. To synthesize knowledge, inspiration, conceptualization, multi-dimensional thinking, and skill. To understand the studio practice, work patterns, intellectual attitudes and economic contexts that will support a student’s full potential in developing a continuing practice
  4. Through ongoing studio development, to demonstrate critical thinking skills verbally and in writing by being able to employ self-critical skill in evaluating and improving own artworks. To communicate and discuss their own work and the works of others through informed evaluative thinking and critique, including group discussion
  5. Through communal workshop behavior and projects, and collaborative and community projects, to contribute to the creative culture at large through printmaking and other organizational activities

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  1. Mastering tools and techniques: Students will convey mastery over materials, tools and techniques through the creation of original works through extensive studio time. Student will adhere to safety requirements and appropriate usage of equipment and materials and these skills will be evaluated based on class projects presented with supportive drawing and research and project statement of intent
  2. Consideration of form, content, and design principles: Students will demonstrate well-informed, sophisticated composition and demonstrate exemplary use of elements and principles of design through extended studio time in class and independent, disciplined studio practice
  3. Engage in productive process development and problem solving: Students will explore experimental methods considering the impact of materials on content through the active use of sketchbooks and large scale drawings. Students will record ideas, plan, and develop work strategies and demonstrate the ability to use drawing as integral part of generating ideas and problem solving. Students will be able to properly plan and create work while using critical problem solving skills in the process of their art making
  4. Reference Art History, Contemporary Theory, and Criticism in Artwork and/or in Writing: Through the presentation of contemporary artists and ideas, student will illustrate understanding of the contemporary sculpture field. Students will be able to successfully apply foundational practices, art historical understanding, and reference 2D and 3D thinking. Students will utilize a wide range of resources outside and from his/her own evolving experimentations in the studio.
  5. Critique Artwork Using Verbal and Written Communication: Through class critiques, presentations, and written art statements, students will communicate clearly, demonstrating excellent research skills and develop a critical voice that takes a range of art historical perspectives and contemporary theory into account
  6. Preparation of Professional Career Packets: In the Senior Seminar class students will professionally photograph their artwork, and create their own website with artist statement and resume. They will also write grant proposals, graduate school applications and secure studio spaces

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All students graduating with a Masters in Fine Arts in Sculpture are expected to:

  1. Demonstrate a higher and professional level of studio practice in creating three-dimensional artwork
  2. Demonstrate a broad knowledge of art theory, art history, mediums, and technical approaches in Sculpture
  3. Demonstrate an area of focus in their art making and studio practice
  4. Demonstrate the ability to interpret their own artwork, those of their peers, and those of others artists in the professional art world
  5. Demonstrate the knowledge of professional practice platforms and venues available for artists
  6. Demonstrate the ability to articulate the complexity of their work verbally
  7. Demonstrate the ability to articulate the complexity of their work through writing
  8. Demonstrate the ability to apply knowledge of art history and art theory in their studio practice
  9. Demonstrate an appropriate level of pedagogical skills

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College of General Studies

The College of General Studies Advising Program adopted the learning outcomes established by the Boston University Advising Network. After two years engaging with the CGS Advising Program, students ought to be able to:

  1. Articulate the intent of general education, school/college, and program requirements
  2. Craft, execute and continually assess a coherent educational plan, including post graduate options, based on assessment of abilities, aspirations, interests, and values
  3. Demonstrate an understanding of the policies and procedures that guide progress to the degree
  4. Identify and access campus resources and co-curricular opportunities to help reach educational, career and life goals

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College of General Studies Learning Outcomes:

  1. Students will be able to communicate orally and in writing with proficiency
  2. Students will be able to analyze & document data accurately
  3. Students will show awareness and appreciation of relevant historic & cultural contexts
  4. Students will show an understanding and appreciation of rhetorical & aesthetic conventions
  5. Students will demonstrate strong critical thinking & perspective taking skills and will be able to take into account the complexities of an issue and acknowledge other viewpoints
  6. Students will demonstrate the ability to integrate material from different fields of study to develop reasonable conclusions
  7. Students will demonstrate the ability to analyze quantitative data to draw reasonable conclusions

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College of Health and Rehabilitation Sciences: Sargent College

Students will:

  1. Demonstrate knowledge of human cultures and the physical and natural world at it relates to individual and population health
  2. Develop intellectual and practical skills to prepare students for future graduate school plans and research
  3. Develop personal and social responsibility to prepare students for future jobs in various workplaces and environments

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  1. Demonstrate the skills required to pursue advanced degrees in the clinical, biomedical, or basic sciences or to directly enter into employment in the biomedical field
  2. Apply principles and generalizations learned via coursework to novel problems and situations in clinical and/or research environments
  3. Demonstrate the ability to communicate effectively
  4. Demonstrate skilled use of the materials, tools, and/or technology of the biomedical field
  5. Show initiative, and the ability to work both independently and as part of a team
  6. Employ professional behavior in clinical and/or research settings

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  1. Foundation in physiology: Students will demonstrate knowledge of theory and existing research in physiology and/or neuroscience
  2. Analysis & evaluation of research: Students will identify and access appropriate resources, synthesize existing knowledge, and critically analyze and evaluate others’ findings
  3. Effective communication: All graduates will be able to communicate scientific results in a manner appropriate to the audience
  4. Professional behavior: Students will demonstrate responsible, professional behavior
  5. Prepared for a biomedical career: Students will have acquired the knowledge, skills, and experience to successfully enter biomedical/biotech careers or graduate programs

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  1. Students will demonstrate advanced knowledge of theory and existing research in physiology and/or neuroscience
  2. Students will synthesize existing knowledge, identify and access appropriate resources, and critically analyze and evaluate others’ findings to identify and design research questions in physiology and/or neuroscience
  3. Students will communicate research results in a manner appropriate to the audience
  4. Graduates will make an original and substantial contribution to the discipline
  5. Graduates will demonstrate career success

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  1. Demonstrate the ability to conduct an effective dietary counseling session
  2. Demonstrate the ability to interpret current research in nutrition and health
  3. Demonstrate the ability to design research studies to answer current and relevant nutrition-related questions

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  1. Students will be able to recall basic food and nutrition information and use the information to design diets that reduce disease risk
  2. Students will be able to describe and evaluate their experience in a community setting
  3. Students will be able to evaluate research articles published in peer-reviewed journals

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  1. Demonstrate understanding of the impact of health conditions and disability across the life course
  2. Demonstrate an understanding of the US health care system and contexts of service delivery
  3. Demonstrate the interpersonal and human relations skills needed in a helping relationship
  4. Demonstrate effective written and verbal communication skills
  5. Demonstrate critical thinking applied to health and health care information
  6. Demonstrate the ability to identify, locate, evaluate, and effectively and responsibly use information regarding a specific health or health care question
  7. Have an articulated plan to achieve his or her career goal

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  1. Students graduating from the MSOT program will engage clients in a collaborative goal setting and decision making process, for OT services, that integrate theory, research and clinical experience
  2. Students graduating from the MSOT program will successfully meet the entry-level professional standards for occupational therapy
  3. Students graduating from the MSOT program will function as an agent of change to lead and influence occupational therapy practice
  4. Students graduating from the MSOT program will demonstrate professional and ethical behaviors essential for entry-level practice as an occupational therapist


  1. Students graduating from the MSOT program will engage clients in a collaborative goal setting and decision making process, for OT services, that integrate theory, research and clinical experience
  2. Students graduating from the MSOT program will successfully meet the entry-level professional standards for occupational therapy
  3. Students graduating from the MSOT program will function as an agent of change to lead and influence occupational therapy practice
  4. Students graduating from the MSOT program will demonstrate professional and ethical behaviors essential for entry-level practice as an occupational therapist

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  1. Students graduating from the post-professional OTD will design and describe an innovative solution to address an unmet need in occupational therapy
  2. Students graduating from the post-professional OTD will use theoretical perspectives and the evidence-based literature to inform and guide their reasoning
  3. Students graduating from the post-professional OTD will acquire the skills to be agents of change to lead and influence occupational therapy practice

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  1. The graduate will have achieved competence for entry level occupational therapy practice by providing client-centered, theory-driven, evidence and occupation-based assessment and intervention for all clients (individuals, groups, and populations)
  2. The graduate will demonstrate exemplary professionalism
  3. The graduate will be an agent of change in the delivery models and systems used in settings where occupational therapy is currently practiced and where occupational therapy is emerging as an area of practice
  4. The graduate will demonstrate advanced skills in a selected area (clinical practice, research, leadership, program and policy development, advocacy, education or theory development)

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  1. Students will demonstrate the ability to design, conduct, and evaluate research in rehabilitation sciences
  2. Students will demonstrate advanced knowledge of theory and existing research in rehabilitation sciences
  3. Students will demonstrate the ability to effectively disseminate original research findings to peers/colleagues
  4. Students will be able to articulate appropriate professional skills and ethical behaviors needed for successful academic and/or research careers

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  1. Practice independently as athletic trainers
  2. Incorporate ethical, moral, and legal behavior into the practice of athletic training
  3. Use patient/client values and circumstances, research findings, outcomes, and clinical expertise to guide clinical decision-making
  4. Recognize the role of the athletic trainer within the larger context of a changing healthcare system

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Graduates will:

  1. Practice independently as athletic trainers
  2. Incorporate ethical, moral, and legal behavior into the practice of athletic training
  3. Use patient/client values and circumstances, research findings, outcomes, and clinical expertise to guide clinical decision-making
  4. Recognize the role of the athletic trainer as a healthcare provider within the larger context of a changing healthcare system

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  1. Students will comprehend the complexities of: US health policy and health care delivery, human development across the lifespan, rehabilitation, and disability
  2. Students will demonstrate foundational knowledge in the biological, behavioral, and exercise sciences
  3. Student will identify key behavioral attributes of the physical therapy profession, including insight into communication and interpersonal skills needed by physical therapists
  4. Students will demonstrate effective communication skills (both written and oral)
  5. Students will demonstrate course content mastery required for continued matriculation into the professional DPT program

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At the time of graduation, students are expected to:

  1. Be prepared as as entry level clinicians to practice physical therapy in a variety of practice setting
  2. Utilize critical thinking and reasoning skills in all patient/client management decisions
  3. Demonstrate the ability to acquire, interpret, and apply evidence to clinical practice
  4. Practice in a manner consistent with the core values of the profession as described by the document: Professionalism in Physical Therapy: Core Values (APTA)
  5. Adhere to the ethical and legal physical therapy practice standards

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  1. Students will show measurable progress in the basic foundation knowledge that underlies research and clinical work in speech, language and hearing sciences
  2. Students will apply hearing science, disability awareness, and audiological testing to an analysis of the effects of hearing loss on a specific individual that includes remediation recommendations
  3. Students will analyze clinic patients, research lab experiences or other in-depth data to develop skills that can apply directly to their graduate school and/or post-BS employment opportunities
  4. Students will interpret data from a speaker with a phonological disorder and support their conclusions by justifying the scope of their analyses, using primary journal articles and providing a coherent summary of their thought process
  5. Students will apply their coursework in an integrative way to situations in a clinical, research and/or other professional setting to complete a project or other duties assigned by the internship supervisor

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  1. Demonstrate advanced research skills
  2. Provide an original and substantial contribution to the SLHS scientific base as well as the capacity for carrying out a sustained research program
  3. Establish a commitment to the values of the profession and to the pursuit of knowledge

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Students graduating with a MS degree in Speech Language Pathology will:

  1.  Demonstrate knowledge in the basic sciences and normal processes related to communication, cognition, and swallowing
  2.  Identify, diagnose, intervene and counsel individuals with communication and swallowing difficulties across the life span and from different cultural and linguistic backgrounds within an evidence-based practice framework
  3. Successfully complete a capstone experience that requires the synthesis and integration of acquired knowledge related to communication and swallowing disorders within an evidence-based practice framework

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Division of Graduate Medical Sciences

The goals of the Masters in Anatomy & Neurobiology (Vesalius) Program are to provide trainees with the knowledge base and skills to become proficient in basic biomedical research and to develop outstanding pedagogic skills.Successful completion of these goals enables our students to pursue further studies in the biomedical sciences including teaching, research, and health care. At the conclusion of the program students will be able to:

  1. Demonstrate an understanding of Gross Anatomy, Neuroscience, Statistics, and other graduate level elective anatomical and neuroscience topics through successful completion of our core curriculum
  2. Demonstrate proficiency in pedagogical skills in the context of the Teaching in Biomedical Sciences course and through teaching fellowships in core medical and graduate student courses (as listed above)
  3. Demonstrate an understanding of pedagological theory through the development of a mentored Vesalius teaching practicum, which involves the development of a didactic lesson or exercise under the direct mentorship of department faculty
  4. Demonstrate proficiency in scientific data acquisition and analysis through mentored research in one of the department’s research labs
  5. Describe and interpret scientific findings of their laboratory research study through the development of a written, publication-quality thesis
  6. Demonstrate an understanding of the professional skills (including an ability to read and interpret scientific literature) required of biomedical scientists and educators

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  1. Demonstrate advanced scientific and technical knowledge about one of the currently known medical imaging modalities. Presently, this includes: projectional X-ray, computerized tomography (CT), single photon emission computerize tomography (SPECT), positron emission tomography (PET), magnetic resonance imaging (MRI) and ultrasound (US imaging)
  2. Demonstrate advanced knowledge in the safety and ethical issues associated with exposing biological systems to the imaging environment
  3. Demonstrate proficiency in recognizing biomedical images. Specifically, when presented with a medical image, MBI graduates will be able to identify the imaging modality used for its generation, identify the body part that it represents, the imaging plane it represents, and assess the quality of the image according to objective scientific measures
  4. Demonstrate the ability to work with medical images, understanding of various file formats, image post-processing tools and methods for extracting quantitative information from them
  5. Demonstrate proficiency in reading, writing, and speaking the scientific language of medical imaging. This interdisciplinary language is at the interfaces between physics, basic mathematics and computer science, system biology and medicine (basic anatomy and pathology)
  6. Demonstrate ability to conduct scientific research in an advanced sub-field of medical imaging as evidenced by the successful completion of a research thesis (Research track) and/or demonstrate ability to perform independently clinical MR imaging examinations with patients (Clinical track)

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  1. Have an in-depth understanding of the application of biology and chemistry to the collection and analysis of forensic evidence
  2. Have an in-depth knowledge of specific laboratory processes and procedures, acquired from the program-required laboratory courses in two chosen disciplines of interest that includes a practical demonstration of competency in the technical procedures, data interpretation and reporting of results
  3. Have an in-depth understanding of the interface between science and law and the ethical obligations related to examination of evidence and role as an expert witness
  4. Produce a written thesis that demonstrates the application of the scientific process through use of critical thinking applied to project experimental design and data analysis
  5. Participate in a portfolio of professional development activities that include attendance at seminars, participation in regional and/or national forensic science meetings and/or internship activities

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Upon completion of the Graduate Certificate program in Clinical Investigation, students are expect to:

  1. Demonstrate the ability to design a clinical research protocol including:
    1. Writing a justifiable research question; identifying an appropriate study population
    2. Designing appropriate research methods including outcome measures
    3. Planning appropriate statistical analyses; writing informed consent
    4. Identifying ethical issues and limitations of proposed protocol.
  2. Demonstrate the ability to read and critique the clinical research literature
  3. Demonstrate the ability to interpret and apply the research regulations, and practices that guide good clinical practice in clinical research

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  1. Demonstrate the ability to design and conduct clinical research, analyze results and answer a research question
  2. Demonstrate the ability to read and critique the clinical research literature
  3. Present clinical research findings (from literature or their own research) to peers

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  1. Students will gain an awareness of the history and development of the forensic sciences in general and forensic anthropology in particular
  2. Students will gain a working knowledge of the biology of bone and its associated tissues as it applies to forensic anthropology
  3. All students will receive practical experience in public speaking and presentation of their ideas and research
  4. Students will develop skills in the basic scientific method, biostatistics, experimental design, time-management, library skills, annotated bibliography, report writing, professional skills, oral presentations and thesis writing
  5. Students will gain knowledge and skills in topics that represent the core of forensic anthropology. These include: osteology, crime scene investigation techniques, field methods, mapping, excavation methods, grave exhumation, GIS, mortuary science, taphonomy, comparative anatomy, medicolegal principles, and expert witness skills
  6. Each student will work with faculty during the first semester to conceive of, develop and finalize a mature thesis proposal as a requirement for proceeding to the next step of actually performing the research project
  7. Each student will design, plan, execute a research experiment and then write a thesis based on that experiment. Students are then encouraged to publish that work and to present it at a professional society meeting
  8. Each student is encouraged to discuss future plans that extend beyond Boston University with the faculty with an eye toward finding relevant work experience or in applying for further education at other institutions

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The learning objectives for the program are based on the Practice Based Competencies for Genetic Counselors set for by the Accreditation Council for Genetic Counseling. For a complete list of all sub-competencies, please see http://gceducation.org/Pages/Standards.aspx

Domain I: Genetics Expertise and Analysis:

  1. Demonstrate and utilize a depth and breadth of understanding and knowledge of genetics and genomics core concepts and principles
  2. Integrate knowledge of psychosocial aspects of conditions with a genetic component to pro-mote client well-being
  3. Construct relevant, targeted and comprehensive personal and family histories and pedigrees
  4. Identify, assess, facilitate, and integrate genetic testing options in genetic counseling practice
  5. Assess individuals’ and their relatives’ probability of conditions with a genetic component or carrier status based on their pedigree, test result(s), and other pertinent information
  6. Demonstrate the skills necessary to success¬fully manage a genetic counseling case
  7. Critically assess genetic/genomic, medical and social science literature and information

Domain II: Interpersonal, Psychosocial and Counseling Skills

  1. Establish a mutually agreed upon genetic counseling agenda with the client
  2. Employ active listening and interviewing skills to identify, assess, and empathically respond to stated and emerging concerns
  3. Use a range of genetic counseling skills and models to facilitate informed decision-making and adaptation to genetic risks or conditions
  4. Promote client-centered, informed, non-coercive and value-based decision-making
  5. Understand how to adapt genetic counseling skills for varied service delivery models
  6. Apply genetic counseling skills in a culturally responsive and respectful manner to all clients

Domain III: Education

  1. Effectively educate clients about a wide range of genetics and genomics information based on their needs, their characteristics and the circumstances of the encounter
  2. Write concise and understandable clinical and scientific information for audiences of varying educational backgrounds
  3. Effectively give a presentation on genetics, genomics and genetic counseling issues

Domain IV: Professional Development & Practice

  1. Act in accordance with the ethical, legal and philosophical principles and values of the genetic counseling profession and the policies of one’s institution or organization
  2. Demonstrate understanding of the research process
  3. Advocate for individuals, families, communities and the genetic counseling profession
  4. Demonstrate a self-reflective, evidenced-based and current approach to genetic counseling practice
  5. Understand the methods, roles and responsibilities of the process of clinical supervision of trainees
  6. Establish and maintain professional inter¬disciplinary relationships in both team and one-on-one settings, and recognize one’s role in the larger healthcare system

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To prepare trainees to practice as professionals in the diverse aspects of crisis management and its implications on the health and medical services delivery systems, the HEM program consists of three central themes and core learning objectives; (1) Defining the basic concepts and building the ground/framework of crises – applied theory, (2) Identifying and performing practical aspects of crisis management – process, (3) Researching and aspect of crisis management for practicum and thesis to afford direct experience – application. As part of this program, and as a means to facilitate understanding of diverse areas of study comprising the healthcare emergency management related disciplines, learning objectives include:

  1. Demonstrate understanding of the health and medical services objectives and requirements in crises
  2. Describe the health and human services procedures and practices and administration
  3. List and describe community based medical care and service and support systems
  4. Describe aspects of crisis and disaster management methods and practices and those specifically related to health and health care delivery including triage procedures and practices
  5. Demonstrate the ability to apply the incident and unified command and control methods and practices
  6. Develop management plans for routine and extreme condition methods of operations as they relate to crisis management planning, response, recovery, and mitigation
  7. Prepare risk communication messaging that includes understanding of the psychological and sociological impacts of crisis
  8. Demonstrate ability to use modeling and simulation and risk planning methods and practices

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  1. Demonstrate advanced knowledge of the history and breadth of medical anthropology theory and its applications in research
  2. Demonstrate an ability to design and propose an original qualitative fieldwork research project for ethics-committee review and funding agencies
  3. Demonstrate expertise in a particular area of research concentration
  4. Demonstrate effective public and professional communication of medical anthropology research through publication and presentations
  5. Demonstrate ability to collaborate with a group related to research focus, to develop applied dimensions
  6. Demonstrate ability to work across traditional disciplinary boundaries
  7. Demonstrate strategies for effective public and professional communication of medical anthropology research through publication and presentations

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  1. Demonstrate an in-depth and integrated knowledge of the processes underlying normal and abnormal function in the human body in preparation for advanced studies in a healthcare field
  2. Demonstrate the ability to work as part of a team to integrate and apply concepts in the medical sciences and draw linkages between structure and function at the level of molecules, cells, organs and systems
  3. Demonstrate the ability to critically read and analyze the scientific literature, propose and test a hypothesis and communicate findings clearly, incorporating them into the existing body of knowledge

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  1. Demonstrate the knowledge, skills, attitudes, and values that uniquely embody clinical mental health counseling
  2. Apply theories and methods derived from the mental health counseling field to the assessment, prevention, and treatment of health and mental health conditions
  3. Integrate multicultural and diversity competence into their counseling practice
  4. Articulate how a behavioral medicine framework and neuroscience evidence can inform mental health counseling interventions
  5. Establish that they possess the requisite knowledge to become licensed mental health counselors within the behavioral healthcare workforce

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  1. Understand the scientific basis for nutrient requirements as established by governmental groups
  2. Demonstrate ability to access relevant scientific literature and synthesize existing knowledge in nutrition and metabolism with new research information
  3. Understand the molecular, cellular, biochemical, physiological and behavioral mechanisms that influence nutrient utilization, food intake and energy balance
  4. Understand the mechanistic connections of nutrient status to health and disease
  5. Demonstrate the ability to critically evaluate research designs and results
  6. Demonstrate ability to receive and provide constructive feedback to peers and co-workers
  7. Demonstrate ability to effectively contribute to the field through research, teaching, outreach and/or mentoring activities
  8. Develop effective presentation and writing skills to effectively convey your knowledge of the field of nutrition and metabolism
  9. Demonstrate commitment to one’s own professional development through engagement with scientific societies such as the American Nutrition Society

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  1. Develop the intellectual skills to be successful in a rigorous dental school curriculum
  2. Improve their overall academic credentials (through coursework, research and extracurricular experiences) to become a competitive dental school applicant and gain admission to a U.S. dental school
  3. Demonstrate research and critical thinking skills through the completion of coursework and a novel Capstone or Thesis

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  1. Students will gain an understanding of essential scientific principles and practices at the graduate level
  2. Students will gain an understanding of basic and advanced pathology and the role that the study of disease plays in the development of scientific learning
  3. Students will develop skills in the basic scientific method, biostatistics, experimental design, time-management, library skills, annotated bibliography, report writing, professional skills, oral presentations and thesis writing
  4. Prepare and evaluate human and animal biospecimens and cell lines for the effects of test compounds, devices, surgeries or other interventions using morphologic, biochemical and molecular methods
  5. Understand and apply different techniques to dissect, document, preserve, process and archive biospecimens
  6. Describe major characteristics of diseased tissue using multiple methodologies including but not limited to histopathology, immunohistochemistry and molecular techniques
  7. Apply the knowledge they have accumulated from didactic core course work, seminars, study groups and journal clubs to develop and test research hypotheses
  8. Develop hypotheses and perform new or existing assays to generate experimental results
  9. Integrate quality management tools and other standards into their work
  10. Design experiments, evaluate and test results using statistical and other analysis and write a scientific document as a thesis, that is approved by at least two faculty readers
  11. Work safely in a BSL-2 or BSL-3 laboratory environment
  12. The ultimate outcome of our program is to develop Masters level scientists who are prepared to either pursue tertiary level degrees or become gainfully employed as scientists in academic or commercial settings

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  1. Establish a therapeutic rapport with their patient which facilitates an accurate, patient-centered interview and physical examination
  2. Order appropriate diagnostic studies, interpret the findings, formulate a differential diagnosis, and in collaboration with both the supervising physician and the patient, develop an appropriate treatment plan
  3. Be effective observers, listeners, communicators, and diagnosticians
  4. Use cultural sensitivity to maintain empathy when caring for patients
  5. Develop a trusting relationship with their supervising physician, while adhering to the concept of team-based care
  6. Identify and respond to medical emergencies
  7. Advocate for patient safety and develop quality improvement projects
  8. Practice medicine in an ethical manner
  9. Care for patients from vulnerable populations in all health care settings, including patient centered medical homes and accountable care organizations
  10. Identify gaps in the medical and educational literature by critical analysis and propose a novel research project to address the issues
  11. Demonstrate leadership by participation in volunteer and professional organizations

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  1.  Conduct original work in the field of Physiology or Biophysics, complete and present a substantial project that advances this field of research
  2. Demonstrate ability to carry out professional responsibilities in an ethical manner
  3. Master and attain proficiency in applying concepts, information, and methods in the field

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The doctoral programs in the Division of Graduate Medical Sciences at Boston University School of Medicine are designed to train scholars to be leaders in their respective fields of biomedical research. Trainees become fluent in their areas of specialization, as well as develop competencies that provide the foundation for lifelong learning and practice in their chosen field. Trainees will demonstrate and apply the professional and scientific skills necessary to benefit society.

  1. Generate an original body of work in the biomedical sciences that reflects critical thinking and independent thought
  2. Demonstrate competencies in advanced research skills and critical thinking
  3. Develop the ability to communicate both through writing and orally within their chosen field of expertise, with specialists and non-experts
  4. Demonstrate a commitment to professional development and continued learning their chosen field

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  1. Conduct original work in the field of Physiology or Biophysics, complete and present a substantial project that advances this field of research
  2. Demonstrate ability to carry out professional responsibilities in an ethical manner
  3. Master and attain proficiency in applying concepts, information, and methods in the field

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The goals of the Masters in Anatomy & Neurobiology (Vesalius) Program are to provide trainees with the knowledge base and skills to become proficient in basic biomedical research and to develop outstanding pedagogic skills.Successful completion of these goals enables our students to pursue further studies in the biomedical sciences including teaching, research, and health care. At the conclusion of the program students will be able to: 

  1. Demonstrate an understanding of Gross Anatomy, Neuroscience, Statistics, and other graduate level elective anatomical and neuroscience topics through successful completion of our core curriculum
  2. Demonstrate proficiency in pedagogical skills in the context of the Teaching in Biomedical Sciences course and through teaching fellowships in core medical and graduate student courses (as listed above)
  3. Demonstrate an understanding of pedagological theory through the development of a mentored Vesalius teaching practicum, which involves the development of a didactic lesson or exercise under the direct mentorship of department faculty
  4. Demonstrate proficiency in scientific data acquisition and analysis through mentored research in one of the department’s research labs
  5. Describe and interpret scientific findings of their laboratory research study through the development of a written, publication-quality thesis
  6. Demonstrate an understanding of the professional skills (including an ability to read and interpret scientific literature) required of biomedical scientists and educators

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Frederick S. Pardee School of Global Studies

  1. Possess a broad mastery of international affairs
  2. Demonstrate in-depth expertise on at least one significant global issue
  3. Be prepared for successful careers as international relations professionals
  4. Acquire a detailed knowledge of a chosen IR functional or regional specialty

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  1. Demonstrate substantive interdisciplinary knowledge of legal, political, economic, social, cultural, and historical factors influencing international affairs
  2. Display an in-depth understanding of an important functional subfield of the discipline and a major geographical region of the world
  3. Conduct theoretically informed and empirically-based analysis of real-world conditions and events and present the results of that analysis persuasively in written and oral forms

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  1. Demonstrate advanced knowledge of Middle Eastern and/or North African history, politics, religions, arts
  2. Demonstrate linguistic proficiency at the (ACTFL) Intermediate range in at least one MENA language
  3. Demonstrate knowledge of regional issues and cultural competence sufficient to function effectively and respectfully in the region or among people from the region
  4. Acquire a transdisciplinary perspective: see the region from different disciplinary viewpoints and explicitly compare and contrast those viewpoints; understand how literary/artistic and social scientific/ political perspectives enrich each other

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  1. Students will possess a comprehensive understanding of contemporary international relations from an interdisciplinary perspective
  2. Students will demonstrate proficiency in key skills, including quantitative and economic analysis, negotiation, and oral and written communication
  3. Students will be able to ethically deliberate the varied impacts of policy decisions on diverse regions, populations, and stakeholders
  4. Students will possess particular expertise in their selected specialization
    1. Diplomacy: Students will possess a nuanced understanding of the role and importance of diplomacy in international affairs, and will demonstrate in-depth expertise on at least one aspect of diplomacy
    2. Global Economic Affairs: Students will possess a nuanced understanding of global economic affairs, and will demonstrate in-depth expertise on at least one aspect of global economic affairs
    3. Security Studies: Students will possess a nuanced understanding of international affairs and security, and will demonstrate in-depth expertise on at least one aspect of global security
    4. Religion & International Affairs: Students will possess a nuanced understanding of the role of religion in contemporary international affairs, in addition to in-depth knowledge of the fundamentals and impact of at least one major religious tradition
    5. International Communication: Students will possess a broad understanding of the theory and practice of communication and an in-depth knowledge of its role in international affairs

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  1. Students will possess a deep understanding of how global, national, and local policies affect societal wellbeing
  2. Students will demonstrate proficiency in key skills, including policy analysis, decision making and negotiation, and oral and written communication
  3. Students will be able to ethically deliberate the varied impacts of policy decisions on diverse regions, populations, and stakeholders
  4. Demonstrate in-depth policy-relevant empirical expertise in their chosen specialization:
    1. Development Policy: Students will possess comprehensive understanding of global development policy, and will be able to apply their skills and knowledge to the solution of a practical development challenge
    2. Environmental Policy: Students will possess comprehensive understanding of global environmental policy, and will be able to apply their skills and knowledge to the solution of a practical environmental challenge
    3. International Public Health Policy: Students will possess comprehensive understanding of international public health policy, and will be able to apply their skills and knowledge to the solution of a practical public health challenge

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  1. Students will possess a comprehensive understanding of contemporary international relations that complements their earlier practical experience and knowledge
  2. Students will possess expert knowledge in their self-chosen area of concentration
  3. Students will demonstrate proficiency in key skills, including quantitative or economic analysis, negotiation, and oral and written communication
  4. Students will be able to ethically deliberate the varied impacts of policy decisions on diverse regions, populations, and stakeholders

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  1. Students will possess a deep understanding of how global, national, and local policies affect societal wellbeing
  2. Students will demonstrate proficiency in key skills, including policy analysis, decision making and negotiation, and oral and written communication
  3. Students will be able to ethically deliberate the varied impacts of policy decisions on diverse regions, populations, and stakeholders
  4. Demonstrate in-depth policy-relevant empirical expertise in their chosen specialization:
    1. Development Policy: Students will possess comprehensive understanding of global development policy, and will be able to apply their skills and knowledge to the solution of a practical development challenge
    2. Environmental Policy: Students will possess comprehensive understanding of global environmental policy, and will be able to apply their skills and knowledge to the solution of a practical environmental challenge
    3. International Public Health Policy: Students will possess comprehensive understanding of international public health policy, and will be able to apply their skills and knowledge to the solution of a practical public health challenge

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  1. Students will possess a comprehensive understanding of contemporary international relations from an interdisciplinary perspective
  2. Students will demonstrate proficiency in key skills, including quantitative and economic analysis, negotiation, and oral and written communication
  3. Students will be able to ethically deliberate the varied impacts of policy decisions on diverse regions, populations, and stakeholders
  4. Students will possess particular expertise in their selected specialization
    1. Diplomacy: Students will possess a nuanced understanding of the role and importance of diplomacy in international affairs, and will demonstrate in-depth expertise on at least one aspect of diplomacy
    2. Global Economic Affairs: Students will possess a nuanced understanding of global economic affairs, and will demonstrate in-depth expertise on at least one aspect of global economic affairs
    3. Security Studies: Students will possess a nuanced understanding of international affairs and security, and will demonstrate in-depth expertise on at least one aspect of global security
    4. Religion & International Affairs: Students will possess a nuanced understanding of the role of religion in contemporary international affairs, in addition to in-depth knowledge of the fundamentals and impact of at least one major religious tradition
    5. International Communication: Students will possess a broad understanding of the theory and practice of communication and an in-depth knowledge of its role in international affair

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  1. Students will possess a comprehensive understanding of contemporary international relations from an interdisciplinary perspective
  2. Students will demonstrate proficiency in key skills, including quantitative and economic analysis, negotiation, and oral and written communication
  3. Students will be able to ethically deliberate the varied impacts of policy decisions on diverse regions, populations, and stakeholders
  4. Students will possess particular expertise in their selected specialization
    1. Diplomacy: Students will possess a nuanced understanding of the role and importance of diplomacy in international affairs, and will demonstrate in-depth expertise on at least one aspect of diplomacy
    2. Global Economic Affairs: Students will possess a nuanced understanding of global economic affairs, and will demonstrate in-depth expertise on at least one aspect of global economic affairs
    3. Security Studies: Students will possess a nuanced understanding of international affairs and security, and will demonstrate in-depth expertise on at least one aspect of global security
    4. Religion & International Affairs: Students will possess a nuanced understanding of the role of religion in contemporary international affairs, in addition to in-depth knowledge of the fundamentals and impact of at least one major religious tradition
    5. International Communication: Students will possess a broad understanding of the theory and practice of communication and an in-depth knowledge of its role in international affair

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  1. Students will possess a comprehensive understanding of contemporary international relations from an interdisciplinary perspective
  2. Students will demonstrate proficiency in key skills, including quantitative and economic analysis, negotiation, and oral and written communication
  3. Students will be able to ethically deliberate the varied impacts of policy decisions on diverse regions, populations, and stakeholders
  4. Students will possess particular expertise in their selected specialization
    1. Diplomacy: Students will possess a nuanced understanding of the role and importance of diplomacy in international affairs, and will demonstrate in-depth expertise on at least one aspect of diplomacy
    2. Global Economic Affairs: Students will possess a nuanced understanding of global economic affairs, and will demonstrate in-depth expertise on at least one aspect of global economic affairs
    3. Security Studies: Students will possess a nuanced understanding of international affairs and security, and will demonstrate in-depth expertise on at least one aspect of global security
    4. Religion & International Affairs: Students will possess a nuanced understanding of the role of religion in contemporary international affairs, in addition to in-depth knowledge of the fundamentals and impact of at least one major religious tradition
    5. International Communication: Students will possess a broad understanding of the theory and practice of communication and an in-depth knowledge of its role in international affair

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  1. Demonstrate advanced knowledge of European history, politics, religions, arts, and regional and some local cultural issues
  2. Demonstrate proficiency (at least ACTFL intermediate-mid) in reading, writing, speaking, and aurally comprehending at least one European language besides English
  3. Demonstrate cultural competence sufficient to function in Europe, either through coursework or (preferably) through study abroad in the region

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  1. Students will demonstrate intermediate level proficiency in reading, writing, speaking, and oral comprehension of Spanish and/or Portuguese
  2. Students will demonstrate intermediate knowledge of the history of Latin America
  3. Students will demonstrate intermediate knowledge of the arts and literatures of Latin America
  4. Students will have intermediate knowledge of contemporary Latin America
  5. Students should demonstrate competence in addressing critical issues inherent within the field of Latin American studies, and know how to integrate their knowledge of Latin America gained through interdisciplinary coursework

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  1. Students will demonstrate intermediate level proficiency in reading, writing, speaking, and oral comprehension of either Spanish, or/and Portuguese, or other regional language
  2. Students will demonstrate advanced knowledge of Latin America ( history, literature, politics, economics, culture, and social involvements) and do so within an inter-American and global perspective
  3. Students will demonstrate understanding of the shared traditions that unite Latin America, as well as the cultural and societal differences of the varied parts of the region

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Global Programs/Study Abroad

Argentina Cultural Studies

  1. Demonstrate increased proficiency in Spanish language skills.
  2. Gain an awareness of cultural difference and culture’s role in shaping beliefs and practices.
  3. Develop an understanding of Argentine and trans-national cultures through exposure and discussion of literature, arts, and professional practices
  4. Graduate Curriculum: Develop skills in conducting independent research and analysis in the fields of cultural studies, literature and the arts

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Sydney Internship Program

  1. Demonstrate knowledge of Australian culture and society with respect to a combination of the following areas: Australian politics, industry, economics, social policy, environmental policy, literature and the arts, film, marketing, advertising and mass media.
  2. Demonstrate an understanding of Australian workplace culture and of the specific professional context of the internship organization, its mission, challenges and constraints.
  3. Develop an awareness of cultural difference and an ablity to experience people and events through the perspective of Australian culture

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  1. Demonstrate knowledge of historical, political, economic and socio-cultural factors influencing the current economic and political climate of the European Union
  2. Articulate an understanding of Brussels’ key position in European and world politics
  3. Gain a deeper understanding of world governance, economic affairs and diplomacy
  4. Develop an understanding of the work, mission, challenges and constraints of the placement organization

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Shanghai Internship Program

  1. Demonstrate knowledge of Chinese political, economic, social, cultural, or historical factors through course content specific to the individual’s choice of curriculum
  2. Demonstrate awareness of cultural difference and culture’s role in shaping beliefs and practices
  3. Demonstrate increased proficiency in Chinese language skills
  4. Develop transferable skills such as adaptability, time management, problem solving, decision-making, creative thinking, and self-management through the management of daily and professional life in a challenging foreign environment

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Shanghai Chinese Language and Culture Program

  1. Demonstrate knowledge of Chinese political, economic, social, cultural, or historical factors through course content specific to the individual’s choice of curriculum
  2. Demonstrate awareness of cultural difference and culture’s role in shaping beliefs and practices
  3. Demonstrate increased proficiency in Chinese language skills
  4. Develop new perspectives on one’s own culture and the ability to think critically about one’s personal and national values, histories, and goals

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Direct Enrollment, Exchange and Consortia Programs

The following outcomes are common to all of BU’s Direct Enrollment, Exchange and Consortia Programs:

  1. Develop a set of skills (adaptability, self-reliance, ability to problem-solve) to learn and succeed as a student in an academic culture different from one’s own
  2. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs and practices
  3. Develop new perspectives on one’s own culture and an ability to think critically about one’s own values and beliefs
  4. Demonstrate a knowledge of the host country as a culture and society and gain an understanding of the historical and current realities of the host country
  5. Programs in non-English-speaking countries: Demonstrate increased proficiency in language skills of the host country

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Quito Latin American Studies Program

  1. Demonstrate Increased proficiency in Spanish language skills in everyday interactions and in an academic context
  2. Develop knowledge of the Ecuadorian and Andean Culture in its anthropology, history, and politics
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices and perceptions
  4. Develop new perspectives on one’s own culture and an ability to think critically about one’s own values and beliefs

Ecuador Tropical Ecology Program

  1. Demonstrate knowledge of foundational concepts and principles of biology, ecology and the ecosystems of Ecuador: montane, rainforest and coastal
  2. Gain direct experience with the scientific method and develop skills in performing scientific investigations in the field (observation, data collection) and in the lab (data analysis)
  3. Gain an understanding of professionalism in a scientific context. Develop scientific writing skills and the ability to work collaboratively on the design and implementation of projects and investigations.
  4. Develop an understanding of the ethics of scientific research and gain international perspective on environmental concerns.
  5. Demonstrate basic proficiency in Spanish language

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Grenoble French Studies Program: Level I Intermediate Language & Civilization 

  1. Demonstrate increased proficiency in French language skills from beginning to intermediate or from intermediate to advanced levels
  2. Gain an understanding of France; its history and civilization and contemporary society and culture
  3. Gain an awareness of cultural difference and culture’s role in shaping beliefs and practices

Grenoble French Studies Program: Level II Advanced Language & Culture

  1. Demonstrate increased proficiency in French language skills and the ability to use French in academic and everyday communications
  2. Demonstrate knowledge of French culture with respect to two of the following areas: contemporary society, politics, history, art history, literature and film
  3. Gain an awareness of cultural difference and culture’s role in shaping beliefs and practices

Grenoble Science Program

  1. Demonstrate a knowledge of foundational concepts and principles of cell biology, organic chemistry, and basic statistics and probability at the second year level
    Gain basic proficiency in French language
  2. Gain a familiarity with contemporary French culture and civilization
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices, and perceptions

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Paris & London Architecture and Urbanism

  1. Demonstrate knowledge of the historical development of architecture and urbanism in London and Paris with respect to the economic, cultural, and political history of each city
  2. Articulate and account for points of similarity and difference in architecture and urbanism between London and Paris
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices and perceptions

Paris Internship Program

  1. Use French to complete everyday, academic, and professional tasks according to the standards described as Intermediate to Advanced Low by ACTFL guidelines
  2. Demonstrate knowledge about French or European culture/society in relation to specific fields such as economics, politics, society, history, arts, literature or popular culture
  3. Gain an awareness of cultural differences and an understanding of culture’s role in shaping beliefs, practices and perceptions, and develop the ability to exercise these intercultural skills in a new environment
  4. Develop an understanding of the specific professional field of the internship organization, proper skills to function in a French or international work environment, and a clearer idea of career goals

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BUSA Dresden Science Program

  1. Gain basic proficiency in language skills in German: speaking, listening, writing, reading at a first-year level
  2. Demonstrate a knowledge of foundational concepts and principles of cell biology, organic chemistry, and basic statistics and probability at the second year level.
  3. Gain insights into scientific research through an introductory course in that field. Acquire a cross-cultural perspective on these scientific disciplines taught by German faculty

BUSA Dresden German Studies Program

  1. Gain a cross-cultural perspective on academic disciplines and an ability to experience people and events through the perspective of the host culture
  2. Acquire greater tolerance for ambiguity and a deepened awareness of cultural difference

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Ghana Accra Global Health Program

  1. Develop an in-depth understanding of the major communicable diseases in Ghana and a broader contextual understanding of how socioeconomic, cultural, and political factors impact infectious disease patterns across the population
  2. Engage students in a process of goal setting, self-evaluation, and critical reflection on the links between theory and practice while integrating academic knowledge with practical experience in a professional field
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices, and perceptions

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  1. Develop an understanding of Ireland as a culture, a society, a democracy and a market
  2. Demonstrate knowledge of three of the following areas: Ireland’s history,economy, contemporary society, literature and the arts
  3. Gain an understanding of the ways in which personal and national identities are constructed and begin to think critically about one’s own personal and national identities and values.
  4. Develop an awareness of workplace culture in an Irish setting and the ability to adapt to and articulate differences in workplace interactions and practices, management styles, and hierarchies

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Padua Management Internship Program (MIP)

  1. Gain an understanding of workplace dynamics, professional expectations, and the influence of culture on both
  2. Build proficiency in a range of business or industry skills appropriate to the field of the internship placement, including professional and inter-cultural communication through written, verbal, and nonverbal means
  3. Refine and clarify professional and career goals through critical analysis of the internship experience or research project

Padua Italian and European Studies Program (IESP)

  1. Demonstrate increased proficiency in Italian language from elementary to low- intermediate level and from intermediate to advanced level
  2. Demonstrate knowledge of Italian culture with respect to three of the following areas: history, politics, economics, religion, literature, film and the arts
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs and practices
  4. Develop new perspectives on one’s own culture and an ability to think critically about one’s own values and beliefs

Italy Padua Mediterranean Diet: Food Culture and Health

  1. Define and experience the Mediterranean diet, its components, cultural influences, and regional variations
  2. Understand the health-promoting aspects of the Mediterranean eating pattern, compared and contrasted with the typical American diet
  3. Study the Italian food industry, from farm to marketplace to table, with specific emphasis on the slow food movement
  4. Evaluate the scientific evidence supporting the relationship between the Mediterranean diet and selected chronic health conditions such as cardiovascular disease and Alzheimer’s disease

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Venice Studio Arts Program

  1. Demonstrate increased proficiency in Italian language
  2. Articulate an individual artistic voice and methodology and express how this has been influenced by Venice
  3. Gain a deeper understanding of art and aesthetics and generate a body of work which will be evaluated in terms of how it has progressed and matured
  4. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs and practices

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Auckland Study Abroad Program (Internship)

  1. Demonstrate knowledge of the forces that have shaped and continue to influence Aotearoa/New Zealand, both Maori and Pakeha (pre-colonial through post-colonial eras); and show an understanding of how this history continues to shape modern society, politics and culture of Aotearoa/New Zealand and within the internship organization
  2. Develop and practice critical and analytical ways of thinking as a part of everyday internship work practices in order to gain a deeper understanding of Aotearoa/New Zealand. Integrate concepts and themes from SS-315 within assignments to demonstrate insight into events local and elsewhere in the world, including the student’s home country
  3. Understand and be able to demonstrate the cultural values, social norms, motivations, and patterns of behavior which operate in a New Zealand workplace and to understand the role that work itself plays in the wider context of New Zealand society
  4. Develop an awareness of and to describe how one’s own cultural values and assumptions compare within New Zealand

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Burgos University Spanish Studies Program

  1. Demonstrate advanced proficiency with respect to speaking and writing Spanish in a university context
  2. Demonstrate knowledge of Spanish culture with respect to three of the following areas:  art and architecture, business administration, communications, economics, education, history, literature, political science and psychology
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping Spaniards’ beliefs, practices and perceptions
  4. Develop new perspectives on one’s own culture and an ability to think critically about one’s own values and beliefs

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Madrid: Spanish and European Studies

  1. Demonstrate knowledge of Spanish culture with respect to at least one of the following areas: history, politics or arts 
  2. Become familiar with Spanish culture through literature, media, film, etc. 
  3. Demonstrate increased proficiency in Spanish language/ written skills
  4. Be able to discuss and publicly express ideas in Spanish 
  5. Acquire the skills for immersion into Spanish culture and a university environment

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  1. Students will intensively study contemporary principles and practices of archaeological heritage management within the context of the rich cultural heritage of Menorca (Spain)
  2. Students will explore major themes in archaeological heritage management, including theory, cultural policy, legislation, heritage planning and preservation, cultural tourism, and collections management
  3. Students will learn the special goals and methods of survey procedures for heritage management
  4. Analysis of primary data (e.g., archaeological, architectural, artistic, documentary), students will engage in assessments of site values and significance
  5. Students will be able to create a narrative of Menorca’s cultural history, including archaeological cultures, historical periods, and representative types of heritage (e.g., sites, buildings, cultural landscapes, cultural objects) pertaining to each

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Geneva Internship Program

  1. Demonstrate an understanding of workplace dynamics, professional expectations, and the influence of culture on both
  2. Build proficiency in a range of business or industry skills appropriate to the field of the internship placement, including professional and inter-cultural communication through written, verbal, and non-verbal means
  3. Refine and clarify professional and career goals through critical analysis of the internship experience or research project

Geneva and London: International Conflict Resolution Program

  1. Demonstrate knowledge of the foundational concepts of conflict resolution with respect to the roles of human rights, religion, foreign intervention, and intercultural communication
  2. Demonstrate ability to apply these concepts practically through case studies involving contemporary international conflicts
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices and perceptions

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Zanzibar: Swahili Language and Culture in East Africa

  1. Demonstrate increased proficiency in Swahili language skills
  2. Demonstrate knowledge of the historical development of Zanzibar and its contemporary national identity with a particular focus on religion and politics
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices and perceptions

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London History and Literature Program

  1. Develop strong knowledge of British or London History or Literature
  2. Become familiar with relevant London research facilities and demonstrate ability to conduct advanced research projects
  3. Demonstrate increased proficiency in writing skills, especially in relation to historical or literary research
  4. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices and perceptions

Paris & London Architecture & Urbanism

  1. Demonstrate knowledge of the historical development of architecture and urbanism in London and Paris with respect to the economic, cultural, and political history of each city
  2. Articulate and account for points of similarity and difference in architecture and urbanism between London and Paris
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices and perceptions

London Internship Program

  1. Demonstrate knowledge of British culture through course content linked to one of the program’s thirteen academic tracks
  2. Gain an understanding of Britain’s work culture and of the specific professional context of the placement organization and its mission, challenges and constraints
  3. Develop awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices and perceptions
  4. Develop new perspectives on one’s own culture and an ability to think critically about one’s own values, beliefs, and goals

Geneva and London: International Conflict Resolution Program

  1. Demonstrate knowledge of the foundational concepts of conflict resolution with respect to the roles of human rights, religion, foreign intervention, and intercultural communication
  2. Demonstrate ability to apply these concepts practically through case studies involving contemporary international conflicts
  3. Develop an awareness of cultural difference and an understanding of culture’s role in shaping beliefs, practices and perceptions

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Boston University Los Angeles Internship Program: All Tracks 

  1. Develop an understanding of the unique entertainment and media culture of Los Angeles: knowledge of production workflow (creation, development, finance, production, promotion, distribution); and the professional business activities specific to Los Angeles’ main industry
  2. Develop a thorough knowledge of industry executives and creative activity in the student’s respective focus of study. Nurture relationships with professionals working in the students’ area of interest and cultivate such contacts as mentors, consultants, advisors or employers
  3. Develop analytical skills, self- promotion, and marketing techniques and procedures for positioning oneself as a professional within the chosen industry through an understanding of self-marketing and promotional techniques. Gain ability to promote oneself as a valuable asset to gatekeepers of the entertainment, media, and advertising industries

Boston University Los Angeles Internship Program: Advertising and PR Track

  1. Gain a basic knowledge of advertising and public relations
  2. Demonstrate ability to relate and discuss past and current trends in entertainment marketing and promotion

Boston University Los Angeles Internship Program: Film and Television Track

  1. Gain a basic knowledge of film, television and video production and the business of entertainment
  2. Demonstrate ability to relate and discuss past and current trends in respective businesses

Boston University Los Angeles Internship Program: Entertainment Management Track

  1. Gain a basic knowledge of entertainment management and entertainment law in the film, TV, new media and music industries
  2. Demonstrate ability to relate and discuss past and current trends in respective businesses

USA Los Angeles Cinema and Media Studies Internship Program

  1. Students will gain an understanding of how popular film and television genres work economically and culturally
  2. Gain a basic knowledge of entertainment marketing and promotion in the film, TV, new media and music industries. Demonstrate ability to relate and discuss past and current trends in respective businesses
  3. Develop knowledge of industry executives and creative activity in the student’s respective focus of study. Nurture relationships with professionals working in the students’ area of interest and cultivate such contacts as mentors, consultants, advisors or employers
  4. Develop analytical skills, self- promotion, and marketing techniques and procedures for positioning oneself as a professional within the chosen industry through an understanding of self-marketing and promotional techniques. Gain ability to promote oneself as a valuable asset to gatekeepers of the entertainment, media, and advertising industries

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USA New York City Internship Program

  1. Gain an understanding of the concept of leadership, its intrinsic qualities or traits along with an understanding of some of the ways in which it has been defined and embodied in diverse professional settings
  2. Build proficiency in a range of business or industry skills appropriate to the field of the internship placement, including professional communication through written, verbal and non-verbal means
  3. Refine and clarify professional and career goals through critical analysis of the internship experience

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USA San Francisco Bay Area Internship Program

  1. Gain an understanding of software engineering as it is applied in practice in the technology industry, including an appreciation of the nature of real-world product goals, uncertain or evolving requirements, and pressure for efficiency and productivity
  2. Gain an understanding of a wide variety of business types and business strategies present in the technology industry
  3. Develop practical skills in entrepreneurship, including proposing or evaluating new business opportunities in the technology sector

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Washington DC Internship Program

  1. Demonstrate interdisciplinary knowledge of historical, political, economic and socio-cultural factors influencing domestic policy and/or international affairs
  2. Understand the challenge of weighing multiple perspectives and demonstrate the capacity to evaluate the merits of competing interpretations
  3. Conduct research utilizing both primary and secondary sources and assess the relative utility of gathered data
  4. Develop an understanding of the work culture of Washington and of the specific professional context of the placement organization, its mission, challenges and constraints

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Henry M. Goldman School of Dental Medicine

  1. To train endodontists who possess the knowledge and skills required to diagnose, understand the basis of, and adequately treat, alone or in concert with other dental and medical practitioners, endodontic problems and their related diseases and to maintain the health of the attachment apparatus
  2. To train endodontists who possess the knowledge and skills critically evaluate and apply current technological developments and research into their clinical practice of Endodontics
  3. To train endodontists who become Diplomates of the American Board of Endodontics
  4. To train endodontists who have successful careers in clinical practice, research, and/or education

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The Master of Science in Dentistry has been designed for students primarily interested in acquiring advanced education and training in different clinical dental areas and who have a desire for concomitant rigorous exposure to scientific methodology and research. This advanced degree program typically is one year in length and focuses on basic biological, physical and clinical sciences important for the advancement of oral health. The program is designed for candidates with dental degrees. Admission into the program is dependent on academic and professional track record. Specific courses vary by the discipline or field of inquiry. If required by the individual department/program, the final thesis is evaluated by the primary research mentor and an independent second reader.

  1. Students will gain understanding and appreciation of the dental sciences, oral biology and/or related biomedical sciences, as applicable to their discipline or field of inquiry, through coursework and seminars
  2. Students will participate in and contribute to a research project
  3. Students will learn how to evaluate critically the scientific literature related to their research project

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The Doctor of Science in Dentistry is designed for students who wish to pursue an academic career that may or may not ultimately be primarily a research career, but still provides a solid research  background. It is an advanced science degree program focusing on basic biological, physical and clinical sciences relevant to the advancement of oral medicine. The program is designed for individuals with strong interests in a clinical science education. While similar to a Ph.D. program, the D.Sc.D. program is especially suited for dentists seeking rigorous involvement in scientific methodology and research. The D.Sc.D degree is offered singularly or combined with a clinical specialty. Candidates with non-clinical degrees (B.S. or M.S.) may also be accepted into the program. Admission into the program of all candidates is based on academic record and professional experience. Specific courses vary by the discipline or field of inquiry. The successful completion of the program is accomplished in part by a successful Dissertation defense organized by the Dissertation Committee.

  1. Students will gain strong scientific background and knowledge of the dental sciences, oral biology and/or related biomedical sciences, as applicable to their discipline or field of inquiry, through coursework and seminars
  2. Students will participate in and gain an understanding of approaches to design and implement experimental strategies to answer fundamental questions in their discipline or field of inquiry
  3. Students will participate in and contribute to research projects which result in new knowledge that advances their discipline or field of inquiry, as seen ultimately in publications stemming from their Dissertation

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The Master of Science in Dentistry has been designed for students primarily interested in acquiring advanced education and training in different clinical dental areas and who have a desire for concomitant rigorous exposure to scientific methodology and research. This advanced degree program typically is one year in length and focuses on basic biological, physical and clinical sciences important for the advancement of oral health. The program is designed for candidates with dental degrees. Admission into the program is dependent on academic and professional track record. Specific courses vary by the discipline or field of inquiry. If required by the individual department/program, the final thesis is evaluated by the primary research mentor and an independent second reader.

  1. Students will gain understanding and appreciation of the dental sciences, oral biology and/or related biomedical sciences, as applicable to their discipline or field of inquiry, through coursework and seminars
  2. Students will participate in and contribute to a research project
  3. Students will learn how to evaluate critically the scientific literature related to their research project

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Program effectiveness is demonstrated by attainment of the following Program Learning Outcomes. These achievements are assessed by the Commission on Dental Accreditation (CODA) of the American Dental Association, as part of the self-study report for CODA Standard 1 (“Institutional Effectiveness”).

  1. National Board Dental Examinations (NBDE) pass rate >90%
  2. Clinical licensure examinations pass rate >90%
  3. Postdoctoral specialty/residency programs acceptance rate >90%
  4. Didactic instruction ratings at or above minimum expected standard for >90% of courses
  5. Clinical instruction ratings at or above minimum expected standard for >90% of instructors
  6. Expanded opportunities for volunteer outreach experiences (e.g. elective international externships, short-term community activities)

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Goal 1: To prepare competent dental public health professionals by emphasizing rigorous scholarship and high academic standards

  1. Upon completion of the program, graduates will be competent in the Dental Public Health areas outlined by the Commission on Dental Accreditation of the American Dental Association.
    1. Outcome Measures:
      • Students’ performance in didactic courses
      • Presentation of the Students’ research project at a university-based or professional organization meeting and publication of projects
      • Semiannual review of students by the Program Director
      • Students’ perception of their knowledge and ability as measured by the exit survey
      • Alumni’s perception of their knowledge and ability as measured by the recent alumni survey
  2. Dental Public Health students will participate in professional activities, which provide service to the community
    1. Outcome Measures:
      • Students’ report and faculty evaluation of the number of professional activities in which they have participated and the length of each activity as measured by the students’ curriculum vitae and activity logs
      • Students’ report and faculty evaluation of the scope of services for each professional activity the student provides to the community as measured by the students’ curriculum vitae and activity logs
  3. Dental Public Health students will conduct scientifically rigorous research that can advance the science of dental public health and benefit the health and well-being of the population
    1. Outcome Measures:
      • Students’ thesis and dissertation
      • Students’ presentation at local, national, and international conferences
      • Students’ publication in peer-reviewed professional journals
  4. The DPH faculty will review evaluation data annually to ensure ongoing improvements to the program
    1. Outcome Measures:
    2. Minutes from bi-annual faculty meetings
    3. Bi-annual Action planning.

Goal 2: To encourage Graduates to become leaders in the field of dental public health; to encourage graduates to become diplomats of the American Board of Dental Public Health

  1. Prior to program completion, the majority of graduating students will apply to take the written part of theAmerican Board of Dental Public Health examination
    1. Outcome Measures:
      • The number of graduating students who are applying for the written part of the American Board of Dental Public Health examination
  2. Within ten years of completing the program, the majority of graduates will become diplomats of the American Board of Dental Public Health
    1. Outcome Measures:
      • The number of graduates who are applying for diplomate status as measured by the Exit and Alumni Surveys
      • The number of graduates who become diplomates within ten-years of graduation from the Dental Public Health Program
  3. Within ten years of graduation, the majority of graduates will ascertain leadership positions in the field of Dental Public Health
    1. Outcome Measures:
      • The number and type of positions held by graduates as measured by questions included in the Exit and Alumni Surveys

Goal 3: To support the ongoing professional development of faculty, staff, and alumni

  1. The Dental Public Health Program will encourage the ongoing development of faculty, staff, and alumni
    1. Outcome Measures:
      • Annual faculty and staff assessments of performance and development of professional goals
      • Attendance and presentations of faculty and staff at national meetings
      • Faculty and staff appointments to local and national committees
      • Faculty becoming board certified in Dental Public Health
      • Alumni survey, newsletter, and follow-up of alumni publication

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The DScD program in Dental Public Health aims to train dentists for leadership roles in the practice of dental public health, research, and teaching in an academic setting. Successful completion of coursework, a public health project, and an oral competency examination—along with an original dissertation—are required in this minimum three-year degree program. The program provides the student with in-depth knowledge and practical experience in epidemiology and biostatistics. The program also provides broad knowledge and practical experience in health care management and finance, social and cultural determinants of health, preventive dentistry, and health education and behavioral sciences. Students take courses at Boston University Henry M. Goldman School of Dental Medicine and relevant courses at the Boston University School of Public Health. Students have several opportunities to conduct research and publish papers in professional journals. Graduates of the DScD program are educationally qualified to challenge the American Board of Dental Public Health examination.

Goal 1: To prepare competent dental public health professionals by emphasizing rigorous scholarship and high academic standards

  1. Upon completion of the program, graduates will be competent in the Dental Public Health areas outlined by the Commission on Dental Accreditation of the American Dental Association.
    1. Outcome Measures:
      • Students’ performance in didactic courses
      • Presentation of the Students’ research project at a university-based or professional organization meeting and publication of projects
      • Semiannual review of students by the Program Director
      • Students’ perception of their knowledge and ability as measured by the exit survey
      • Alumni’s perception of their knowledge and ability as measured by the recent alumni survey
  2. Dental Public Health students will participate in professional activities, which provide service to the community
    1. Outcome Measures:
      • Students’ report and faculty evaluation of the number of professional activities in which they have participated and the length of each activity as measured by the students’ curriculum vitae and activity logs
      • Students’ report and faculty evaluation of the scope of services for each professional activity the student provides to the community as measured by the students’ curriculum vitae and activity logs
  3. Dental Public Health students will conduct scientifically rigorous research that can advance the science of dental public health and benefit the health and well-being of the population
    1. Outcome Measures:
      • Students’ thesis and dissertation
      • Students’ presentation at local, national, and international conferences
      • Students’ publication in peer-reviewed professional journals
  4. The DPH faculty will review evaluation data annually to ensure ongoing improvements to the program
    1. Outcome Measures:
    2. Minutes from bi-annual faculty meetings
    3. Bi-annual Action planning.

Goal 2: To encourage Graduates to become leaders in the field of dental public health; to encourage graduates to become diplomats of the American Board of Dental Public Health

  1. Prior to program completion, the majority of graduating students will apply to take the written part of theAmerican Board of Dental Public Health examination
    1. Outcome Measures:
      • The number of graduating students who are applying for the written part of the American Board of Dental Public Health examination
  2. Within ten years of completing the program, the majority of graduates will become diplomats of the American Board of Dental Public Health
    1. Outcome Measures:
      • The number of graduates who are applying for diplomate status as measured by the Exit and Alumni Surveys
      • The number of graduates who become diplomates within ten-years of graduation from the Dental Public Health Program
  3. Within ten years of graduation, the majority of graduates will ascertain leadership positions in the field of Dental Public Health
    1. Outcome Measures:
      • The number and type of positions held by graduates as measured by questions included in the Exit and Alumni Surveys

Goal 3: To support the ongoing professional development of faculty, staff, and alumni

  1. The Dental Public Health Program will encourage the ongoing development of faculty, staff, and alumni
    1. Outcome Measures:
      • Annual faculty and staff assessments of performance and development of professional goals
      • Attendance and presentations of faculty and staff at national meetings
      • Faculty and staff appointments to local and national committees
      • Faculty becoming board certified in Dental Public Health
      • Alumni survey, newsletter, and follow-up of alumni publication

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  1. The MS program is a minimum of two semesters and is designed for hygienists and dental assistants to develop and enhance the managerial and analytical skills essential to attain leadership roles in today’s changing dental health care field
  2. Career-oriented applications of knowledge, theory, and experience are an integral part of the curriculum including biostatistics, epidemiology, research methods, dental health care management, and finance. A project or practicum of the student’s choice is a significant part of the program, because learning by experience teaches additional skills important in career settings
  3. Projects may include survey design and analysis; educational program development; community program planning, implementation, and evaluation; media development; and marketing/public relations
  4. Graduates of this program will be sufficiently trained to play an active leadership role in a wide range of career venues, including, but not limited to, public and private sector dental care delivery, dental education, research, and government
  5. Applicants must hold a certificate in dental hygiene, dental assisting, or dental technology and should have either a bachelor’s degree or equivalent education and related experience
  6. To receive the MS, students must maintain a 3.0 grade point average while fulfilling the curriculum requirements and complete a project or practicum

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Goal 1: To prepare competent dental public health professionals by emphasizing rigorous scholarship and high academic standards

  1. Upon completion of the program, graduates will be competent in the Dental Public Health areas outlined by the Commission on Dental Accreditation of the American Dental Association.
    1. Outcome Measures:
      • Students’ performance in didactic courses
      • Presentation of the Students’ research project at a university-based or professional organization meeting and publication of projects
      • Semiannual review of students by the Program Director
      • Students’ perception of their knowledge and ability as measured by the exit survey
      • Alumni’s perception of their knowledge and ability as measured by the recent alumni survey
  2. Dental Public Health students will participate in professional activities, which provide service to the community
    1. Outcome Measures:
      • Students’ report and faculty evaluation of the number of professional activities in which they have participated and the length of each activity as measured by the students’ curriculum vitae and activity logs
      • Students’ report and faculty evaluation of the scope of services for each professional activity the student provides to the community as measured by the students’ curriculum vitae and activity logs
  3. Dental Public Health students will conduct scientifically rigorous research that can advance the science of dental public health and benefit the health and well-being of the population
    1. Outcome Measures:
      • Students’ thesis and dissertation
      • Students’ presentation at local, national, and international conferences
      • Students’ publication in peer-reviewed professional journals
  4. The DPH faculty will review evaluation data annually to ensure ongoing improvements to the program
    1. Outcome Measures:
    2. Minutes from bi-annual faculty meetings
    3. Bi-annual Action planning.

Goal 2: To encourage Graduates to become leaders in the field of dental public health; to encourage graduates to become diplomats of the American Board of Dental Public Health

  1. Prior to program completion, the majority of graduating students will apply to take the written part of theAmerican Board of Dental Public Health examination
    1. Outcome Measures:
      • The number of graduating students who are applying for the written part of the American Board of Dental Public Health examination
  2. Within ten years of completing the program, the majority of graduates will become diplomats of the American Board of Dental Public Health
    1. Outcome Measures:
      • The number of graduates who are applying for diplomate status as measured by the Exit and Alumni Surveys
      • The number of graduates who become diplomates within ten-years of graduation from the Dental Public Health Program
  3. Within ten years of graduation, the majority of graduates will ascertain leadership positions in the field of Dental Public Health
    1. Outcome Measures:
      • The number and type of positions held by graduates as measured by questions included in the Exit and Alumni Surveys

Goal 3: To support the ongoing professional development of faculty, staff, and alumni

  1. The Dental Public Health Program will encourage the ongoing development of faculty, staff, and alumni
    1. Outcome Measures:
      • Annual faculty and staff assessments of performance and development of professional goals
      • Attendance and presentations of faculty and staff at national meetings
      • Faculty and staff appointments to local and national committees
      • Faculty becoming board certified in Dental Public Health
      • Alumni survey, newsletter, and follow-up of alumni publication

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The MSD program duration is a minimum of one year and entails a field research project or thesis. The program provides the student with broad knowledge and practical experience in epidemiology, biostatistics, health care delivery, social and cultural determinants of health, preventive dentistry, health education and behavioral sciences, and environmental health. Students take courses at Boston University Henry M. Goldman School of Dental Medicine and relevant courses at the Boston University School of Public Health. The courses form the matrix from which directed field activities evolve. Students have the opportunity to conduct research and are encouraged to publish papers in professional journals. The program is designed to provide education that is equivalent to the Master of Public Health degree and to prepare the dentist for a career in dental public health. Graduates of this program are encouraged to enroll in the one-year CAGS in Dental Public Health in order to meet the residency requirement of the American Board of Dental Public Health.

Goal 1: To prepare competent dental public health professionals by emphasizing rigorous scholarship and high academic standards

  1. Upon completion of the program, graduates will be competent in the Dental Public Health areas outlined by the Commission on Dental Accreditation of the American Dental Association.
    1. Outcome Measures:
      • Students’ performance in didactic courses
      • Presentation of the Students’ research project at a university-based or professional organization meeting and publication of projects
      • Semiannual review of students by the Program Director
      • Students’ perception of their knowledge and ability as measured by the exit survey
      • Alumni’s perception of their knowledge and ability as measured by the recent alumni survey
  2. Dental Public Health students will participate in professional activities, which provide service to the community
    1. Outcome Measures:
      • Students’ report and faculty evaluation of the number of professional activities in which they have participated and the length of each activity as measured by the students’ curriculum vitae and activity logs
      • Students’ report and faculty evaluation of the scope of services for each professional activity the student provides to the community as measured by the students’ curriculum vitae and activity logs
  3. Dental Public Health students will conduct scientifically rigorous research that can advance the science of dental public health and benefit the health and well-being of the population
    1. Outcome Measures:
      • Students’ thesis and dissertation
      • Students’ presentation at local, national, and international conferences
      • Students’ publication in peer-reviewed professional journals
  4. The DPH faculty will review evaluation data annually to ensure ongoing improvements to the program
    1. Outcome Measures:
    2. Minutes from bi-annual faculty meetings
    3. Bi-annual Action planning.

Goal 2: To encourage Graduates to become leaders in the field of dental public health; to encourage graduates to become diplomats of the American Board of Dental Public Health

  1. Prior to program completion, the majority of graduating students will apply to take the written part of theAmerican Board of Dental Public Health examination
    1. Outcome Measures:
      • The number of graduating students who are applying for the written part of the American Board of Dental Public Health examination
  2. Within ten years of completing the program, the majority of graduates will become diplomats of the American Board of Dental Public Health
    1. Outcome Measures:
      • The number of graduates who are applying for diplomate status as measured by the Exit and Alumni Surveys
      • The number of graduates who become diplomates within ten-years of graduation from the Dental Public Health Program
  3. Within ten years of graduation, the majority of graduates will ascertain leadership positions in the field of Dental Public Health
    1. Outcome Measures:
      • The number and type of positions held by graduates as measured by questions included in the Exit and Alumni Surveys

Goal 3: To support the ongoing professional development of faculty, staff, and alumni

  1. The Dental Public Health Program will encourage the ongoing development of faculty, staff, and alumni
    1. Outcome Measures:
      • Annual faculty and staff assessments of performance and development of professional goals
      • Attendance and presentations of faculty and staff at national meetings
      • Faculty and staff appointments to local and national committees
      • Faculty becoming board certified in Dental Public Health
      • Alumni survey, newsletter, and follow-up of alumni publication

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  1. Students will gain strong scientific background and knowledge of the dental sciences, oral biology and/or related biomedical sciences, as applicable to their discipline or field of inquiry, through coursework and seminars
  2. Students will participate in and gain an understanding of approaches to design and implement experimental strategies to answer fundamental questions in their discipline or field of inquiry
  3. Students will learn how to present objectives, experimental design, and results of scientific inquiry both orally and in writing
  4. Students will participate in and contribute to research projects which result in new knowledge that advances their discipline or field of inquiry, as seen ultimately in publications stemming from their Dissertation

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  1. Students will gain understanding and appreciation of the dental sciences, oral biology and/or related biomedical sciences, as applicable to their discipline or field of inquiry, through coursework and seminars
  2. Students will participate in and contribute to a research project (thesis required)
  3. Students will learn how to evaluate critically the scientific literature

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  1. Students will gain in-depth scientific background and broad knowledge of the biomedical sciences through coursework and seminars, and by preparing for and passing comprehensive qualifying examinations
  2. Students will become proficient in designing and implementing experimental approaches to answer specific questions in oral biology or in related biomedical sciences
  3. Students will learn how to critically evaluate the scientific literature, and will become proficient in communicating analyses of scientific studies both orally and in writing
  4. Students will contribute to the body of scientific knowledge and advance their respective fields through their research activities, as seen ultimately in publications stemming from their Dissertation

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Goal 1: To prepare competent Orthodontists who will serve the public

  1. All residents will be able to perform a suitable diagnosis and treatment plan
  2. All residents will treat a wide range of malocclusions representative of the population
  3. All residents will have an in-depth understanding of the research and literature in Orthodontics

Goal 2: To foster scholarly activities in the advancement of Orthodontics

  1. The Orthodontic Department will sponsor continuing education programs
  2. All residents will conduct original research
  3. To provide quality patient care in the specialty of Orthodontics
  4. 90% of patients will rate their satisfaction with services as either very satisfied or for the most part satisfied
  5. By graduation, all residents will demonstrate quality patient care as defined by the American Board of Orthodontics
  6. By graduation, all residents will complete a sufficient number of cases with a quality outcome average exceeding 75% on 90% of the cases

Goal 4: To emphasize rigorous scholarship and high academic standards

  1. To provide residents with didactic and clinical instruction that meets their needs and interests
  2. To strengthen the process for integrating assessment and evaluation with action planning and improvement

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Goal 1: To prepare competent Orthodontists who will serve the public

  1. All residents will be able to perform a suitable diagnosis and treatment plan
  2. All residents will treat a wide range of malocclusions representative of the population
  3. All residents will have an in-depth understanding of the research and literature in Orthodontics.

Goal 2: To foster scholarly activities in the advancement of Orthodontics

  1. The Orthodontic Department will sponsor continuing education programs
  2. All residents will conduct original research

Goal 3: To provide quality patient care in the specialty of Orthodontics

  1. 90% of patients will rate their satisfaction with services as either very satisfied or for the most part satisfied
  2. By graduation, all residents will demonstrate quality patient care as defined by the American Board of Orthodontics
  3. By graduation, all residents will complete a sufficient number of cases with a quality outcome average exceeding 75% on 90% of the cases

Goal 4: To emphasize rigorous scholarship and high academic standards

  1. To provide residents with didactic and clinical instruction that meets their needs and interests.
  2. To strengthen the process for integrating assessment and evaluation with action planning and improvement

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Goal 1: To prepare a specialist who is competent in providing both primary and comprehensive preventive and therapeutic oral health care for infants and children through adolescence, including those with special health care needs

  1. To provide instruction in those biomedical sciences that are directly relevant to the practice of pediatric dentistry: biostatistics/clinical epidemiology, pharmacology, microbiology, embryology, genetics, anatomy and oral pathology
  2. To provide instruction in physical, psychological and social development including basic principals of child development and age-appropriate behavior responses in the dental setting. This includes child behavior guidance, objectives of various guidance methods, and principals of communication
  3. To provide instruction and experience in the management of infants, children and adolescents including those with special health care needs in the dental setting using on-pharmacologic and pharmacologic approaches such as inhalation analgesia, moderate sedation, and general anesthesia in the operating room, consistent with approved guidelines
  4. To provide instruction and simulation experience in recognition, treatment and management of pharmacologic-related emergencies
  5. To provide instruction in craniofacial growth and development to enable the resident to understand and manage diagnosis and treatment modalities for malocclusion problems affecting orofacial form, function and esthetics in infants, children and adolescents, as well as instruction regarding timely consultation/referral to other specialists
  6. To provide experience in the diagnosis of dental, skeletal and functional abnormalities in the primary, mixed and young permanent dentition as well as the treatment of conditions that can be corrected or significantly improved by evidence-based early interventions which might require guidance of eruption, space supervision, and interceptive orthodontic treatment
  7. To provide instruction in orofacial injuries and dental pain/infections in infants, children, adolescents and those with special health care needs, including recognition, management and reporting of child abuse, neglect and non-accidental trauma
  8. To provide experience in oral facial injury and emergency care including diagnosis and management of injuries to the oral and perioral structures, as well as assessment and management of dental pain and infection whilst on emergency service
  9. To provide in-depth instruction in oral diagnosis, oral pathology and oral medicine including epidemiology, diagnosis and treatment of oral diseases of hard and soft tissues encountered in infants, children, adolescents and those with special health care needs
  10. To provide instruction at understanding level in the ordering and performing biopsies and adjunctive diagnostic tests, and to understand when referral to appropriate specialists is indicated
  11. To provide experience in the diagnosis of common oral diseases in infants, children, adolescents and those with special health care needs as well as pediatric maxillofacial radiology and procedures of radiation hygiene
  12. To provide instruction in the scientific basis for the etiology, prevention and treatment of dental caries, periodontal and pulpal diseases, traumatic injuries and developmental anomalies. This includes instruction in overall health promotion: perinatal oral health, infant oral health, proper nutrition, chemotherapeutics, fluoride, sealants, education programs and personnel to assist in delivery of preventive care
  13. To provide experience in application of a broad range of preventive strategies in clinical practice
  14. To provide instruction in treatment planning and management of comprehensive restorative care for infants, children, adolescents and those with special health care needs including restorative and prosthetic techniques and dental materials for the primary, mixed and permanent dentitions, in a manner consistent with the dental home
  15. To provide clinical experiences that enable residents to achieve competency in diagnosis, treatment planning and provision of comprehensive dental care to infants, children, adolescents and those with special health care needs in a manner consistent with the dental home
  16. To provide instruction in the design, implementation and management of a contemporary practice of pediatric dentistry, emphasizing business and computer skills for proper and efficient practice
  17. To provide instruction in the principles of ethical and biomedical ethical reasoning, ethical decision-making, professional responsibility, jurisprudence, risk management and informed consent.
  18. To provide instruction and simulation in the prevention and management of medical emergencies in the dental setting
  19. To provide instruction in the formulation of treatment plans and the alternatives in the delivery of dental care for patients who are medically compromised, physically compromised or disabled and diagnosed to have developmental disabilities, psychiatric or psychological disorders
  20. To provide clinical experience to enable the resident to reach competency in the examination, treatment and management of infants, children, adolescents and adults with special health care needs
  21. To provide instruction in hospital policies and procedures, medial/dental staff organizations and member responsibilities
  22. To provide experiences to enable the resident to function as a health care provider within a hospital setting, including the operating room and inpatient units
  23. To provide instruction and experience in the anesthesia management of infants, children, and adolescents undergoing general anesthesia
  24. To provide instruction in the histology, diagnosis and management of pulpal pathology in children, adolescents, adults and those with special health care needs
  25. To provide clinical experience in the diagnosis and treatment of pulpal disease in primary and immature permanent teeth, and management of pulpal disease in mature permanent teeth including emergency care, stabilization and referral to specialists
  26. To provide instruction and experience in the fundamentals of pediatric medicine
  27. To provide instruction in normal speech and language development and the recognition of speech and language delays/disorders
  28. To provide instruction in the fundamental domains of child advocacy including delivery of care disparities, access to care issues, state and federally funded programs, and principals of education
  29. To provide experiences that expose residents to communicating, teaching and collaborating with groups and individuals, advocating and advising public health policy legislation, and participating in local, state and national level organized dentistry to represent the oral health needs of children, particularly the underserved
  30. To provide consistently high quality patient care in that supports the needs of the community for infants, children, adolescents, and patients with special health care needs.

Goal 2: To stimulate and encourage the development of a critical and inquiring attitude that is necessary for the advancement of practice, research, and teaching in pediatric dentistry

  1. To provide instruction and experience in the formulation of a scientific research protocol followed by its implementation
  2. To provide instruction and experience in the critical evaluation of the scientific literature related to pediatric dentistry

Goal 3: To train future pediatric dentists to provide services in institutional, private, or public health settings and to educate them with regard to working in coordination with members of other health care and social disciplines

  1. To provide instruction and experience in the assessment and management of the oral health of infants, children, adolescents and those with special health care needs with a broad range of medical, physical, psychosocial and/or social circumstances and the alternatives in the delivery of dental care that these conditions might require
  2. To provide experience in coordinating patient management with clinicians in other dental specialties and health care fields

Goal 4: To emphasize high academic standards and excellence in teaching

  1. To provide instruction that meets the needs and interests of the residents

Goal 5: To encourage the successful completion of the American Board of Pediatric Dentistry Certification Examinations

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The goal of the Doctor of Science in Dentistry program in the Department of Pediatric Dentistry is to train specialists in pediatric dentistry who are not only competent in providing oral health care services to infants and children including those with special needs but who are also highly competent in the practice of scientific research and teaching as well.

The Doctor of Science in Dentistry program requires a total of 3 years in addition to the time commitment for the Certificate of Advanced Graduate Study (CAGS) in Pediatric Dentistry and entails a research project, thesis, and thesis defense.

In the CAGS program pediatric dentists receive intensive training to provide both primary and comprehensive preventive and therapeutic oral health care for infants and children through adolescence, including those with special health care needs, in the context of family, culture, and community.

Specifically the objectives are:

  1. Students will gain strong scientific background and knowledge of pediatric dentistry through coursework and seminars. In particular students will gain in-depth knowledge in basic sciences, clinical pediatric dentistry, bioethics, health care management and research methodology, specifically epidemiology and biostatistics
  2. Students will participate in and gain an understanding of approaches to design and implement experimental strategies to answer fundamental questions in their discipline or field of inquiry by participating and contributing to a research project. As part of the advanced research training students gain knowledge and understanding of the fundamental concepts of research methodology and its applications in Pediatric clinical research
  3. Students will learn how to present objectives, experimental design, and results of scientific inquiry both orally and in writing. Specifically students will learn how to hypothesize scientific questions, conduct data collection, analysis and present the results of the analysis orally and through written papers including the required thesis
  4. Students will participate in and contribute to research projects which result in new knowledge that advances their discipline or field of inquiry, as seen ultimately in publications stemming from their Dissertation
  5. Students will participate in national and international scientific meetings and to contribute significantly the advancement of scientific knowledge

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GOALS OF THE MASTER OF SCIENCE IN DENTISTRY (MSD) PROGRAM:

The goal of the Master of Science in Dentistry program in the Department of Pediatric Dentistry is to train specialists in pediatric dentistry who are not only competent in providing oral health care services to infants and children including those with special needs but who are also highly competent in the practice of scientific research and teaching as well.

The Master of Science in Dentistry program requires a minimum of one year in addition to the time commitment for the Certificate of Advanced Graduate Study (CAGS) in Pediatric Dentistry and entails a research project, thesis, and thesis defense.

In the CAGS program pediatric dentists receive intensive training to provide both primary and comprehensive preventive and therapeutic oral health care for infants and children through adolescence, including those with special health care needs, in the context of family, culture, and community.

Specifically the objectives are:

  1. Students will gain understanding and appreciation of the curriculum related pediatric dentistry including special needs dentistry through didactic coursework, seminars and guest lectures
  2. Students will participate in and contribute to a research project. As part of the research training students will conduct literature review, data collection, analysis and interpretation of results. A final thesis is required that summarizes the research project
  3. Students will learn how to evaluate critically the scientific literature overall and specifically related to pediatric dentistry as well

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The Certificate in Advanced Graduate Studies (CAGS) program has been designed for students primarily interested in acquiring advanced education and training in Periodontology. Students can combine this CAGS to a MSD if they have a desire for concomitant rigorous exposure to scientific methodology and research. This combined MSD/CAGS in Periodontology typically is three years in duration, and the program is intended for candidates with dental degrees. Admission into the program is dependent on academic and professional track record.

Goals/Objectives for CAGS:

  1. To educate residents to perform proficiently in the specialty of Periodontics
  2. To provide quality care in the specialty of Periodontics
  3. To emphasize high academic standards

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The Doctor of Science in Dentistry is designed for students who wish to pursue an academic career that may or may not ultimately be primarily a research career, but still provides a solid research background. It is an advanced science degree program focusing on basic biological, physical and clinical sciences relevant to the advancement of oral medicine. The program is designed for individuals with strong interests in a clinical science education. While similar to a Ph.D. program, the D.Sc.D. program is especially suited for dentists seeking rigorous involvement in scientific methodology and research. The D.Sc.D degree is offered singularly or combined with a clinical specialty. Candidates with non-clinical degrees (B.S. or M.S.) may also be accepted into the program. Admission into the program of all candidates is based on academic record and professional experience. Specific courses vary by the discipline or field of inquiry. The successful completion of the program is accomplished in part by a successful Dissertation defense organized by the Dissertation Committee.

  1. Residents will gain strong scientific background and knowledge in the field of Clinical research, through coursework, journal clubs and seminars
  2. Residents will learn statistical concepts leading to proper research design
  3. Residents will participate in and contribute to research projects which result in new knowledge that advances their discipline or field of inquiry, as seen ultimately in publications stemming from their Dissertation

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The Master of Science in Dentistry (MSD) program has been designed for students who have a desire for concomitant rigorous exposure to scientific methodology and research. This program can be combined with the Certificate of Advanced Graduate Studies in Periodontology. This combined MSD/CAGS in Periodontology typically is three years in duration, and the program is intended for candidates with dental degrees. Admission into the program(s) is dependent on academic and professional track record. Specific courses may vary according to the research field of inquiry. A final thesis is evaluated by the primary research mentor and an independent second reader.

Goals/Objectives of MSD:

  1. To have residents engage in scholarly activities through coursework and seminars
  2. To give the residents a general understanding of the theory and methods of performing research
  3. To have Residents participate in and contribute to a research project leading to the writing of a thesis

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The main goals of the program are:

  1. To educate and train the residents to become proficient in General Dentistry
  2. To emphasize high academic standards and excellence in teaching in student education
  3. To provide quality, comprehensive patient care in advanced general dentistry for patients in the Boston area
  4. To participate in activities that support the needs of the community

In order to reach these goals, we must meet the following competencies:

  1. Graduate must be proficient in patient assessment and diagnosis
  2. Graduate must be proficient in planning and providing emergency and comprehensive multidisciplinary oral health care including the clear communication of treatment plan to patients
  3. Graduate must be proficient in obtaining informed consent
  4. Graduate must be proficient in promoting oral and systemic health and disease prevention
  5. Graduate must be proficient in Operative Dentistry
  6. Graduate must be proficient at the replacement of teeth using fixed and removable appliances and dental implants
  7. Graduate must be proficient in diagnosis, treatment planning and therapy of periodontal disease
  8. Graduate must be proficient in endodontic therapy
  9. Graduate must be proficient at the evaluation and treatment of medical and dental emergencies
  10. Graduate must be proficient in medical risk management
  11. Graduate must be proficient to request and respond to requests for consultations from physicians and other health care providers
  12. Graduate must be proficient in the diagnosis, treatment planning and progress and outcomes of patient treatment
  13. Graduate must be proficient in demonstrating the application of the principles of ethical reasoning, ethical decision making and professional responsibility as they pertain to the academic environment, research, patient care and practice management
  14. Graduate must be competent in Oral Surgery
  15. Graduate must be competent in the principles of practice management
  16. Graduate must be competent in the review of relevant scientific literature
  17. Graduate will be competent evaluating patient total health needs integrating basic science concepts with clinical dentistry to provide a diagnosis which takes into consideration the patient’s overall biological and psychosocial needs and includes the treatment of medically compromised and special needs patients
  18. Graduate must be competent in self-assessment skills and effectively monitor and evaluate one’s own work to improve quality and quantity of performance
  19. Graduate must be competent in supervising and evaluating dental auxiliaries’ work to improve quality and quantity of their performance
  20. Graduate must be competent in the diagnosis and treatment of temporomandibular disorders, occlusal disorders and orofacial pain.
  21. Graduate must be competent in the diagnosis and management of oral mucosal diseases
  22. Graduate must be competent in the management of pain and anxiety in delivering out-patient care utilizing behavioral and pharmacological techniques beyond local anesthesia (sedation, pain and anxiety control)

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  1. Graduate must be proficient in patient assessment and diagnosis
  2. Graduate must be proficient in planning and providing emergency and comprehensive multidisciplinary oral health care including the clear communication of treatment plan to patients
  3. Graduate must be proficient in obtaining informed consent
  4. Graduate must be proficient on promoting oral and systemic health and disease prevention
  5. Graduate must be proficient in Operative Dentistry, Esthetic Dentistry and Digital Dentistry
  6. Graduate must proficient at the replacement of teeth using fixed and dental implants
  7. Graduate must be proficient in diagnosis, treatment planning and non-surgical therapy of periodontal disease
  8. Graduate must be competent in that management of pain and anxiety in delivering out-patient care
  9. Graduate must be proficient at the evaluation and treatment of medical and dental emergencies
  10. Graduate must be proficient in medical risk management
  11. Graduate must be proficient to request and respond to requests for consultations from physicians and other health care providers
  12. Graduate must be proficient in demonstrating the application of the principles of ethical reasoning, ethical decision making and professional responsibility as they pertain to the academic environment, research, patient care and practice management
  13. Graduate must be competent in the review of relevant scientific literature in Digital Dentistry
  14. Graduate will be competent evaluating patient total health needs by integrating basic science concepts with clinical dentistry to provide a diagnosis which takes into consideration the patient’s overall biological and psychological needs
  15. Graduate must be competent in the diagnosis and treatment of temporomandibular disorders, occlusal diorders and orofacial pain
  16. Graduate must be competent in the diagnosis and management of oral mucosal diseases
  17. Graduate must be proficient in designing and in the fabrication of CAD-CAM restoratives
  18. Graduate must be proficient in planning of surgical placement of implants and fabrication of surgical guides
  19. Graduate must be proficient in the of use of a wide range of materials for the fabrication of CAD-CAM restorations

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  1. Graduate must be proficient in patient assessment and diagnosis
  2. Graduate must be proficient in planning and providing emergency and comprehensive multidisciplinary oral health care including the clear communication of treatment plan to patients
  3. Graduate must be proficient in obtaining informed consent
  4. Graduate must be proficient on promoting oral and systemic health and disease prevention
  5. Graduate must be proficient in Operative Dentistry, Esthetic Dentistry and Digital Dentistry
  6. Graduate must proficient at the replacement of teeth using fixed and dental implants
  7. Graduate must be proficient in diagnosis, treatment planning and non-surgical therapy of periodontal disease
  8. Graduate must be competent in that management of pain and anxiety in delivering out-patient care
  9. Graduate must be proficient at the evaluation and treatment of medical and dental emergencies
  10. Graduate must be proficient in medical risk management
  11. Graduate must be proficient to request and respond to requests for consultations from physicians and other health care providers
  12. Graduate must be proficient in diagnosis, treatment planning and progress and outcome of patient treatment
  13. Graduate must be proficient in demonstrating the application of the principles of ethical reasoning, ethical decision making and professional responsibility as they pertain to the academic environment, research, patient care and practice management
  14. Graduate must be competent in the review of relevant scientific literature
  15. Graduate will be competent evaluating patient total health needs by integrating basic science concepts with clinical dentistry to provide a diagnosis which takes into consideration the patient’s overall biological and psychological needs
  16. Graduate must be competent in self-assessment skills and effectively monitor and evaluate one’s own work to improve quality and quantity of performance
  17. Graduate must be competent in supervising and evaluating dental auxiliaries work to improve quality and quantity of their performance
  18. Graduate must be competent in the diagnosis and treatment of temporomandibular disorders, occlusal diorders and orofacial pain
  19. Graduate must be competent in the diagnosis and management of oral mucosal diseases

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Kilachand Honors College

  1. Students will be exposed to different domains of knowledge in the arts, sciences, and professions and will understand disciplinary differences and similarities related to research methods and what constitutes knowledge in that field
  2. Students will learn to formulate and discuss interdisciplinary questions of high scientific, social, ethical and aesthetic significance and share their conclusions with a broad audience
  3. Students will be exposed to a variety of research methodologies and develop the ability to plan and execute an intensive senior research project, the Kilachand Keystone Project
  4. Students will learn excellent oral and written communication and presentation skills that allow them to communicate with interdisciplinary audiences
  5. Students will hone their creative and critical thinking skills and apply them to complicated problems of great contemporary relevance
  6. Students will learn that the global challenges we face as a civilization must be analyzed and tackled with a diverse range of methodologies and tools

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Metropolitan College

Students who complete the master’s degree in Enterprise Risk Management will be able to demonstrate:

  1. Proficiency in designing and evaluating exposures and the available response options, and developing appropriate plans for widely used enterprise risk management, business continuity planning, and disaster recovery frameworks and processes
  2. Skills in the use of quantitative and qualitative data to estimate the likelihood and severity of individual exposures
  3. The skills and abilities necessary to undertake management and leadership roles in the profession of enterprise continuity, with an appreciation of the broad issues of continuity, security, and risk management
  4. A broad understanding of the different aspects of business continuity as it impacts the continued operations of the firm, from supply-chain management through higher-level strategy development involving markets and industry sustainability

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  1. Students will demonstrate a detailed knowledge of the mathematics and statistics that form the core of actuarial calculations. This knowledge includes topics in probability, financial mathematics and derivatives, life contingencies, and loss modeling, with an emphasis on precision and accuracy
  2. Students will be able to distinguish and describe in depth many actuarial practice areas and understand the principles that govern the development of insurance products for those areas, including emerging trends
  3. Students will have the computer skills to analyze data using the most current software tools used by insurance industry leaders

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  1. Proficiency in designing and evaluating exposures and available response options, as well as developing appropriate plans for enterprise risk management, business continuity planning, and disaster recovery frameworks and processes
  2. Skills in the use of quantitative and qualitative data use to estimate company risk exposure
  3. A broad understanding of the different aspects of business continuity as it impacts the continued operations of the firm, from supply-chain through higher-level strategy development involving industry sustainability

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Students who complete the Graduate Certificate in Financial Management will be able to demonstrate:

  1. Expertise in how financial markets function, including the major participants, procedures for assessing and pricing risk, and market roles in the allocation of credit to various financial sectors
  2. Comprehension of the goals and functions of financial management
  3. Skills in financial analysis and planning, working capital management, and the capital budgeting process
  4. Knowledge of long-term financing
  5. Proficiency in the overall investment process and the key elements involved in the investment process such as asset allocation and security selection
  6. Understanding of debt, equity, and derivatives securities
  7. The ability to construct portfolios of different risk levels, given information about risk-free rates and returns on risky assets
  8. Full understanding of systematic and firm-specific risk, and portfolio diversification
  9. Insight on the concept and usage of the capital asset pricing model (CAPM)
  10. Experience with the calculation of bond prices including accrued interest, promised yields, and realized yields
  11. Competence with active bond portfolio management
  12. Familiarity with how to analyze a firm using the basic financial statements to perform ratio analysis
  13. Understanding of mergers and acquisitions through the case study methodology

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Students who complete the master’s degree in Financial Management will be able to demonstrate:

  1. Knowledge applicable to all aspects of finance, including corporate finance, international finance and trade, and investments and derivatives
  2. An understanding of risk–reward characteristics of financial markets and securities
  3. Mastery of quantitative approaches to analysis of domestic and international financial industry challenges in areas of security valuations and risk management
  4. Comprehension of the importance of ethical behavior in all aspects of business, management, and finance
  5. Awareness of significant changes in the global financial regulatory environment, especially after the subprime credit crisis of 2008, and how these changes impact the overall financial system

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Students who complete the Graduate Certificate in Global Marketing Management will be able to demonstrate:

  1. An understanding of opportunities offered by the Internet and various digital business strategies and technologies
  2. The technical skills to be able to write and put into operation enterprise Internet strategy
  3. Skills and abilities necessary to operate in a global environment and use a broad range of innovative marketing techniques
  4. Specific marketing skills and related marketing concepts, including social media marketing
  5. The knowledge necessary to optimize websites for various search engine functions, and engage in a broad range of innovative marketing techniques
  6. Knowledge and expertise of international marketing and management that enables successful competition in the global economy

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Students who complete the master’s degree in Global Marketing Management will be able to demonstrate:

  1. An understanding of critical and innovative thinking, a perspective on global business, skills in enhanced communication and project leadership, as well as the technical tools and techniques necessary for business decision-making. Students will also have the knowledge and skills necessary to engage in international import/export transactions and a broader range of global economic operations, including NGO, government, and business activities
  2. An understanding of the unique aspects of different regions of the world and how they are positioned for global markets
  3. The skills necessary to conduct market research to assess customer needs as well as the ability of the firm to meet those needs through the development of new products and services
  4. An appreciation of the complexity of global production and distribution
  5. Comprehension of the complexity of international commerce to include financial analysis, law, and regional competitiveness
  6. Specific marketing skills and marketing concepts, such as social media marketing, reputation management, and data analytics, that can help update marketing operations
  7. The skills and abilities necessary to operate globally with an understanding of cultural differences, global marketing and research strategies, and regional adaptions
  8. The skills necessary to design and strategically manage various evolving forms of digital media, and engage in a broad range of innovative marketing techniques
  9. Knowledge and expertise of international marketing and management necessary to successfully compete in the global economy
  10. The ability to understand and analyze a variety of socioeconomic environments, and formulate competitive marketing strategies
  11. Facility in performing sophisticated market research and analysis through the application of a broad range of innovative marketing techniques and analytics, in order to seize major market opportunities

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Students who complete the Graduate Certificate in International Finance will be able to demonstrate:

  1. Understanding of multinational financial management
  2. Expertise in the concept of equilibrium exchange rates
  3. Facility in calculating currency appreciations and depreciations
  4. The ability to describe central bank currency interventions
  5. The skills to differentiate between nominal and real exchange rates
  6. The competency to describe the requirements for successful currency forecasting
  7. The knowledge to distinguish between current, financial, and official reserve accounts
  8. The ability to calculate nation’s balance-of-payment
  9. Proficiency in defining social, political, cultural, and economic country risks
  10. Proficiency in defining translation and transaction exposures
  11. Ease in identifying basic factors that determine foreign exchange risk for a company
  12. The ability to determine the cost of capital for foreign investments
  13. Understanding of the risks and advantages of international investing
  14. The knowledge to describe international cash management

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Students who complete the Graduate Certificate in Investment Analysis will be able to demonstrate:

  1. Understanding of the overall investment process and the key elements involved in the investment process, such as asset allocation and security selection
  2. Basic understanding of debt, equity, and derivatives securities
  3. Basic understanding of options and futures contracts
  4. Basic understanding of the services provided by mutual funds, and the ability to identify sources of information on investment companies
  5. The ability to construct portfolios of different risk levels, given information about risk free rates and returns on risky assets
  6. Full understanding of systematic and firm-specific risk, and how one can reduce the amount of firm-specific risk in the portfolio by combining securities with differing patterns of returns
  7. Insight on the concept and usage of the capital asset pricing model (CAPM)
  8. Experience with the calculation of bond prices including accrued interest, promised yields, and realized yields
  9. Competence with active bond portfolio management
  10. Basic understanding of some of the macroeconomic factors that affect security prices
  11. Familiarity with the roles of fiscal and monetary policy in influencing interest rates and security prices
  12. The ability to value a firm using either a constant growth or multistage dividend discount model and the price/earnings ratio model; the ability to analyze a firm using the basic financial statements to perform ratio analysis
  13. The skills to calculate potential profits resulting from various option trading strategies and to formulate portfolio management strategies to modify the risk-return attributes of the portfolio; the skills to calculate option prices in a two-state world (via a simplified binomial model)
  14. Comprehension of market timing, timing performance measures, and the problems that timing causes in performance measurement

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  1. To provide the foundation for applied probability and statistics and its relevance in day-to-day data analysis
  2. To explore the various data visualization techniques and their applications using real-world data sets and to facilitate such results for marketing
  3. To understand web analytics and metrics, procure and process unstructured text and to explore knowledge discovery using data mining from vast amounts of data

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  1. Have obtained from the degree core an understanding of critical and innovative thinking, a global business perspective, enhanced communication skills as well as the technical tools and techniques necessary for business decision making
  2. Obtain an understanding of the full range of eco- and cultural tourists assets that can be developed for sustainable tourism development
  3. Obtain an understanding of the business of eco- and cultural tourism including how to determine which assets to develop, market and the tourist’s wishes and desires
  4. Develop the ability to combine local, regional and national resources and issues so as to be able to develop a comprehensive plan for an integrated tourism industry
  5. Obtain an understanding of the global nature of the tourism industry

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  1. Have obtained from the degree core an understanding of critical and innovative thinking, a global business perspective, enhanced communication skills as well as the technical tools and techniques necessary for business decision making. Enhance virtual coordination team working skills
  2. Develop an appreciation of the disruptive opportunities afforded by the web, and develop skills in electronic business strategy, ecommerce marketing, electronic business technology, ecommerce website design, functionality and development. Obtain the skills necessary to be able to write and put into operations the firm’s internet strategy
  3. Be able to manage the different aspects of Ecommerce and demonstrate comprehensive understanding of infrastructure and costs associated with implementation, and to master technical skills so that one can confidently oversee a firm’s digital/physical operations
  4. Gain a broad understanding of how web enabled business has created new international business models across all industry sectors, and how businesses have used Internet technologies so as to create disruptive competitive advantages, and how internet enabled business is affecting all aspects of operations, across all business sectors by altering the manner in which business is conducted.
  5. Acquire specific skills and abilities necessary to operate globally and leverage a broad range of innovative marketing techniques ranging from search engine optimization to search engine marketing and leverage the influence of social media and data analytics
  6. Develop the technical skills to be able to oversee the firm’s search engine-based marketing operations, as well as the strategies involving the role of multimedia applications

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Students graduating with a concentration in Innovation and Technology are expected to:

  1. Be able to apply research based concepts concerning innovation to analyze and manage/ facilitate (i.e. change for the better) the commercial development and improvement of products, services, and processes that add value to their stakeholders, including those based on scientific and technical advances, and those based on other types of innovation such as new business models and organizational structures. They should be able to do this in a range of settings such as established companies and smaller and new ventures
  2. Understand and be able to apply directly relevant concepts and frameworks as described in the section immediately below concerning innovation and creatively conceiving of appropriate positive actions to support this (a process described as critical, analytic, and innovative thinking)
  3. Understand and be able to apply the directly relevant concepts and typologies describing:
    1. Varieties of innovation, and the particular “commercialization” process challenges associated with each of these (for example, finding economically viable early uses for disruptive innovations vs. an emphasis in sustaining innovations on existing target users and precisely meeting their needs)
    2. Types of contexts and their implications, i.e. the effect of institutional settings and organizational value networks (financial and cultural norms) on the innovation process and its challenges such as acquiring needed financial resources
    3. Methods of strategic, entrepreneurial, and marketing analysis (for example, opportunity assessment, environmental analysis, analysis of core strengths and rigidities, financial analysis, and business modeling)
    4. The relation of innovation to global competitiveness of companies and countries; e) the changing basis of competitive advantage over time and dimensions for describing this factor
    5. The appropriate use of marketing analysis, stakeholder analysis, and research methods to guide innovation, including assumption testing and uncovering meaningful areas for adding value
    6. Modern approaches to adding value to products and services such as inter-organizational alliances and attention to user interfaces, user experience, and consumer branding; and the organizational roles such as business and channel developers that relate to these processes

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  1. To provide the foundation for applied probability and statistics and its relevance in day-to-day data analysis
  2. To explore the various data visualization techniques and their applications using real-world data sets and to facilitate such results for marketing
  3. To understand web analytics and metrics, procure and process unstructured text and to explore knowledge discovery using data mining from vast amounts of data

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  1. To provide the foundation for applied probability and statistics and its relevance in day-to-day data analysis
  2. To explore the various data visualization techniques and their applications using real-world data sets and to facilitate such results for marketing
  3. To understand web analytics and metrics, procure and process unstructured text and to explore knowledge discovery using data mining from vast amounts of data

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  1. Demonstrate advanced knowledge of financial concepts such as time value of money, discounted cash flows, compound interest, valuation of projects using NPV (Net Present Value), IRR (Internal Rate of Return), Payback period, MIRR (Modified Internal Rate of Return)
  2. Understand portfolio management, the importance of correlations, utility functions, asset allocations, and optimal portfolio construction, investment risk management, hedging strategies, credit risk and counterparty risk
  3. Demonstrate proficiency in equity valuation, Dividend Discount Models (DDM), Relative valuation techniques and free cash flow discounting methods
  4. They should also be proficient in fixed income security valuation, fixed income portfolio management, the concept of duration and convexity, and understand different fixed incomeb instruments such as government bonds, corporate bonds, municipal bonds, convertible, callable bonds etc.
  5. Show proficiency and thorough understanding of derivative instruments (options, futures, and swaps) and their characteristics, such as payoffs, profit structures, multiple instrument strategies and applications
  6. Have a good understanding of International investing strategies, foreign currency risk and currency risk management using derivative products, foreign country interest rate risk management, including the importance of political risk and expropriation risk considerations

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Undergraduate students earning a Graduate Certificate in Business Management are expected to:

  1. Demonstrate knowledge of financial concepts such as time value of money, discounted cash flows, compound interest, valuation of projects using NPV (Net Present Value), IRR (Internal Rate of Return), Payback period, and MIRR (Modified Internal Rate of Return)
  2. Develop skills and abilities to operate globally with an understanding of cultural differences, global marketing and research strategies and regional adaptions
  3. Understand the management process and the social environment in which organizations operate, including a discussion of the manager’s responsibilities to employees, customers, stockowners, and society

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  1. Develop employee skills, improve their productivity and build job satisfaction
  2. Develop human resources plan and identify policy and procedures
  3. Gain an appreciation of how to develop employee abilities in the areas of communication, mentoring, team building, managing conflict, motivating, and influencing and negotiating
  4. Understand the importance of behaving ethically in their professional lives
  5. Our graduates will be effective communicators
  6. Demonstrate problem solving skills, supported by appropriate analytical and quantitative techniques

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  1. Understand economic theory, both microeconomic and macroeconomic, and be able to apply these models to evaluate policies and real-world events
  2. Demonstrate focused expertise in one or more areas of economics
  3. Locate the necessary data to analyze and evaluate world events, and analyze data using appropriate econometric methods

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Students who complete the Graduate Certificate in Financial Management will be able to demonstrate:

  1. Expertise in how financial markets function, including the major participants, procedures for assessing and pricing risk, and market roles in the allocation of credit to various financial sectors
  2. Comprehension of the goals and functions of financial management
  3. Skills in financial analysis and planning, working capital management, and the capital budgeting process
  4. Knowledge of long-term financing
  5. Proficiency in the overall investment process and the key elements involved in the investment process such as asset allocation and security selection
  6. Understanding of debt, equity, and derivatives securities
  7. The ability to construct portfolios of different risk levels, given information about risk-free rates and returns on risky assets
  8. Full understanding of systematic and firm-specific risk, and portfolio diversification
  9. Insight on the concept and usage of the capital asset pricing model (CAPM)
  10. Experience with the calculation of bond prices including accrued interest, promised yields, and realized yields
  11. Competence with active bond portfolio management
  12. Familiarity with how to analyze a firm using the basic financial statements to perform ratio analysis
  13. Understanding of mergers and acquisitions through the case study methodology

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  1. Students will demonstrate knowledge of financial concepts that include, but are not limited to: time value of money, discounted cash flows, Internal Rate of Return, valuation of projects though Net Present Value calculations, discounted and non-discounted payback, and financial statement analysis
  2. Have an understanding of the capital markets and how firms use these domestic and international markets to raise capital. To further understand the relationship between corporations and central banks and the general economics that impact decision-making
  3. Understand portfolio management, asset allocations, risk management, credit risk, and optimal portfolio construction and calculation

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Students who complete the master’s degree in Global Marketing Management will be able to demonstrate

  1. An understanding of critical and innovative thinking
  2. A perspective on global business
  3. Skills in enhanced communication and project leadership
  4. Technical tools and techniques necessary for business decision-making

Students will also have:

  1. The knowledge and skills necessary to engage in international import/export transactions and a broader range of global economic operations, including NGO, government, and business activities
  2. An understanding of the unique aspects of different regions of the world and how they are positioned for global markets
  3. The skills necessary to conduct market research to assess customer needs as well as the ability of the firm to meet those needs through the development of new products and services
  4. An appreciation of the complexity of global production and distribution
  5. Comprehension of the complexity of international commerce to include financial analysis, law, and regional competitiveness
  6. Specific marketing skills and marketing concepts, such as social media marketing, reputation management, and data analytics, that can help update marketing operations
  7. The skills and abilities necessary to operate globally with an understanding of cultural differences, global marketing and research strategies, and regional adaptions
  8. The skills necessary to design and strategically manage various evolving forms of digital media, and engage in a broad range of innovative marketing techniques
  9. Knowledge and expertise of international marketing and management necessary to successfully compete in the global economy
  10. The ability to understand and analyze a variety of socioeconomic environments, and formulate competitive marketing strategies
  11. Facility in performing sophisticated market research and analysis through the application of a broad range of innovative marketing techniques and analytics, in order to seize major market opportunities.

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  1. Have obtained from the degree core an understanding of critical and innovative thinking, a global business perspective, enhanced communication skills as well as the technical tools and techniques necessary for business decision making.
  2. Understand and be able to apply the directly relevant concepts and typologies describing:
    1. Varieties of innovation, and the particular “commercialization” process
    2. Types of contexts and their implications, i.e. the effect of institutional settings and organizational value networks (financial and cultural norms) on the innovation process
    3. Methods of strategic, entrepreneurial, and marketing analysis
    4. The changing basis of competitive advantage over time and dimensions for describing this factor
    5. Modern approaches to adding value to products and services such as inter-organizational alliances and attention to user interfaces, user experience, and consumer branding; and the organizational roles such as business and channel developers that relate to these processes
  3. Be able to apply research based concepts concerning innovation to analyze and manage/ facilitate the commercial development and improvement of products, services, and processes that add value to their stakeholders. Students will be able to accomplish this in a range of settings such as established companies and smaller and new ventures

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Students graduating with a degree in insurance management are expected to:

  1. Enhance their expertise in the insurance industry with the addition of a focused business core that addresses the managerial aspects and personal skills needed to be a leader in the field
  2. To compliment insurance industry knowledge with a set of core business courses that offer the student the background necessary to strategically provide focus to a department or firm in the areas of ecommerce, innovation, technological and business continuity
  3. Gain an appreciation of how the insurance industry impacts and is impacted by management decisions, global issues and technical innovations

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  1. Have obtained from the degree core an understanding of critical and innovative thinking, a global business perspective, enhanced communication skills as well as the technical tools and techniques necessary for business decision making
  2. Understand and be able to apply the directly relevant concepts and typologies describing
    1. Varieties of innovation, and the particular “commercialization” process
    2. Types of contexts and their implications, i.e. the effect of institutional settings and organizational value networks (financial and cultural norms) on the innovation process
    3. Methods of strategic, entrepreneurial, and marketing analysis
    4. The changing basis of competitive advantage over time and dimensions for describing this factor
    5. Modern approaches to adding value to products and services such as inter-organizational alliances and attention to user interfaces, user experience, and consumer branding; and the organizational roles such as business and channel developers that relate to these processes
  3. Be able to apply research based concepts concerning innovation to analyze and manage/ facilitate the commercial development and improvement of products, services, and processes that add value to their stakeholders. Students will be able to accomplish this in a range of settings such as established companies and smaller and new ventures

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  1. Have obtained from the degree core an understanding of critical and innovative thinking, a global business perspective, enhanced communication skills as well as the technical tools and techniques necessary for business decision making
  2. Understand and be able to apply the directly relevant concepts and typologies describing
    1. Varieties of innovation, and the particular “commercialization” process
    2. Types of contexts and their implications, i.e. the effect of institutional settings and organizational value networks (financial and cultural norms) on the innovation process
    3. Methods of strategic, entrepreneurial, and marketing analysis
    4. The changing basis of competitive advantage over time and dimensions for describing this factor
    5. Modern approaches to adding value to products and services such as inter-organizational alliances and attention to user interfaces, user experience, and consumer branding; and the organizational roles such as business and channel developers that relate to these processes
  3. Be able to apply research based concepts concerning innovation to analyze and manage/ facilitate the commercial development and improvement of products, services, and processes that add value to their stakeholders. Students will be able to accomplish this in a range of settings such as established companies and smaller and new ventures

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The successful graduates of the Accelerated Degree Completion Program will be able to demonstrate:

  1. A broad overview of the concepts, theories, and applications of management and liberal arts
  2. The insights to be creative and flexible so as to generate and apply critical thinking
  3. Preparedness to lead and mange in a wide range of employment scenarios
  4. The analytical and no-analytical tools necessary to address a wide range of general management problems
  5. The business skills and tools necessary to compete in a complicated, quickly changing global environment

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  1. Be proficient in developing a Project Management Life Cycle for Projects relevant to their domain of study
  2. Have acquired advanced knowledge of the following PM process groups: Initiating, Planning, Executing, Monitoring and Control, and Closing
  3. Acquired proficiency in all basic PM tools and techniques especially, project communications, risk analysis, cost estimation and budgeting, and quality control
  4. Obtained advanced knowledge of tools for project scheduling, templates for project management and communication, and in-depth knowledge of techniques such as Earned Value to measure schedule variance and cost variance
  5. Have obtained advanced knowledge of planning and governance of large projects and programs

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  1. Be proficient in developing a Project Management Life Cycle for Projects relevant to their domain of study
  2. Have acquired advanced knowledge of the following PM process groups: Initiating, Planning, Executing, Monitoring and Control, and Closing
  3. Acquired proficiency in all basic PM tools and techniques especially, project communications, risk analysis, cost estimation and budgeting, and quality control
  4. Obtained advanced knowledge of tools for project scheduling, templates for project management and communication, and in-depth knowledge of techniques such as Earned Value to measure schedule variance and cost variance
  5. Have obtained advanced knowledge of planning and governance of large projects and programs

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  1. Be proficient in developing a Project Management Life Cycle for Projects relevant to their domain of study.  Have acquired advanced knowledge of the following PM process groups: Initiating, Planning, Executing, Monitoring and Control, and Closing
  2.  Acquired proficiency in all basic PM tools and techniques especially, project communications, risk analysis, cost estimation and budgeting, and quality control
  3.  Obtained advanced knowledge of tools for project scheduling, templates for project management and communication, and in-depth knowledge of techniques such as Earned Value to measure schedule variance and cost variance. Have obtained advanced knowledge of planning and governance of large projects and agile project management

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The Learning Objectives for this certificate program are to:

  1. Possess proficiency in designing and evaluating exposures and available response options, as well as developing appropriate plans for enterprise risk management, business continuity planning, and disaster recovery frameworks and processes
  2. Obtain skill in the use of quantitative and qualitative data use to estimate company risk exposure
  3. Obtain a broad understanding of the different aspects of business continuity as it impacts the continued operations of the firm from supply chain through higher level strategy development involving industry sustainability

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  1. An understanding of the importance of supply chain management decisions in developing a business strategy for a firm
  2. An understanding of how supply chain management strategies contribute to the overall competitive strategies of a firm
  3. Foundational knowledge in supply chain management and its core pillars, including logistics management, operations management, and international trade and logistics
  4. Knowledge of key supply chain management issues and tools vital in analyzing supply chain decision problems

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  1. Understanding of critical and innovative thinking, a global business perspective, enhanced communication skills as well as the technical tools and techniques necessary for business decision making
  2. Understanding of the full range of eco and cultural tourists assets that can be developed for sustainable tourism development
  3. Understanding of the business of eco and cultural tourism including how to determine which assets to develop, market and the tourist’s wishes and desires
  4. Develop the ability to combine local, regional and national resources and issues so as to be able to develop a comprehensive plan for an integrated tourism industry
  5. Understanding of the global nature of the tourism industry

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Students in the Master of Science in Supply Chain Management must select a concentration in Global Business, Logistics Management, or Quantitative Approaches.

Students who complete the master’s degree in Supply Chain Management will be able to demonstrate:

  1. An understanding of the importance of supply chain management decisions in developing a business strategy for a firm
  2. An understanding of how supply chain management strategies contribute to the overall competitive strategies of a firm
  3. Foundational knowledge in supply chain management and its core pillars, including logistics management, operations management, and international trade and logistics
  4. Knowledge of key supply chain management issues and tools vital in analyzing supply chain decision problems

Students who complete the Supply Chain Management master’s degree concentration in Global Business will be able to:

  1. Articulate the major international trade mechanisms and purposes of key international institutions
  2. Assess the major political economies and the requirements for doing business internationally, including in developed and developing countries
  3. Understand the cultural differences in doing business in international settings, including the most critical laws, directives, and regulations
  4. Direct the preparation of a strategic plan to make a foreign direct investment or some alternative form for doing business in an international market
  5. Develop a framework for incorporating stakeholder engagement, including a code of conduct and ethical standards for the company
  6. Conduct a due diligence audit of a potential acquisition of a supply chain partner

Students who complete the Supply Chain Management master’s degree concentration in Logistics Management will be able to:

  1. Design and coordinate transportation systems, including in-house capabilities and outsourced partners
  2. Coordinate movement of goods in multiple directions across closed-loop global supply networks
  3. Reduce shipping costs and storage costs in global supply chains
  4. Manage logistic supplier relationships, including supply chain consortiums and joint ventures
  5. Understand the foundations of international trade and how to create strategies and understand the complexities within international logistics activities when extending trade operations globally
  6. Prepare a plan for import/export transactions and associated documents required for the international movement of goods and services
  7. Apply the process-oriented tools and techniques of contemporary quality management to control quality and performance across a global supply chain that is geographically dispersed
  8. Coordinate projects situated in a global supply chain context

Students who complete the Supply Chain Management master’s degree concentration in Quantitative Approaches will be able to demonstrate:

  1. Knowledge and skills necessary to better utilize available information in operational, tactical, and strategic decision-making in supply chains
  2. An understanding of how organizations are using interlinked data-inputs, analytics models, and decision-support tools to better understand their operations, customers, and markets
  3. An ability to describe a manufacturing, service, or business process using appropriate statistical calculations and displays
  4. How to make quality-related decisions based on information (e.g., performance metrics, survey results, or inspections) while appreciating the existence of random variation and its effect on the statistical behavior of the data
  5. An ability to implement a quality system that uses a process-oriented approach to controlling and improving processes
  6. Accuracy in the application of analytical methods in their own analysis, and the ability to recognize misapplications in the works of others, by presenting performance results in ways that inform, rather than confuse or mislead, a management audience

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  1. Gain knowledge, understanding and direct experience with regard to the economics and workings of the advertising industry
  2. Demonstrate an ability to resolve contemporary marketing problems from strategic, creative and technological perspectives
  3. Demonstrate proficiency in analyzing and interpreting research data that is fundamental to innovative problem solving and creative thinking
  4. Demonstrate independent thinking in individual and team settings and the confidence to express ideas using coherent, persuasive skills in writing and oral presentation

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  1. Analyze and assess the economic, environmental, political, social, and equity issues around urban environmental sustainability to prioritize and develop sustainable solutions
  2. Lead and work effectively with socially diverse stakeholder groups, to evaluate and create sustainable and equitable planning and policy options
  3. Demonstrate an awareness of the legal and political dimensions of environmental protection and regulation
  4. Demonstrate an understanding of the relationship between human and environmental systems and environmental sustainability
  5. Incorporate broad resources and use evidence-based approaches to evaluate and create sustainable planning and policy options

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  1. Understand and apply knowledge of the history and theory of urban and regional development, the structure and functions of urban systems, local and national policy making processes, and the role of planning to create sustainable outcomes
  2. Explain and assess the economic, environmental, political, social, and equity issues inherent in policy work and planning practice
  3. Apply quantitative and qualitative research skills to theory-building, data-gathering and analysis, and planning and policy-making processes
  4. Create relevant policy and planning solutions that incorporate the diverse perspectives of various stakeholders, including those of minority and disadvantaged communities
  5. Mediate and communicate effectively in public (community) and policy settings

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  1. Ability to analyze and evaluate criminological and criminal justice theories and their implications for public policy and practice
  2. Ability to apply and evaluate organizational theories as they pertain to understanding the operation and management of the justice system institutions
  3. Competence sufficient to evaluate the ethical issues in criminal justice practice, policy and research and to understand the implications for reform
  4. Ability to synthesize, evaluate, recognize implications, and communicate effectively using scholarly sources of information connected to crime theory, policy and practice
  5. Proficiency in research design and quantitative and qualitative analysis related to evaluation of criminal justice practices, programs, policies and crime causation

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  1. Proficient knowledge of theoretical perspectives oof crime causation and their implications and applications for criminal justice policy and practice
  2. Specialized knowledge of content areas connected to domains within the administration of justice (law, policing, adjudication, and corrections and specific crime- and justice-related social problems
  3. A foundation for conducting, interpreting, and evaluating research designs, as well as the quantitative and qualitative analytical methods for understand crime- and justice-related social problems
  4. A capacity to recognize and analyze legal and ethical constraints, their implications for criminal justice policy and decision-makers, and the effect of justice policy and practice on diverse sets of values and groups in society
  5. An ability to synthesize, evaluate, recognize implications, and communicate effectively using sources of information connected to crime theory and policy

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  1. Proficient knowledge of theoretical perspectives of crime causation and their implications and applications for criminal justice policy and practice
  2. Specialized knowledge of content areas connected to domains within the administration of justice (law, policing, adjudication, and corrections and specific crime- and justice-related social problems
  3. A capacity to recognize and analyze legal and ethical constraints, their implications for criminal justice policy and decision-makers, and the effect of justice policy and practice on diverse sets of values and groups in society
  4. An ability to synthesize, evaluate, recognize implications, and communicate effectively using sources of information connected to crime theory and policy

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The main goal of CIC (Cybercrime Investigation and Cybersecurity) Certificate program is to develop students’ competency and practical knowledge in and capacity to work with issues of cybercrime. By participating in the program, students will gain insight into cyber-criminology and the legal practices, the practical digital investigative knowledge, and policies related to cybersecurity risk assessment.

As a result of participating in the learning experiences in this program, students will be able to:

  1. Explore various criminological perspectives to understand cybercriminals’ mindset and their motivational factors that contribute to the committing of illegal activities
  2. Explore enforcement and sanctioning issues particular to the nature of cybercrime and identify the specific problems with the use of new technology in international jurisdiction
  3. Formulate criminological prevention strategies against cybercrime issues
  4. Understand the issue of the legal admissibility of the digital evidence and recognize various cybercrime environment issues in the course of cybercrime investigation
  5. Learn comprehensive knowledge of cybercrime focused digital forensics and develop the ability to apply the digital forensic knowledge to cybercrime cases
  6. Use digital forensic tools (EnCase and FTK) widely used digital forensic investigation software, with an adequate degree of proficiency and gain essential knowledge for the digital forensic examiner’s examinations
  7. Understand the process of conducting computer crime investigation and indicate security characteristics, threats and responses via security measure assessment from Technology, Policy and Practice, and Education, Training, and Awareness dimensions
  8. Learn risk management identification, quantification, response, and control and practice disaster recovery procedures and countermeasures for the business enterprise

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  1. Be familiar with organizational structures of the criminal justice system and the classical and contemporary theories of organization, motivation and leadership
  2. Practice criminal justice planning activities such as crime, systems, and legislative analysis
  3. Explicate criminal justice planning objectives such as enhanced inter-agency coordination and cooperation; and the identification of agency goals and priorities
  4. Implement quantitative and qualitative practices that enhance agency decision making, evaluation, and accountability
  5. Understand the nature of public emergency management and preparedness across public and private jurisdictions

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The main goal of CIC (Cybercrime Investigation and Cybersecurity) Certificate program is to develop students’ competency and practical knowledge in and capacity to work with issues of cybercrime. By participating in the program, students will gain insight into cyber-criminology and the legal practices, the practical digital investigative knowledge, and policies related to cybersecurity risk assessment. As a result of participating in the learning experiences in this program, students will be able to:

  1. Explore various criminological perspectives to understand cybercriminals’ mindset and their motivational factors that contribute to the committing of illegal activities
  2. Explore enforcement and sanctioning issues particular to the nature of cybercrime and identify the specific problems with the use of new technology in international jurisdiction
  3. Formulate criminological prevention strategies against cybercrime issues
  4. Understand the issue of the legal admissibility of the digital evidence and recognize various cybercrime environment issues in the course of cybercrime investigation
  5. Learn comprehensive knowledge of cybercrime focused digital forensics and develop the ability to apply the digital forensic knowledge to cybercrime cases
  6. Use digital forensic tools (EnCase and FTK) widely used digital forensic investigation software, with an adequate degree of proficiency and gain essential knowledge for the digital forensic examiner’s examinations
  7. Understand the process of conducting computer crime investigation and indicate security characteristics, threats and responses via security measure assessment from Technology, Policy and Practice, and Education, Training, and Awareness dimensions
  8. Learn risk management identification, quantification, response, and control and practice disaster recovery procedures and countermeasures for the business enterprise

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  1. Apply interdisciplinary and holistic approaches to the study of food through a liberal arts perspective
  2. Demonstrate advanced knowledge of social theory applicable to food studies
  3. Demonstrate an ability to critically analyze current and foundational issues in food studies and food systems
  4. Develop research skills in food studies; demonstrate knowledge of qualitative and quantitative methodologies for interdisciplinary food studies research
  5. Demonstrate competence in the written and oral presentation of complex ideas and arguments in scholarly and professional contexts

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  1. Apply interdisciplinary and holistic approaches to the study of food through a liberal arts perspective
  2. Demonstrate advanced knowledge of social theory applicable to food studies
  3. Demonstrate an ability to critically analyze current and foundational issues in food studies and food systems
  4. Develop research skills in food studies; demonstrate knowledge of qualitative and quantitative methods for interdisciplinary food studies research
  5. Demonstrate competence and academic integrity in the written and oral presentation of complex ideas and arguments in scholarly and professional contexts
  6. Gain practical experience in working with local/regional/national/international/global food systems
  7. Gain hands-on learning in food and wine and in sensory studies

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  1. Demonstrate knowledge of and ability to apply fundamental psychological theories, perspectives and techniques to define and address real-life situations
  2. Demonstrate proficiency in explaining and evaluating strengths and limitations of several common research methods, data analyses and studies employed by psychologists
  3. Demonstrate informational and communication competence by formulating a topic of interest, conducting a literature search, selecting and critically evaluating valid and appropriate sources, synthesizing and presenting using APA style format in oral and/or written form – selected psychology articles and books
  4. Demonstrate proficiency in conducting fundamental psychological experimental research and communicating findings in a professional manner using APA style format and following professional ethical research guidelines
  5. Demonstrate proficiency in evaluating and critiquing research studies with regard to their methodology, statistical evidence, and ethical standards
  6. Demonstrate advanced breadth of disciplinary knowledge by explaining and applying at least 2 selected content and applied areas of psychology (e.g. clinical-counseling, cognition and learning, developmental, social, abnormal-forensic) to describe and address real-life situations

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Students who complete the bachelor’s degree in Sociology will be able to demonstrate:

  1. Knowledge of core sociological theories and theoretical perspectives consistent with established disciplinary standards for undergraduate majors and concentrators in sociology
  2. Proficiency in sociological research methods and forms of inquiry that yield results appropriate for quantitative and qualitative data analysis
  3. Familiarity with core themes, concepts, and empirical research in two topical areas of specialization within sociology (e.g., the sociology of work and occupations)
  4. Proficiency in identifying and conducting literature reviews of valid sources of scholarly research, knowledge, and information
  5. Effectiveness in written and oral communication consistent with standard academic styles and formats (e.g., research paper using APA style guide; oral presentation of research project)

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Students who complete the Criminal Justice master’s degree concentration in Strategic Management will be able to demonstrate:

  1. Familiarity with organizational structures of the criminal justice system, and the classical and contemporary theories of organization, planning, and change
  2. The ability to practice criminal justice planning activities such as crime, systems, and legislative analysis
  3. The ability to implement quantitative and qualitative practices that enhance organizational decision-making, evaluation, and accountability
  4. An understanding of the nature of public emergency management and preparedness across public and private jurisdictions

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  1. Demonstrate knowledge of urban systems, the history of urbanization, and the policy-making process in the United States
  2. Demonstrate awareness of the political, social and ethical issues inherent in policy work focused on minority or disadvantaged urban communities
  3. Demonstrate competence in written and oral communication

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  1. Understand and apply knowledge of the history and theory of urban and regional development, the structure and functions of urban systems, local and national policy making processes, and the role of planning to create sustainable outcomes
  2. Explain and assess the economic, environmental, political, social, and equity issues inherent in policy work and planning practice.
  3. Apply quantitative and qualitative research skills to theory-building, data-gathering and analysis, and planning and policy-making processes
  4. Create relevant policy and planning solutions that incorporate the diverse perspectives of various stakeholders, including those of minority and disadvantaged communities
  5. Mediate and communicate effectively in public (community) and policy settings

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  1. Students will gain knowledge of the historical relationship between society and arts objects, artistic movements, and expressive trends
    1. Key competencies:
      • Ability to identify major Western European artistic movements
      • Ability to discuss the relationship between social changes and artistic movements
      • Knowledge of recent expressive trends
  2. Students will gain knowledge of the aesthetic and social characteristics of important art and artistic movements over time
    1. Key competencies:
      • Ability to identify the major aesthetic characteristics of major artistic movements
      • Knowledge of the role of artists as actors in social change
  3. Students will attain sufficient preparation in the liberal arts, including exposure to the humanities, the social sciences, and the natural sciences, to prepare for graduate study or to pursue careers at museums, galleries, auction houses, educational institutions, and architectural firms
    1. Key outcomes:
      • Knowledge of major schools of thought in the humanities and social sciences and their interpretation of the role expressive culture in society
      • Knowledge of the impact of scientific advancements on artistic expression
      • Ability to present opinions and knowledge in a professional manner that is congruent with practices in major cultural institutions

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  1. Students will gain knowledge of the most important challenges and opportunities facing non-profit and for-profit cultural organizations
    1. Key competencies:
      • Knowledge of recent developments in the field pertaining to visual and performing arts organizations
      • Ability to weigh opportunities and threats to different types of organizations based on current conditions
  2. Students will gain knowledge of the history of arts organizations in the nonprofit, public, and private sectors in the U.S.
    1. Key competencies:
      • Knowledge of the development of arts organizations in the U.S. since 1950
      • Ability to critically examine the strengths and weaknesses of arts policy development in the U.S.
  3. Students will gain knowledge of the structure and institutional behavior of arts organizations in the nonprofit, public, and private sectors in the U.S.
    1. Key competencies:
      • Knowledge of the organization of the various types of arts organizations in the U.S.
      • Knowledge of the roles and responsibilities of boards of directors in both non-profit and for-profit settings
  4. Students will gain knowledge of the best practices regarding financial and personnel management of arts organizations
    1. Key competencies:
      • Knowledge of best practices and tools for managing arts organization finances
      • Knowledge of key roles and functions of staff within the various types of arts organizations in the U.S.
  5. Students will gain knowledge of relevant legal regulations in nonprofit and for-profit arts organizational settings
    1. Key competencies:
      • Knowledge of basic legal requirements regarding appropriate organization business practices
      • Knowledge of reporting requirements on the state and federal level for arts organizations in the nonprofit and for-profit sectors
  6. Students will gain knowledge of techniques used to develop community-based programs in the arts
    1. Key competencies:
      • Knowledge of the types of community arts programs and the history of their development
      • Knowledge of recent trends in community arts engagement
  7.  Students will be able to take a strategic approach to their personal development, networking, and self-marketing for professional advancement within the field of arts administration
    1. Key competencies:
      • Ability to identify relevant networks and key gatekeepers and engage productively with them
      • Ability to effectively communicate personal strengths and abilities through a variety of media

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  1. Students will gain advanced knowledge of the history of arts organizations in the nonprofit, public, and private sectors in the U.S.
    1. Key competencies:
      • Knowledge of the development of arts organizations in the U.S. since 1950
      • Ability to critically examine the strengths and weaknesses of arts policy development in the U.S.
      • Ability to develop appropriate advocacy strategies to promote arts organizations to the public and private sectors
  2. Students will gain advanced knowledge of the structure and institutional behavior of arts organizations in the nonprofit, public, and private sectors in the U.S.
    1. Key competencies:
      • Knowledge of key roles and functions of staff within the various types of arts organizations in the U.S.
      • Knowledge of trends within the industry in response to changing technological and communication demands
      • Knowledge of the roles and responsibilities of boards of directors in both non-profit and for-profit settings
  3. Students will demonstrate an understanding of international cultural policy in a global context
    1. Key competencies:
      • Knowledge of international treaties and trade practices that affect global transmission, trade, and protection of cultural ideas, programs, and artifacts
      • Knowledge of contrasting policy frameworks of national governments outside the U.S.
      • Ability to work effectively within cross-cultural environments and projects
  4. Students will demonstrate proficiency with a sophisticated skill set emphasizing best practices with regard to fundraising and financial management
    1. Key competencies:
      • Ability to identify appropriate funding sources and author effective grant proposals
      • Ability to design and manage fundraising initiatives
      • Knowledge of best practices and tools for managing arts organization finances
      • Ability to design and realize new ventures and new sources of income
  5. Students will demonstrate an understanding of best practices regarding setting goals in a mission-driven (as well as a revenue-driven) organization
    1. Key competencies:
      • Ability to critically examine the fit between organization mission and programs
      • Ability to analyze current market and social conditions in order to effectively carry out organization mission
      • Ability to effectively communicate mission goals to the public and policy makers
  6. Students will be able to identify, interpret, and apply relevant legal regulations in nonprofit and for-profit arts organizational settings
    1. Key competencies:
      • Knowledge of all legal requirements regarding appropriate organization business practices
      • Knowledge of reporting requirements on the state and federal level for arts organizations in the nonprofit and for-profit sectors
      • Ability to determine and meet organization needs for counsel regarding business and legal requirements
  7. Students will be able to develop, implement, and assess the effectiveness of marketing programs in arts organization settings
    1. Key competencies:
      • Ability to analyze the market conditions for specific types of arts organizations
      • Ability to design and manage a market analysis for an arts organization
      • Ability to effectively communicate with current and potential audiences through a variety of media, including social media marketing
      • Ability to judge the relative success of marketing efforts
  8. Students will be able to develop, maintain, and leverage funding and constituent relationships to increase community engagement in the arts
    1. Key competencies:
      • Ability to identify municipal structures, regulations, and key public officials in order to effectively partner with public agencies
      • Ability to manage public art projects with multiple stakeholders and competing interests
      • Ability to identify community needs and develop targeted programs addressing those needs
  9. Students will be able to take a strategic approach to their personal development, networking, and self-marketing for professional advancement within the field of arts administration and/or nonprofit management
    1. Key competencies:
      • Ability to identify relevant networks and key gatekeepers and engage productively with them
      • Ability to effectively communicate personal strengths and abilities through a variety of media
      • Ability to effectively participate in professional associations in the field

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  1. Students will gain knowledge of the most important challenges and opportunities facing non-profit organizations
    1. Key Competencies:
      • Knowledge of recent developments in the field pertaining mainly to visual and performing arts organizations
      • Ability to weigh opportunities and threats to different types of organizations based on current conditions
  2. Students will gain knowledge of professional practices with regard to fundraising and financial management
    1. Key Competencies:
      • Knowledge of best practices and tools for managing arts organization finances
      • Ability to design and manage fundraising initiatives
  3. Students will gain the skills to identify funding sources and author professional grant applications
    1. Key Competencies:
      • Ability to identify appropriate funding sources for specific types of nonprofit organizations
      • Ability to author effective grant proposals
  4. Students will gain knowledge of best practices in designing and managing fundraising strategies and capital campaigns
    1. Key Competencies:
      • Ability to analyze current environmental conditions and set appropriate target levels
      • Ability to effectively communicate mission goals to potential donors
      • Ability to manage coordinated campaigns
  5. Students will gain knowledge of structural and operational similarities and differences between several categories of nonprofit organizations, including: health care, faith-based, cultural, and educational organizations
    • Key Competencies:
      1. Knowledge of unique fundraising opportunities and challenges for specific types of nonprofits
      2. Knowledge of effective messaging for specific types of nonprofits
  6. Students will be able to take a strategic approach to their personal development, networking, and self-marketing necessary to obtain a professional position as a fundraiser
    1. Ability to identify relevant networks and key gatekeepers and engage productively with them
    2. Ability to effectively communicate personal strengths and abilities through a variety of media

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The goal of the Biology Department at Boston University is to train students at the highest level in one of three broad sub-fields within modern Biology.

Upon completion of the B.S. degree:

  1. Students should be thoroughly prepared for post-graduate training and to eventually assume teaching and/or research positions in academia or industry
  2. Students should be able to describe the scientific method such that they are ready to apply it should they continue on in postgraduate work in biology
  3. Students should achieve a broad exposure to each of the major disciplines in biology and related sciences
  4. Students should be able to use commonly available search engines such as PubMed to search the literature for scientific publications required for homework assignments, term papers, or research projects
  5. Students should also be able to read and interpret this literature, with a developing ability to critically assess the significance and validity of published papers in peer-reviewed journals
  6. Students should gain technical skills that prepare them for employment after graduation in biologically-related professions, including post-graduate education
  7. Students should be able appreciate and defend the significance of the quote “Nothing in biology makes sense except in the light of evolution

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The goal of the Biology Department at Boston University is to train students at the highest level in one of three broad sub-fields within modern Biology. Upon completion of the B.S. degree, students should be thoroughly prepared for post-graduate training and to eventually assume teaching and/or research positions in academia or industry.

Students should be able to:

  1. Describe the scientific method such that they are ready to apply it should they continue on in postgraduate work in biology
  2. Achieve a broad exposure to each of the major disciplines in biology and related sciences
  3. Use commonly available search engines such as PubMed to search the literature for scientific publications required for homework assignments, term papers, or research projects
  4. Read and interpret this literature, with a developing ability to critically assess the significance and validity of published papers in peer-reviewed journals
  5. Gain technical skills that prepare them for employment after graduation in biologically-related professions, including post-graduate education
  6. Appreciate and defend the significance of the quote “Nothing in biology makes sense except in the light of evolution.”

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  1. Demonstrate proficiency in communicating and applying the fundamental concepts of molecular biology, cell biology, and biochemistry
  2. Demonstrate resourcefulness in researching and evaluating relevant and scientifically sound information from a variety of databases and academic sources
  3. Demonstrate proficiency in applying essential technical and laboratory math skills to common laboratory procedures
  4. Demonstrate competence in displaying and interpreting quantitative data
  5. Demonstrate ability to identify appropriate career and continuing education goals based on self-assessment of academic, technical and professional skills and knowledge of opportunities in the biomedical field

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  1. Demonstrate proficiency in communicating and applying scientific principles that form the foundations of the biotechnology field
  2. Demonstrate resourcefulness in researching and evaluating relevant and scientifically sound information from a variety of databases and academic sources
  3. Demonstrate competence in identifying appropriate career and continuing education goals based on prior education and work experience, self-assessment of academic, technical and professional skills and knowledge of the biotechnology industry

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  1. Demonstrate knowledge of drug development (pre-clinical and clinical phases) and how federal regulations, especially 21 CFR (code of federal regulations), impact both phases
  2. Demonstrate competence in writing a clinical trial protocol, informed consent form, IND (investigational new drug application) and designing a clinical study
  3. Demonstrate proficiency in working in a team toward a common goal, utilizing best practices within an ethical and safe environment

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  1. Demonstrate advanced knowledge in the field of information technology, with strengths both in the theory and practice of information technology
  2. Demonstrate proficiency in technical skills used in modern enterprise information systems and demonstrate comprehensive skills in the analysis of requirements, design, architecture, and implementation of computer applications systems
  3. Demonstrate competence sufficient for effective management of Information Systems projects

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  1. Demonstrate advanced knowledge of in the analysis of requirements for, documentation of requirements for, architecture, design, and implementation of computer applications systems
  2. Demonstrate proficiency in software and computing skills as they pertain to the design and implementation of database systems, data communications, systems analysis and design
  3. Demonstrate competence sufficient to identify current and emerging information technologies that may have strategic value for enterprises, assessing where those technologies have value, and managing the implementation of those technologies in the enterprise

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  1. Demonstrate advanced knowledge of in the analysis of requirements for, documentation of requirements for, architecture, design, and implementation of computer applications systems
  2. Demonstrate proficiency in software and computing skills as they pertain to the design and implementation of database systems, data communications, systems analysis and design
  3. Demonstrate competence sufficient to identify current and emerging information technologies that may have strategic value for enterprises, assessing where those technologies have value, and managing the implementation of those technologies in the enterprise
  4. Demonstrate moderate skill in programming for application systems in an application programming language such as Java or Python

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  1. Demonstrate advanced knowledge of data communication protocols and networks, of issues involved in multi-access media, including wired and wireless, performance analysis of networks, and management of large networks
  2. Demonstrate proficiency in data communication protocols and networks including error control and flow control, distributed synchronization, error detection and correction, forwarding and techniques to implement it, issues involved in multi-access media, including wired and wireless, performance analysis of networks, management of large networks
  3. Demonstrate competence sufficient to design, specify, and develop data transfer protocols for specific purposes. Design, specify, plan, and define networks of any size. Analyze, evaluate, and select telecommunications products

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  1. To provide the foundation for applied probability and statistics and its relevance in day-to-day data analysis
  2. To explore the various data visualization techniques and their applications using real-world data sets
  3. To understand web analytics and metrics, procure and process unstructured text, and delve into the hidden patterns
  4. To facilitate knowledge discovery using data mining techniques over vast amounts of data

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  1. Demonstrate advanced knowledge of database modeling and design, database implementation, distributed databases, object-oriented and object-relational databases, databases for web applications and big data databases as well as typical data mining methods
  2. Demonstrate proficiency in the design, implementation, performance tuning of different types of databases and performing data mining tasks on various types of data
  3. Demonstrate competence sufficient to participate in the design and implementation of large, distributed database systems and business intelligence systems
  4. Demonstrate proficiency in identifying and appropriately responding to professional, ethical and legal issues in data management

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  1. Demonstrate understanding of the American healthcare system, medical terminology, basic human anatomy and physiology, disease processes, diagnostic modalities, and treatments associated with common disease processes
  2. Demonstrate advanced knowledge of the functionality, technical infrastructure, and best-practice deployment of healthcare IT, including medical algorithms, electronic health records, privacy and security, and regulations
  3. Demonstrate proficiency in managing, processing, and analyzing medical data
  4. Demonstrate competence sufficient to lead health IT initiatives, to conduct biomedical research, and to design, implement, and manage advanced solutions
  5. Understand the importance of behaving ethically in their professional lives
  6. Be effective communicators

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  1. Demonstrate advanced knowledge of the following PM process groups: Initiating, Planning, Executing, Monitoring and Control, and Closing as well as knowledge of agile software development practices and planning and governance of large projects and programs
  2. Demonstrate proficiency in all basic PM tools and software techniques including software architecture, project communications, risk analysis, cost estimation and budgeting, and quality control as well as in planning and developing a comprehensive project plan and software development life cycle
  3. Demonstrate competence to architect, design and implement software systems

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  1. Demonstrate advanced knowledge of information security concepts, governance, biometric systems, database systems security, as well as network security and cryptography
  2. Demonstrate proficiency in risk management, such as asset assessments, architectural solutions, modeling, and design
  3. Demonstrate competence in security policies, processes, technology and operations

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  1. Demonstrate advanced knowledge of web application development languages
  2. Demonstrate proficiency in one or two server-side web language/platform specific technologies like Java and .NET, and client side languages like JavaScript
  3. Demonstrate competence sufficient to apply acquired knowledge in migrating to new and emerging standards and technologies

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  1. Demonstrate advanced knowledge of data communication protocols and networks, of issues involved in multi-access media, including wired and wireless, performance analysis of networks, and management of large networks.
  2. Demonstrate proficiency in data communication protocols and networks including error control and flow control, distributed synchronization, error detection and correction, forwarding and techniques to implement it,  issues involved in multi-access media, including wired and wireless, performance analysis of networks, management of large networks
  3. Demonstrate competence sufficient to design, specify, and develop data transfer protocols for specific purposes. Design, specify, plan, and define networks of any size.  Analyze, evaluate, and select telecommunications products

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  1. Demonstrate advanced knowledge of programming languages, C++ or Java, database management or computer networks, operating systems and computer architecture as well as web languages and software engineering
  2. Demonstrate proficiency in programming and web development
  3. Demonstrate competence sufficient to work on small and large programming projects
  4. Understands and can apply the values and principles of professional ethics
  5. Can apply the principles of information security and assurance in a variety of contexts
  6. Demonstrate effective, communication, teamwork, and leadership skills

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  1. Demonstrate advanced knowledge of computer language theory, software design, as well as data bases, networks, or security
  2. Demonstrate proficiency in algorithms, operating systems, computer language usage, software development, and the management of data, networks, or security
  3. Demonstrate competence sufficient to investigate continually emerging new software technologies, applications, and approaches.
  4. Understands and can apply the values and principles of professional ethics
  5. Can apply the principles of information security and assurance in a variety of contexts
  6. Demonstrate effective communication, teamwork, and leadership skills

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  1. Demonstrate knowledge of discrete mathematics, computer architecture, and the programming languages C++ or Java
  2. Demonstrate proficiency in introductory discrete mathematics and algorithms, computer architecture, and the use of common constructs in C++ or Java, including common data structures
  3. Demonstrate competence sufficient to be able to learn more advanced discrete mathematics and algorithms, system architecture, and advanced features of C++ or Java

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  1. Demonstrate advanced knowledge of data communication protocols and networks, of issues involved in multi-access media, including wired and wireless, performance analysis of networks, and management of large networks
  2. Demonstrate proficiency in data communication protocols and networks including error control and flow control, distributed synchronization, error detection and correction, forwarding and techniques to implement it, issues involved in multi-access media, including wired and wireless, performance analysis of networks, management of large networks
  3. Demonstrate competence sufficient to design, specify, and develop data transfer protocols for specific purposes. Design, specify, plan, and define networks of any size. Analyze, evaluate, and select telecommunications products

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  1. To provide the foundation for applied probability and statistics and its relevance in day-to-day data analysis
  2. To explore the various data visualization techniques and their applications using real-world data sets
  3. To understand web analytics and metrics, procure and process unstructured text, and delve into the hidden patterns
  4. To facilitate knowledge discovery using data mining techniques over vast amounts of data

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  1. Demonstrate advanced knowledge of information security concepts, governance, biometric systems, database systems security, as well as network security and cryptography
  2. Demonstrate proficiency in risk management, such as asset assessments, architectural solutions, modeling, and design
  3. Demonstrate competence in security policies, processes, technology and operations

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  1. To provide the foundation for applied probability and statistics and its relevance in day-to-day data analysis
  2. To explore the various data visualization techniques and their applications using real-world data sets
  3. To understand web analytics and metrics, procure and process unstructured text, and delve into the hidden patterns
  4. To facilitate knowledge discovery using data mining techniques over vast amounts of data

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  1. Demonstrate advanced knowledge of database modeling and design, database implementation, distributed databases, object-oriented and object-relational databases, databases for web applications and big data databases as well as typical data mining methods
  2. Demonstrate proficiency in the design, implementation, performance tuning of different types of databases and performing data mining tasks on various types of data
  3. Demonstrate competence sufficient to participate in the design and implementation of large, distributed database systems and business intelligence systems
  4. Demonstrate proficiency in identifying and appropriately responding to professional, ethical and legal issues in data management

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  1. Demonstrate advanced knowledge of the tools used in computer forensics necessary to launch a complete and successful digital forensics investigation in civil, criminal, or administrative cases
  2. Demonstrate proficiency in conducting network forensics analysis including determining how a perpetrator or an attacker gained access to a network and transmitted felonious digital data
  3. Demonstrate competence sufficient to conduct a comprehensive “digital crime scene investigation” and have mastery of skills pertaining to acquisition of digital evidence, conducting analysis, presenting a report, and being an expert witness in a court

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  1. Demonstrate understanding of the American healthcare system, medical terminology, basic human anatomy and physiology, disease processes, diagnostic modalities, treatments associated with common disease processes, and the IT needs of healthcare providers as they diagnose and treat common diseases
  2. Demonstrate advanced knowledge of the functionality, technical infrastructure, system selection, and best-practice deployment of healthcare IT, including medical algorithms, project management, electronic health records (EHR), privacy and security, and regulations, and Health IT standards
  3. Demonstrate understanding of fundamental characteristics of data, information, and knowledge in the healthcare domain and proficiency in managing, processing, and analyzing healthcare data
  4. Demonstrate competence sufficient to lead health IT initiatives, to conduct biomedical research, and to design, implement, and manage advanced solutions

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  1. Demonstrate advanced knowledge of information security concepts, governance, biometric systems, database systems security, as well as network security and cryptography
  2. Demonstrate proficiency in risk management, such as asset assessments, architectural solutions, modeling, and design
  3. Demonstrate competence in security policies, processes, technology and operations

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  1. Demonstrate advanced knowledge of information security concepts, governance, biometric systems, database systems security, as well as network security and cryptography
  2. Demonstrate proficiency in risk management, such as asset assessments, architectural solutions, modeling, and design
  3. Demonstrate competence in security policies, processes, technology and operations

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  1. Demonstrate advanced knowledge of the goals, functions and operations of an IT organization
  2. Demonstrate proficiency in analytical and technical skills in various aspects of software design and implementation
  3. Demonstrate competence in the field of Information Technology and contribute to its advancement
  4. Demonstrate competence in communication, collaboration, team work, and ethics & professionalism

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  1. Demonstrate advanced knowledge of the following PM process groups: Initiating, Planning, Executing, Monitoring and Control, and Closing as well as knowledge of agile software development practices and planning and governance of large projects
  2. Demonstrate proficiency in all basic PM tools and software techniques including software architecture, project communications, risk analysis, cost estimation and budgeting, and quality control as well as in planning and developing a comprehensive project plan and software development life cycle
  3. Demonstrate competence sufficient to architect, design and implement software systems

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  1. Demonstrate advanced knowledge of the functionality, technical infrastructure, and best-practice deployment of healthcare IT, including medical algorithms, electronic health records, privacy and security, and regulations
  2. Demonstrate proficiency in security issues in computer systems, networks, and applications and understand the unique set of privacy and security needs in a healthcare environment
  3. Demonstrate competence sufficient to lead health IT initiatives, to design and implement advanced healthcare software solutions, and to manage the data privacy and system security challenges in a healthcare environment

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  1. Demonstrate advanced knowledge of computer language theory, software design, as well as data bases, networks, or security
  2.  Demonstrate proficiency in algorithms, operating systems, computer language usage, software development, and the management of data, networks, or security
  3.  Demonstrate competence sufficient to investigate continually emerging new software technologies, applications, and approaches

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  1. Demonstrate advanced knowledge of the functionality, technical infrastructure, and best-practice deployment of healthcare IT, including medical algorithms, electronic health records, privacy and security, and regulations
  2.  Demonstrate proficiency in constructing reliable, efficient, and cost-effective healthcare software
  3. Demonstrate competence to design, implement, and manage advanced solutions

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  1. Demonstrate advanced knowledge of software projects, including requirements analysis, object-oriented methods, design patterns, testing, and maintenance
  2. Demonstrate proficiency in software project management, software design, Unified Modeling Language usage, and computer-aided software engineering
  3. Demonstrate competence sufficient to participate in and lead the planning, requirements analysis, design, and timely implementation of quality software applications within budget

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  1. Demonstrate advanced knowledge of in the analysis of requirements for, documentation of requirements for, architecture, design, and implementation of computer networks
  2. Demonstrate proficiency in software and computing skills as they pertain to the design and implementation of networking systems and systems analysis and design
  3. Demonstrate competence sufficient to identify current and emerging network technologies that may have strategic value for enterprises, assessing where those technologies have value, and managing the implementation of those technologies in the enterprise

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  1. Demonstrate advanced knowledge of in the analysis of requirements for, documentation of requirements for, architecture, design, and implementation of computer networks with emphasis on computer security
  2. Demonstrate proficiency in software and computing skills as they pertain to the design and implementation of networking systems and systems analysis and design
  3. Demonstrate competence sufficient to identify current and emerging network technologies that may have strategic value for enterprises, assessing where those technologies have value, and managing the implementation of those technologies in the enterprise

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  1. Demonstrate advanced knowledge of web application development languages
  2. Demonstrate proficiency in one or two server-side web language/platform specific technologies like Java and .NET, and client side languages like JavaScript
  3. Demonstrate competence sufficient to apply acquired knowledge in migrating to new and emerging standards and technologies

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Students graduating with a major in English are expected to demonstrate:

  1. A critical understanding of English and American literary culture and its traditions
  2. A critical understanding of at least one area of literary study outside of the English and American canons
  3. Proficiency in written literary analysis, interpretation, and research
  4. Proficiency in the oral discussion of literature
  5. A deepened understanding of literary culture through study abroad, if that is feasible

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Students graduating with an MS in Health Communication are expected to:

  1. Demonstrate an understanding of communication strategy, methods and technology to communicate information, influence audiences, or affect change on health-related topics and issues
  2. Demonstrate an awareness and competence in communicating about health care, including an understanding of purpose-driven, audience-specific materials. Communication competency is achieved by being able to analyze, synthesize, interpret, and present health and scientific information using clear and concise messaging for public and/or stakeholder consumption
  3. Interpret and apply basic communication research fundamentals to the field of health communication
  4. Evaluate the value and significance of traditional, social, and emerging digital media practice in the health communication field
  5. Apply basic public relations and marketing theories and principles to the practice of health communication
  6. Demonstrate an awareness and understanding of ethical and socially responsible health communication practices and strategies, including knowledge of the privacy, regulatory, and legal issues specific to the health care industry

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The Visual and Digital Health Communication graduate certificate program prepares students for professional level positions in health communication by teaching them to:

  1. Evaluate the value and significance of traditional, social, and emerging digital media practice in the health communication field
  2. Design communication strategy and methods that employ digital and visual information to influence audiences, or affect change on health-related topics and issues
  3. Analyze, synthesize, interpret, and present health and scientific information using clear and concise messaging for public consumption
  4. Analyze, explore and gain hands-on practice creating digital images and visual tools, including infographics, branded content, video, data visualization graphics, webpage and mobile page design, that purposely and ethically help bridge digital divides in health education and comprehension

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  1. Demonstrate knowledge of past societies and familiarity with patterns of social, political, economic, and cultural change; and appreciate how historical perspective can enrich understanding of contemporary developments and problems
  2. Recognize how varied sources can be used as historical evidence and analyze the role of evidence in the construction of historical arguments
  3. Understand the challenge of weighing multiple perspectives and evaluate the merits of competing interpretations
  4. Construct persuasive and evidence-based arguments about historical change and present them in written formats

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  1. The student will demonstrate knowledge of and ability to apply fundamental theories, perspective and techniques in the areas of English, Mathematics, Computer Science, Natural Science, Literature, Philosophy and History
  2. The student will display breadth of knowledge by explaining and applying content of subject matter to real-life situations
  3. The student will articulate goals, purposes and methods used to understand the world in scientific, cultural, historical, ethical, and religious ways
  4. The student will exhibit proficiency in research methods and forms of inquiry that yield results appropriate for quantitative and qualitative data analysis
  5. The student will demonstrate informational and communication competence through written and oral communication consistent with standard academic styles and formats (e.g., research paper using APA style guide; oral presentation of research project).
  6. The student will be able to conduct a literature search, select and critically evaluate valid and appropriate sources, and synthesize an argument that he or she is able to present in oral and/or written form
  7. The student will analyze complex issues and arguments (e.g., identify assumptions, premises, and conclusions) in intellectual contexts (scientific, technical, ethical, social, global, etc.) and will assess the validity of arguments presented

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  1. To provide a broad undergraduate education in the Liberal Arts (that may be considered complete in itself or as a preparation for graduate studies) which delivers collegiate level rhetorical acumen through writing instruction and discussion as well as exposure to the humanities, social sciences, and natural sciences including mathematics and computer science
  2. To obtain critical thinking skills by analyzing and synthesizing material studied in the classical and contemporary liberal arts using the interdisciplinary study method of particular themes and disciplines
  3. To prepare students for active citizenship by providing a strong foundation in the liberal arts and an understanding of the connectedness of knowledge and learning as an interdisciplinary phenomenon

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  1. To provide a broad undergraduate education in the Liberal Arts (that may be considered complete in itself or as a preparation for graduate studies) which delivers collegiate level rhetorical acumen through writing instruction and discussion as well as exposure to the humanities, social sciences, and natural sciences including mathematics and computer science
  2. To obtain critical thinking skills by analyzing and synthesizing material studied in the classical and contemporary liberal arts using the interdisciplinary study method of particular themes and disciplines
  3. To prepare students for active citizenship by providing a strong foundation in the liberal arts and an understanding of the connectedness of knowledge and learning as an interdisciplinary phenomenon

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Students who complete the bachelor’s degree in Mathematics will be able to demonstrate:

  1. A broad overview of mathematical concepts, theories, and applications
  2. Critical-thinking skills and the ability to understand the fundamentals of mathematical theories
  3. A broad-based education in the liberal arts, including exposure to the humanities, the social sciences, and the natural sciences, that may be considered complete in itself or suitable as preparation for graduate study

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  1. Demonstrate advanced knowledge of historical and theoretical practices in leadership in order to allow the students to effectively function and advance in various types of organizations under different leadership models and in situations of organizational change
  2. Demonstrate proficiency in leadership related areas including organizational behavior and culture, change management, strategic and tactical management, ethics, teamwork, team building, communications processes, motivation, and conflict management
  3. Demonstrate competence sufficient to identify, analyze, evaluate, and propose solutions as well as alternatives to various complex business and management problems using analytical and critical thinking skills as well as research capabilities
  4. Demonstrate the ability to work both independently and collaboratively while demonstrating competence in the areas of effective verbal and written communications including individual and group presentations
  5. Be proficient in developing a project management life cycle
  6. Acquire proficiency in all basic PM tools and techniques with an emphasis in communications, risk analysis, cost estimation and budgeting, and quality control
  7. Have obtained knowledge of tools for project scheduling, templates for project management and communication, and an in-depth knowledge of techniques to measure, cost variance, schedule variance and earned value

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Students completing the Philosophy program are expected to:

  1. Demonstrate the conceptual ability and the communication skills needed for intensive examination of questions concerning what is true, what is good and what is beautiful
  2. Demonstrate familiarity with core questions in the main branches of philosophical inquiry (ethics and political philosophy, metaphysics and epistemology, logic) and sustain critical reflection on, and discussion of, those questions
  3. Demonstrate acquaintance with the canonical works of both antiquity and modernity, as well as the basic issues and texts of contemporary philosophy
  4. Defend their own views with strong arguments, but also remain open to disagreement and critique
  5. Display curiosity about, and interest and engagement in, the world in which they live

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The goal of the Pre-Medical Studies Post-Baccalaureate Certificate Program at Boston University is to prepare students to take the MCATs and to meet the requirements to apply to medical school. Upon completion of the Certificate Program, students should be thoroughly prepared for post-graduate training and eventually to enter a program in medical studies. Students should be able to:

  1. Describe the scientific method such that they are ready to apply it should they continue on in postgraduate work
  2. Achieve a broad exposure to each of the major disciplines in the sciences so that they are prepared to take the MCATs and fulfill the requirements for applying to medical school
  3. Use commonly available search engines such as PubMed to search the literature for scientific publications required for homework assignments, term papers, or research projects
  4. Read and interpret this literature, with a developing ability to critically assess the significance and validity of published papers in peer-reviewed journals
  5. Gain technical skills that prepare them for employment after graduation in medically-related professions, including post-graduate education

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Questrom School of Business

Upon completion of the BSBA program, students will be able to demonstrate:

  1. An ethical perspective
    • Identify ethical issues in their personal, local, and global business environments
    • Demonstrate that they understand the impact of business on society through their ability to use common frameworks and decision-making analysis to develop ethical decision-making skills as an engaged contributor, manager, and leader
    • Recognize conditions and strategies for acting effectively on values
  2. Core business knowledge:
    • Demonstrate basic knowledge of accounting, marketing, operations and technology management, finance, organizational behavior, information systems, law, quantitative analysis, and strategy
    • Apply critical and analytical thinking to management situations/challenges
  3. Core business skills:
    • Discuss with or present to diverse audiences, the results of analysis in cogent and concise oral presentations
    • Use basic business application software
    • Write to diverse audiences a clear, concise and complete summary or analysis
    • Use self-assessment and professional exploration frameworks to develop a specific, personal career development strategy
  4. Leadership and collaboration
    • Understand and assume leadership responsibility
    • Give and receive constructive feedback to enhance performance
    • Participate effectively and efficiently in collaborative activities with diverse team composition
  5. A systems perspective
    • Demonstrate that they have considered cross-functional issues when developing solutions to business problems or challenges
      Identify and manage risk when developing solutions to business problems or challenges
  6. A global perspective
    • Demonstrate that they have considered global cultural, regulatory, managerial and ethical issues when developing solutions to business problems or challenges
  7. An innovative approach.
    • Recognize the role of innovation in value creation and its impact on firm and industry

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Upon completion of the program, students will be able to demonstrate:

  1. An ethical perspective
    • Demonstrate an in-depth synthesis of, reflection on, and personalization of ethical theories, concepts, and/or strategies
  2. Core business knowledge and skills:
    • Apply critical and analytical thinking to management situations/challenges
    • Write in a clear, concise and well-organized manner
    • Deliver focused, polished, business-appropriate presentations
    • Use business application software proficiently
    • Demonstrate a basic knowledge of accounting, economics and business, marketing, operations and technology management, finance, organizational behavior, and quantitative analysis
    • Develop a specific, personal career plan
    • Participate effectively and efficiently in collaborative activities with diverse team composition
    • Leadership
    • Assume leadership responsibility
    • Give and receive constructive feedback to enhance performance
  3. A management-systems perspective
    • Consider cross-functional issues when developing solutions to business problems or challenges
  4. A global perspective
    • Understand global business, social, cultural and political issues relevant to the problems that they are working to solve
  5. An innovative approach
    • In teams, use an iterative process, incorporating feedback from student peers, faculty mentors and executives from the business sponsoring the challenge, to develop and deliver an innovative solution

In addition, students in the dual Masters of Science in Digital Innovation will develop:

  1. Basic, functional competence in the core areas of systems architecture, analysis and design, networking, and data management
  2. An ability to leverage technology for strategic advantage in business
  3. An ability to apply technology effectively and efficiently to business operation

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Upon completion of the program, EMBA students will be able to demonstrate: 

  1. Ethical Leadership
    • Students will identify and recognize ethical issues as they occur in the workplace and their personal lives
    • Students will develop a framework for analyzing ethical issues
    • Students will apply the identified framework to make a decision about an ethical issue
  2. Global Perspective
    • Students will develop a keen awareness of how the differences in country environments impact that country’s objectives, strategies, and policies and create opportunities and risks for companies operating there
    • Student teams will understand how to develop plans and strategies for global ventures that reflect an understanding and appreciation of the environment in which they will operate
  3. Leadership
    • Students will learn the attributes and behaviors that enhance leadership and apply them to their own developmental processes
    • Students will learn to diagnose and develop leadership solutions for key change processes in organizations
  4. Collaborative Teamwork
    • Students will be able to give constructive feedback
    • Student teams will be able to assess team effectiveness and make a plan for addressing deficiencies
  5. Understanding and application of core business disciplines
    • In each of these disciplines- accounting, data analysis, operations, marketing, economics, strategy, and finance- students will be able to understand, analyze, and apply key business concepts in core business disciplines

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  1. Students will demonstrate advanced knowledge of literature, theory and methods in their field (Accounting, Finance, Information Systems, Marketing, Math Finance, Markets, Public Policy and Law, Operations and Technology Management, Organizational Behavior or Strategy and Innovation)
  2. Students will be prepared to teach at the undergraduate and master’s level in a business school
  3. Students will produce original research of quality appropriate for publication in scholarly journals

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Upon completion of the program, students will be able to:

  1. As members of a team, jointly develop solutions to interdisciplinary business challenges and market ambiguity
    • Student teams will use business frameworks to analyze client challenges
    • Student teams will work with clients to develop high-quality solutions to their business challenges
  2. Demonstrate strong communication and collaborative skills
    • Communicate effectively and persuasively to their clients
    • Participate actively and constructively in teams
  3. Co-create and follow a customized, mentored learning path
    • Mod 2: Conduct concrete experiments and learn from them
    • Mod 3: Build on successes and make a positive impact in a team context
  4. Develop a personal career management roadmap

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The MS in Mathematical Finance Program is focused on producing proficient quantitative experts along the following domains:

  1. Computational Expertise and Data Science: Students become expert programmers in modern languages used in the financial industry; C++, R, Python, Matlab. They also learn large data set specific methods (machine learning) and simulation methods for computation
  2. Financial Econometrics and Statistical Expertise: Students review the fundamentals of probability and statistics required for estimation, then econometrics. They also learn advanced financial econometrics methods such as Bayesian econometrics, estimation by simulation, volatility forecasting
  3. Stochastic Mathematics: Stochastic calculus, aka continuous time calculus, is required to develop and understand modern financial pricing models. The students learn and master stochastic calculus
  4. Market Structures and Financial Instruments: Before specializing, students must have a good understanding of the functioning of financial markets, and all the available financial instruments (futures, derivatives, portfolios, bonds, etc.)
  5. Risk Management: The management of risk is one of the mainstays of modern finance. Students learn how to use specific instruments to manage risk (derivatives, fixed income instruments). They master specific dimensions of risk management such as corporate risk and the use of derivatives for risk management. The practical dimension and interaction with taxation is studied in a new course
  6. Derivatives: The world of derivatives has expanded into a huge industry in itself. Derivatives are used to manage risk (see learning goal 5 and 7). But their complexity is such that a field of finance – in academia and in the industry, is devoted to understanding their pricing. We have made a specific learning goal, the ability to know, understand, and use the most sophisticated derivatives pricing models
  7. Credit Risk: Credit Risk management – the management of the possibility that a financial entity may default on its obligations has become an industry in itself with its own specific theoretical models. We have made it a learning goal
  8. Portfolio Theory and its Implementation: Asset pricing theory refers to the equilibrium and arbitrage valuation of the fair return on risky assets with intertemporal payoffs. It is the core of modern finance and modern portfolio theory. Students will understand the existing asset pricing models

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School of Education

  1. Foundational knowledge: Identify, explain, and critically examine the theories and concepts, evidence-based science, and practical knowledge that scaffold the Applied Human Development field.
  2. Positively influence diverse populations: Employ knowledge of theories, concepts, and evidence-based science in order to positively influence diverse populations in terms of well-being, physical health, physical activity, and social-emotional health
  3. Ethical and legal standards: Demonstrate competencies and knowledge that enable one to work within the ethical and legal standards of the profession in both private and public work settings
  4. Research: Apply the knowledge and skills necessary to evaluate and produce research studies of a professional quality

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  1. Foundational knowledge: Identify, explain, and critically examine the theories and concepts, evidence-based science, and practical knowledge that scaffold the Applied Human Development field
  2. Positively influence diverse populations: Employ knowledge of theories, concepts, and evidence-based science in order to positively influence diverse populations in terms of wellbeing, physical health, physical activity, and social-emotional health
  3. Ethical and legal standards: Demonstrate competencies and knowledge that enable one to work within the ethical and legal standards of the profession in both private and public work settings
  4. Research: Apply the knowledge and skills necessary to evaluate and produce research studies of a professional quality

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  1. Foundational knowledge: Identify the theories and concepts, evidence-based science, and practical knowledge that scaffold the Applied Human Development field
  2. Positively influence diverse populations: Discuss the theoretical knowledge, concepts, and evidence-based science in order to positively influence diverse populations in terms of wellbeing, physical health, physical activity, and social-emotional health
  3. Ethical and legal standards: Identify and explain ethical and legal standards that enable one to work within the ethical and legal standards of the profession in both private and public work settings
  4. Research: Identify and interpret evidence-based research studies from the Applied Human Development field

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Graduates of the PhD in Applied Human Development will:

  1. Acquire an advanced understanding of the role and function of the developmental psychologist in a wide range of school, community, and research settings
  2. Acquire an advanced knowledge of the theories and evidence-based scientific findings of psychology, broadly, and developmental psychology, specifically
  3. Demonstrate the practical skills and abilities to work in, and with, programs that serve children through emerging adult populations in the role of a developmental psychologist
  4. Understand the evidence-base for various interventions and demonstrate the ability to develop, implement, and disseminate research protocols for evaluating youth programming and educational activities within school and/or community settings
  5. Demonstrate the ability to critique and advance extant research to improve practice
  6. Demonstrate an awareness of and sensitivity to diversity and individual differences
  7. Demonstrate effectiveness working as a developmental psychologist with diverse groups in the roles of educator, researcher, and advocate

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Graduates of the Ed.M. in Counseling Program will:

  1. Demonstrate evidence-based science and practice knowledge, awareness and abilities, and be prepared to apply these to work effectively with children through emerging adult populations as a professional counselor
  2. Be equipped with the knowledge and skills necessary to evaluate and produce sound research studies within the field of Counseling
  3. Develop the skills needed to assume leadership roles in their professional counseling settings

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  1. Students will acquire an advanced understanding of the role and function of the professional psychologist in a wide range of clinical, training, and research settings
  2. Students will acquire an advanced knowledge of the theories and evidence-based scientific findings of psychology, broadly, and counseling psychology, specifically
  3. Students will demonstrate the practical skills and abilities to work with children through emerging adult populations in the role of a counseling psychologist
  4. Students will understand the evidence-base for various interventions and demonstrate the ability to develop, implement, and disseminate research protocols for evaluating professional counseling and educational activities within school and/or community settings
  5. Students will demonstrate the ability to critique and advance extant research to improve practice
  6. Students will demonstrate an awareness of and sensitivity to diversity and individual differences
  7. Students will demonstrate effectiveness working as a professional psychologist with diverse groups in the roles of clinician, educator, researcher, and advocate

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  1. Demonstrate knowledge of the field that connects knowledge of content, teaching practices, student learning, and curriculum
  2. Demonstrate the ability to interpret research in education and apply it to the design of teaching materials, including addressing issues of access, equity and diversity when teaching all students
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  1. Synthesize their own conception of history/social studies, curriculum, teaching, and teacher education
  2. Evaluate the socio-political contexts within which the field of history/social studies and teacher education has evolved over time
  3. Apply competing conceptions of history/social studies education to the analysis of past and current curriculum and educational policy
  4. Demonstrate understanding of current research and the historical, theoretical, and philosophical roots of the history/social studies and teacher education fields
  5. Analyze and contribute to the ongoing debates about the purposes, methods, and content of history/social studies and teacher education
  6. Design and conduct research in history/social studies education
  7. Develop and produce an analytic review of the literature on a selected issue in history/social studies education
  8. Design a university-level syllabus grounded in current theory, research, and teaching practices of history/social studies education

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Boston University students completing the Mathematics Education EdD program will:

  1. Demonstrate research competencies in mathematics education, including:
    1. Evaluating the validity, significance, and impact of research in mathematics education
    2. Designing and conducting high quality original research in mathematics education
    3. Sharing research results through presentations and/or publications.
  2. Recognize and articulate the foundational assumptions, central ideas, and dominant criticism of behaviorism, constructivism, sociocultural theory, and critical theories in relation to mathematics education
  3. Demonstrate and articulate mathematical knowledge for teaching that connects knowledge of content, teaching practices, student learning, curriculum, and issues of equity across grade bands
  4. Design and implement high quality instruction in university-level mathematics education courses that reflects best practices as exemplified in current research and learning theories in mathematics education

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  1. Demonstrate applied language abiities in ASL
  2. Demonstrate cultural awareness and appreciation for the Deaf World and its role in a multicultural society
  3. Showcase sophisticated insights into the nature of language and culture and its role in social arrangements
  4. Demonstrate knowledge about significant matters related to history, culture, language, education and politics of the Deaf World
  5. Effectivley participate in, partner with, and advocate for the Deaf World
  6. Serve as a model for professional behavior, exhibit dedication to community engagement, and an active resource for students, parents, colleagues, and other stakeholders

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Students will:

  1. Demonstrate applied language abilities in ASL
  2. Demonstrate Cultural Awareness and Appreciation for the Deaf World and its role in a multicultural society
  3. Showcase sophisticated insights into the nature of language and culture
  4. Effectively participate in the Deaf World

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Demonstrate deep knowledge and understanding of a specific area of in their field and the ability to use the knowledge to seek and find solutions to important problems of practice
  2. Demonstrate competence in either qualitative or quantitative research methodology to conduct original research while also demonstrating sufficient familiarity with other research methodologies to be able to critically read relevant literature in the field
  3. Through research and scholarship, expand the theoretical and empirical knowledge base in their field to inform researchers, practitioners, and policy makers
  4. Contribute to their field as highly effective teachers in a variety of educational contexts (e.g., schools, colleges, universities, conferences, community meetings)
  5. Contribute to their field through service to educational and civic organizations that inform or implement policy, research, and practice

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  1. Demonstrate understanding of key language/literacy theory and research as well as the ability to critically analyze the empirical literature
  2. Acquire and refine knowledge of best practices in language/literacy assessment and instruction
  3. Acquire and refine knowledge of new and multi-modal texts and their effects on language/literacy learning in and out of school and across the lifespan
  4. Acquire and refine knowledge of the cognitive, sociocultural, socioemotional, and political components of language/literacy learning in and out of school and across the lifespan

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  1. Demonstrate understanding of key literacy theory and research and the ability to critically analyze the literature and determine the implications for practice
  2. Acquire, apply, and refine knowledge of best practices in literacy assessment and instruction and the capacity to use this knowledge to coach others to become highly effective teachers
  3. Acquire, apply, and refine knowledge of new and multi-modal literacies and their effect on literacy learning in and out of school and across the lifespan and the capacity to use this knowledge to coach others to highly effective teaching
  4. Acquire, apply, and refine knowledge of the sociocultural and socio emotional foundations of literacy learning in and out of school and across the lifespan and the capacity to use this knowledge to coach others to highly effective teaching
  5. Acquire, apply, and refine knowledge of the particular needs of struggling readers and the capacity to use this knowledge to coach others to highly effective teaching for this population of students
  6. Demonstrate the capacity to inquire and reflect upon their practice

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  1. Curriculum, Planning, and Assessment:Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well structured lessons, adjustments to practice; Reflective Practice )
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High Expectations; Meeting diverse needs; Safe Learning Environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting Diverse Needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Demonstrate understanding of key literacy theory and research and the ability to critically analyze the literature and determine implications for practice
  2. Acquire, apply, and refine knowledge of best practices in literacy assessment and instruction and the capacity to use this knowledge to coach others to become highly effective teachers
  3. Acquire, apply, and refine knowledge of new and multi-modal literacies and their effect on literacy learning in and out of school and across the lifespan and the capacity to use this knowledge to coach others to highly effective teaching
  4. Acquire, apply, and refine knowledge of the sociocultural and socio emotional foundations of literacy learning in and out of school and across the lifespan and the capacity to use this knowledge to coach others to highly effective teaching
  5. Acquire, apply, and refine knowledge of the particular needs of struggling readers and the capacity to use this knowledge to coach others to highly effective teaching for this population of students
  6. Demonstrate the capacity to inquire and reflect upon their practice
  7. Demonstrate requisite knowledge and experience to solve an important problem of practice in a school or community setting

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  1. Demonstrate understanding of key literacy theory and research and the ability to critically analyze the literature and determine the implications for practice
  2. Acquire, apply, and refine knowledge of best practices in literacy assessment and instruction and the capacity to use this knowledge to coach others to become highly effective teachers
  3. Acquire, apply, and refine knowledge of new and multi-modal literacies and their effect on literacy learning in and out of school and across the lifespan and the capacity to use this knowledge to coach others to highly effective teaching
  4. Acquire, apply, and refine knowledge of the sociocultural and socio emotional foundations of literacy learning in and out of school and across the lifespan and the capacity to use this knowledge to coach others to highly effective teaching
  5. Acquire, apply, and refine knowledge of the particular needs of struggling readers and the capacity to use this knowledge to coach others to highly effective teaching for this population of students
  6. Demonstrate the capacity to inquire and reflect upon their practice

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  1. LEADERSHIP
    1. Communicate a shared vision and articulate a vision statement for an educational institution
    2. Critically consider personal and professional narrative(s) and how it shapes educational worldview and leadership
    3. Articulate an effective plan of action grounded in research (including own research in the case of doctoral students)
    4. Develop professional and/or scholarship development action plans
    5. Engage stakeholders, assign roles, resources and shared responsibility for tasks
    6. Evaluate progress at defined periods through a program evaluation process
    7. Communicate results using data as evidence to a diversity of audiences
  2. MANAGEMENT
    1. Promote an effective learning environment through developing systems of initiation, mentoring, ongoing support for learning, and accountability
    2. Allocate financial and personnel resources in support of a plan of action
    3. Engage in ongoing, data driven, program planning, management, monitoring and evaluation activities at the institutional or sub-institutional level
  3. COMMUNITY AND SOCIAL RESPONSIBILITY
    1. Deal appropriately with issues of equity, diversity, and inclusiveness
    2. Develop an understanding of culturally competent administration
    3. Form alliances with external organizations, institutions, and interest groups
    4. Recognize and negotiate around threats in the social and political environment
    5. Ensure the protection of vulnerable individuals / groups
    6. Exemplify and act upon demanding personal and professional ethical standards
  4. EDUCATIONAL CULTURE
    1. Understand developmental theories and apply those theories in the advisement of students and staff in educational environments
    2. Create an institutional culture that promotes the success of all students through high expectations and effective support
    3. Enhance the professional development of staff through reflective practice, appropriate expectations, and continuous learning
    4. As appropriate, resist aspects of the wider culture that are not conducive to the development of students as flourishing human beings and responsible citizens
  5. RESEARCH ON POLICY
    1. Develop skills to be good consumers and users of research and literature to drive administrative work
    2. Analyze the effects of existing government policies (laws, regulations, and procedures, higher education commissions, acts, reports) with respect to equity and to effective education
    3. Conduct similar analysis of institutional policies, both explicit and tacit
    4. Consider how alternative government or institutional policies might lead to better outcomes
    5. Assess the costs and risks associated with such policies against their potential gain
    6. Understand the role of litigation, lobbying, policy institutes, and university- based experts in the formation and implementation of policy
    7. Have the ability to communicate effectively on issues of educational policy

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  1. LEADERSHIP
    1. Communicate a shared vision and articulate a vision statement for an educational institution
    2. Critically consider personal and professional narrative(s) and how it shapes educational worldview and leadership
    3. Articulate an effective plan of action grounded in research (including own research in the case of doctoral students)
    4. Develop professional and/or scholarship development action plans
    5. Engage stakeholders, assign roles, resources and shared responsibility for tasks
    6. Evaluate progress at defined periods through a program evaluation process
    7. Communicate results using data as evidence to a diversity of audiences
  2. MANAGEMENT
    1. Promote an effective learning environment through developing systems of initiation, mentoring, ongoing support for learning, and accountability
    2. Allocate financial and personnel resources in support of a plan of action
    3. Engage in ongoing, data driven, program planning, management, monitoring and evaluation activities at the institutional or sub-institutional level
  3. COMMUNITY AND SOCIAL RESPONSIBILITY
    1. Deal appropriately with issues of equity, diversity, and inclusiveness
    2. Develop an understanding of culturally competent administration
    3. Form alliances with external organizations, institutions, and interest groups
    4. Recognize and negotiate around threats in the social and political environment
    5. Ensure the protection of vulnerable individuals / groups
    6. Exemplify and act upon demanding personal and professional ethical standards
  4. EDUCATIONAL CULTURE
    1. Understand developmental theories and apply those theories in the advisement of students and staff in educational environments
    2. Create an institutional culture that promotes the success of all students through high expectations and effective support
    3. Enhance the professional development of staff through reflective practice, appropriate expectations, and continuous learning
    4. As appropriate, resist aspects of the wider culture that are not conducive to the development of students as flourishing human beings and responsible citizens
  5. RESEARCH ON POLICY
    1. Develop skills to be good consumers and users of research and literature to drive administrative work
    2. Analyze the effects of existing government policies (laws, regulations, and procedures, higher education commissions, acts, reports) with respect to equity and to effective education
    3. Conduct similar analysis of institutional policies, both explicit and tacit
    4. Consider how alternative government or institutional policies might lead to better outcomes
    5. Assess the costs and risks associated with such policies against their potential gain
    6. Understand the role of litigation, lobbying, policy institutes, and university- based experts in the formation and implementation of policy
    7. Have the ability to communicate effectively on issues of educational policy

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge”Demonstrate pedagogical content knowledge in literacy, math, social studies, and science to effectively design curriculum and instruction for students in grades one through six

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  1. Students will be able to set specific, measurable, and realistic objectives for a lesson
  2. Students will be able to develop lesson and unit plans in which objectives, assessment plans, and lesson activities are well aligned with one another
  3. Students will be able to design lessons and unit plans that are informed by key aspects of theory and research on English learner education
  4. Students will be able to use key linguistic and academic standards (including the Common Core State Standards, Massachusetts Curriculum Frameworks, WIDA English Language Standards) to determine appropriate goals for their English learners according to their English proficiency and grade levels
  5. Students will be able to plan and execute lesson activities that are informed by key second language research and teaching methods
  6. Students will be able to employ a variety of language and literacy assessments to identify ELs’ needs and to determine progress towards specific goals
  7. Students will be able to provide explicit ELD (English language development) instruction as preplanned lessons and as impromptu “focus on form” minilessons
  8. Students will be able to make plan lessons that integrate technology to make linguistic input comprehensible to English learners
  9. Students will be able collaborate effectively with general education teachers to provide linguistic scaffolding to English learners in the context of general education classrooms
  10. Students will be able to choose pedagogical materials that are culturally relevant for their students
  11. Students will be able to identify the support services to which English learners are legally entitled and will be able to advocate for their rights when such services are not adequately provided
  12. Students will be able to critically reflect on their instruction and identify concrete strategies to improve their teaching
  13. Students will be able to employ a variety of methods to effectively communicate and collaborate with ELs’ parents as partners in their children’s education

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  1. Students will be able to set specific, measurable, and realistic objectives for a lesson
  2. Students will be able to develop lesson and unit plans in which objectives, assessment plans, and lesson activities are well aligned with one another
  3. Students will be able to design lessons and unit plans that are informed by key aspects of theory and research on English learner education
  4. Students will be able to use key linguistic and academic standards (including the Common Core State Standards, Massachusetts Curriculum Frameworks, WIDA English Language Standards) to determine appropriate goals for their English learners according to their English proficiency and grade levels
  5. Students will be able to plan and execute lesson activities that are informed by key second language research and teaching methods
  6. Students will be able to employ a variety of language and literacy assessments to identify ELs’ needs and to determine progress towards specific goals
  7. Students will be able to provide explicit ELD (English language development) instruction as preplanned lessons and as impromptu “focus on form” minilessons
  8. Students will be able to make plan lessons that integrate technology to make linguistic input comprehensible to English learners
  9. Students will be able collaborate effectively with general education teachers to provide linguistic scaffolding to English learners in the context of general education classrooms
  10. Students will be able to choose pedagogical materials that are culturally relevant for their students
  11. Students will be able to identify the support services to which English learners are legally entitled and will be able to advocate for their rights when such services are not adequately provided
  12. Students will be able to critically reflect on their instruction and identify concrete strategies to improve their teaching
  13. Students will be able to employ a variety of methods to effectively communicate and collaborate with ELs’ parents as partners in their children’s education

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  1. Students will be able to set specific, measurable, and realistic objectives for a lesson
  2. Students will be able to develop lesson and unit plans in which objectives, assessment plans, and lesson activities are well aligned with one another
  3. Students will be able to design lessons and unit plans that are informed by key aspects of theory and research on English learner education
  4. Students will be able to use key linguistic and academic standards (including the Common Core State Standards, Massachusetts Curriculum Frameworks, WIDA English Language Standards) to determine appropriate goals for their English learners according to their English proficiency and grade levels
  5. Students will be able to plan and execute lesson activities that are informed by key second language research and teaching methods
  6. Students will be able to provide explicit ELD (English language development) instruction as preplanned lessons and as impromptu “focus on form” minilessons
  7. Students will be able to make plan lessons that integrate technology to make linguistic input comprehensible to English learners
  8. Students will be able collaborate effectively with general education teachers to provide linguistic scaffolding to English learners in the context of general education classrooms
  9. Students will be able to identify the support services to which English learners are legally entitled and will be able to advocate for their rights when such services are not adequately provided
  10. Students will be able to employ a variety of methods to effectively communicate and collaborate with ELs’ parents as partners in their children’s education

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  1. Students will be able to set specific, measurable, and realistic objectives for a lesson
  2. Students will be able to develop lesson and unit plans in which objectives, assessment plans, and lesson activities are well aligned with one another
  3. Students will be able to design lessons and unit plans that are informed by key aspects of theory and research on English learner education
  4. Students will be able to use key linguistic and academic standards (including the Common Core State Standards, Massachusetts Curriculum Frameworks, WIDA English Language Standards) to determine appropriate goals for their English learners according to their English proficiency and grade levels
  5. Students will be able to plan and execute lesson activities that are informed by key second language research and teaching methods
  6. Students will be able to employ a variety of language and literacy assessments to identify ELs’ needs and to determine progress towards specific goals
  7. Students will be able to provide explicit ELD (English language development) instruction as preplanned lessons and as impromptu “focus on form” minilessons
  8. Students will be able to make plan lessons that integrate technology to make linguistic input comprehensible to English learners
  9. Students will be able collaborate effectively with general education teachers to provide linguistic scaffolding to English learners in the context of general education classrooms
  10. Students will be able to choose pedagogical materials that are culturally relevant for their students
  11. Students will be able to identify the support services to which English learners are legally entitled and will be able to advocate for their rights when such services are not adequately provided
  12. Students will be able to critically reflect on their instruction and identify concrete strategies to improve their teaching
  13. Students will be able to employ a variety of methods to effectively communicate and collaborate with ELs’ parents as partners in their children’s education

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  1. Students will be able to set specific, measurable, and realistic objectives for a lesson
  2. Students will be able to develop lesson and unit plans in which objectives, assessment plans, and lesson activities are well aligned with one another
  3. Students will be able to design lessons and unit plans that are informed by key aspects of theory and research on modern foreign language education
  4. Students will be able to use key linguistic and academic standards (including the Common Core State Standards, Massachusetts Curriculum Frameworks, WIDA English Language Standards) to determine appropriate goals for their students
  5. Students will be able to plan and execute lesson activities that are informed by key second language research and teaching methods
  6. Students will be able to make plan lessons that integrate technology to make linguistic input comprehensible to all learners
  7. Students will be able to choose pedagogical materials that are culturally relevant for their students
  8. Students will be able to critically reflect on their instruction and identify concrete strategies to improve their teaching

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  1. Students will be able to set specific, measurable, and realistic objectives for a lesson
  2. Students will be able to develop lesson and unit plans in which objectives, assessment plans, and lesson activities are well aligned with one another
  3. Students will be able to design lessons and unit plans that are informed by key aspects of theory and research on modern foreign language education
  4. Students will be able to use key linguistic and academic standards (including the Common Core State Standards, Massachusetts Curriculum Frameworks, WIDA English Language Standards) to determine appropriate goals for their students
  5. Students will be able to plan and execute lesson activities that are informed by key second language research and teaching methods
  6. Students will be able to make plan lessons that integrate technology to make linguistic input comprehensible to all learners
  7. Students will be able to choose pedagogical materials that are culturally relevant for their students
  8. Students will be able to critically reflect on their instruction and identify concrete strategies to improve their teaching

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  1. Students will be able to set specific, measurable, and realistic objectives for a lesson
  2. Students will be able to develop lesson and unit plans in which objectives, assessment plans, and lesson activities are well aligned with one another
  3. Students will be able to design lessons and unit plans that are informed by key aspects of theory and research on modern foreign language education
  4. Students will be able to use key linguistic and academic standards (including the Common Core State Standards, Massachusetts Curriculum Frameworks, WIDA English Language Standards) to determine appropriate goals for their students
  5. Students will be able to plan and execute lesson activities that are informed by key second language research and teaching methods
  6. Students will be able to make plan lessons that integrate technology to make linguistic input comprehensible to all learners
  7. Students will be able to choose pedagogical materials that are culturally relevant for their students
  8. Students will be able to critically reflect on their instruction and identify concrete strategies to improve their teaching

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Demonstrate a deep foundational understanding of the history, learning theory, and practice of science education
  2. Demonstrate knowledge of teaching and learning that reflects a mastery of relevant research and best practices in science education
  3. Demonstrate a comprehensive understanding of the science education literature related to a relevant topic in science education
  4. Demonstrate the knowledge and skills to accurately evaluate the validity, significance, and impact of selected research in science education

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  1. Demonstrate knowledge of the field that connects knowledge of content, teaching practices, student learning, and curriculum
  2. Demonstrate the ability to interpret research in science education and apply it to the design of teaching materials, including addressing issues of access, equity and diversity when teaching all students science

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Synthesize their own conception of history/social studies education
  2. Describe the socio-political contexts within which the field of history/social studies education has evolved over time
  3. Apply competing conceptions of history/social studies education to the analysis of past and current curriculum and educational policy
  4. Demonstrate understanding of current research and the historical, theoretical, and philosophical roots of the history/social studies field
  5. Summarize ongoing debates about the purposes, methods, and content of history/social studies education

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  1. Demonstrate knowledge of the field that connects knowledge of content, teaching practices, student learning, and curriculum
  2. Demonstrate the ability to interpret research in social studies education and apply it to the design of teaching materials, including addressing issues of access, equity and diversity when teaching all students social studies

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  1. Plan curricula that
    1. Align with state and national standards
    2. Meet the learning needs of students they teach
    3. Illuminate the central concepts and principles of history and the social sciences
    4. Weave together history and the social sciences in a way that demonstrates the interdisciplinary nature of culture and society, in the past and in current social issues
  2. Apply evidence-based strategies in teaching students:
    1. To construct a rich knowledge base in history and the social sciences
    2. To acquire and use cognitive and participatory skills relevant to historical analysis and competent civic engagement
    3. To reflect on the moral and ethical implications of historical events and current issues
  3. Create a classroom climate that:
    1. Fosters open and honest discourse
    2. Welcomes a diversity of opinion
    3. Provides a safe environment to engage in deliberation on controversial issues
  4. Construct assessments tailored to the various intellectual tasks central to history and the social science disciplines
  5. Synthesize a personal conception of history/social studies education
  6. Summarize major area of controversies in the field of history/social studies education
  7. Demonstrate knowledge of discipline-based subject matter and research methodology within at least one area of history and the social sciences
  8. Reflect on their teaching practice in terms of their ability to achieve the learning outcomes above

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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  1. Demonstrate deep knowledge and understanding of a specific area of in their field and the ability to use the knowledge to seek and find solutions to important problems of practice
  2. Demonstrate competence in either qualitative or quantitative research methodology to conduct original research while also demonstrating sufficient familiarity with other research methodologies to be able to critically read relevant literature in the field
  3. Through research and scholarship, expand the theoretical and empirical knowledge base in their field to inform researchers, practitioners, and policy makers
  4. Contribute to their field as highly effective teachers in a variety of educational contexts (e.g., schools, colleges, universities, conferences, community meetings)
  5. Contribute to their field through service to educational and civic organizations that inform or implement policy, research, and practice

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  1. Curriculum, Planning, and Assessment: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives. (Well-structured lessons, Adjustments to practice; Reflective practice)
  2. Teaching All Students: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. (High expectations; Meeting diverse needs; Safe learning environment)
  3. Family and Community Engagement: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
  4. Professional Culture: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Meeting diverse needs)
  5. Demonstrates Subject Matter Knowledge

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School of Hospitality Administration

  1. Describe the segments, history, icons, market leaders, lexicon and service elements of the hospitality industry
  2. Apply the competencies in the core functional areas (e.g. finance/accounting, operations, human resources, and marketing) of hospitality management
  3. Synthesize the critical thinking of hospitality systems: financial, operational, human resource and design
  4. Develop interpersonal skills: communication, team building, leadership and cultural diversity awareness

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School of Law

  1. Students will demonstrate a basic understanding of the US Legal System
  2. Students will demonstrate an ability to use legal authority and perform legal analysis
  3. Students will demonstrate proficiency in Legal English, in both written and oral communications

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  1. Students will demonstrate a deeper understanding of US financial services law and regulation and of certain widely adopted international financial law standards
  2. Students will demonstrate an understanding of the approach of US practitioners to financial services law issues, including structuring and documenting certain kinds of financial transactions

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  1. Students will demonstrate a basic understanding of international business law from a U.S. perspective
  2. Students will demonstrate a cultural understanding of issues raised in international and U.S. business law
  3. Students will demonstrate a basic understanding of the practical considerations of international business law (i.e. “the law in practice”)
  4. Students will demonstrate familiarity with issue spotting and problem solving methods employed by U.S. trained lawyers
  5. Students will demonstrate the ability to market their professional skills

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  1. Students will be able to identify and describe the structural components, operational elements and analytical framework for a compliance function of a major financial institution
  2. Students will demonstrate an understanding of the legal and regulatory framework for US financial institutions and the regulatory expectations for a robust compliance function at such institutions
  3. Students will demonstrate an understanding of the necessary professional skills of a financial institution compliance officer, including analytical skills, project management, use of data and risk sensitivity

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  1. Students will demonstrate a basic understanding of international business law from a U.S. perspective
  2. Students will demonstrate a cultural understanding of issues raised in international and U.S. business law
  3. Students will demonstrate a basic understanding of the practical considerations of international business law (i.e. “the law in practice”)
  4. Students will demonstrate familiarity with issue spotting and problem solving methods employed by U.S. trained lawyers
  5. Students will demonstrate the ability to market their professional skills

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  1. Students will demonstrate detailed knowledge of the substantive case law, statutory rules, and regulatory guidance with respect to the tax aspects of Estate Planning
  2. Students will demonstrate a fundamental understanding of the relevant considerations involved in drafting an estate plan

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  1. Students will demonstrate a deeper understanding of US financial services law and regulation and of certain widely adopted international financial law standards
  2. Students will demonstrate an understanding of the approach of US practitioners to financial services law issues, including structuring and documenting certain kinds of financial transactions

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Internationally-trained students shall:

  1. Demonstrate an understanding of the US Legal System
  2. Demonstrate knowledge and understanding of the core doctrines of intellectual property law
  3. Demonstrate an ability to use legal authority and perform legal analysis
  4. Demonstrate proficiency in Legal English in both written and oral communications

Domestically trained students shall

  1. Demonstrate knowledge and understanding of the core doctrines of intellectual property law

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  1. Students will expand their knowledge of general legal concepts
  2. Students will improve their understanding of specific areas of international business law, as taught from an American perspective
  3. Students will be better prepared to handle cross-border transactions
  4. Students will improve their ability to mitigate legal risk through identification of actual and potential legal issues and problems
  5. Students will improve their ability to mitigate legal risk through resolution of legal issues and problems
  6. Students will improve their ability to handle matters related to international business law in cultures other than their own
  7. If trained outside the U.S., students will improve their understanding of the U.S. legal system in general
  8. If trained outside the U.S., students will improve their understanding of U.S. business law
  9. Students will gain knowledge that may be useful in earning a promotion
  10. Students will gain knowledge that may be useful in expanding their legal services
  11. Students will gain knowledge that may be useful in helping them secure a part-time or full-time academic position
  12. Students will be better prepared to represent their client’s interests
  13. Students will be better prepared to work with lawyers
  14. Students will be better prepared to supervise lawyers
  15. Students will expand their professional network

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  1. Students will demonstrate knowledge and understanding of substantive and procedural law
  2. Students will demonstrate the ability to perform:  a) legal analysis and reasoning b) legal research c) problem solving d) written communication in the legal context e) oral communication in the legal context
  3. Students will demonstrate an understanding of proper professional and ethical responsibilities to clients and the legal system
  4. Students will demonstrate the professional skills of collaboration, counseling and negotiation needed for competent and ethical participation as a member of the legal profession.  All students will also demonstrate a basic understanding of business fundamentals and be able to read and understand basic financial documents

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  1. Students will demonstrate improvement in their English language abilities across listening, speaking, reading, and writing
  2. Students will demonstrate improvement in their knowledge of legal English, including an understanding of legal vocabulary and concepts and their appropriate usage
  3. Students will be able to formulate, structure and clearly communicate legal arguments made in English
  4. Students will demonstrate a foundational knowledge of common law principles that underpin the U.S. legal system, as well as the history and background of the development of the U.S. legal system
  5. Students will be able to use legal precedent to synthesize and articulate rules of law
  6. Students will apply skills useful for legal studies, including case briefing, issue spotting, effective note taking, and study and time management skills
  7. Students will demonstrate the ability to participate in the American law school classroom environment through asking questions, orally presenting legal concepts and arguments, and responding to the Socratic method of teaching
  8. Students will demonstrate a deepened familiarity with and understanding of the various forms of assessment and assignments commonly used in law schools, including fact patterns, multiple-choice exams, client memos, research and writing assignments, and argument papers

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  1. Students will demonstrate a foundational understanding of the U.S. tax system, law, and procedures

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School of Medicine

  1. Behaves in a caring, compassionate and sensitive manner toward patients and colleagues of all cultures and backgrounds (Patient Care and Professionalism)
  2. Uses the science of normal and abnormal states of health to prevent disease, to recognize and diagnose illness and to provide an appropriate level of care (Medical Knowledge; Patient Care)
  3. Communicates with colleagues and patients to ensure effective inter-professional medical care (Interpersonal and Communication Skills; Patient Care)
  4. Acts in accordance with the highest ethical standards of medical practice (Professionalism)
  5. Reviews and critically appraises biomedical literature and evidence for the purpose of ongoing improvement of the practice of medicine (Practice-based learning and Improvement; Medical Knowledge)
  6. Exhibits commitment and aptitude for life-long learning and continuing improvement (Practice-based Learning)
  7. Supports optimal patient care through identifying and using resources of the health care system (Systems-based Practice; Patient Care)

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School of Public Health

Upon completion of the Modern Biostatistics in Clinical Trials graduate certificate, students will be able to:

  1. Apply principles of good design, conduct, and monitoring of clinical trials
  2. Identify optimal and practically feasible study designs for given hypotheses and calculate the parameters (e.g., sample size, power) corresponding to the design
  3. Analyze clinical trial data; interpret and communicate analysis results in both technical and nontechnical terms through written and oral presentation

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Upon completion of the Statistical Genetics graduate certificate, students will be able to:

  1. Analyze data from genetics and genomics studies using statistical programming software and genetic analysis software
  2. Identify potential sources of bias and confounding in family, population-based, and case-control study designs for genetic and genomic studies, and develop analytic and design strategies to minimize these effects
  3. Interpret and communicate the results and limitations of statistical analyses of genetic and genomic data in both technical and nontechnical terms

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  1. Management:
    1. Implement strategic planning processes
    2. Evaluate organizational performance in relation to strategic and defined goals
    3. Organize the work environment with defined lines of responsibility, authority, communication and governance and develop financial and business plans for health programs and services
  2. Leadership:
    1. Create a shared vision and articulate this vision to diverse groups, stakeholders, and other professional collaborators to achieve high standards of performance and accountability
    2. Develop skilled teams and capacity-building strategies at the individual, organizational, and community level
    3. Guide organizational decision-making and planning based on internal and external environmental research
  3. Advocacy:
    1. Analyze the impact of legislation, judicial opinions, regulations, and policies on population health
    2. Develop evidence-based strategies for changing health law and policy
    3. Utilize consensus-building, negotiation, and conflict avoidance and resolution techniques
  4. Critical Analysis:
    1. Interpret quantitative and qualitative data following current scientific standards and apply theoretical and evidence-based perspectives from multiple disciplines in the design and implementation of programs, policies, and systems
    2. Synthesize information from multiple sources for research and practice and evaluate the performance and impact of health programs, policies, and systems
    3. Identify and navigate the secondary data sources available for use at the regional and community levels internationally and in the U.S. and understand and apply meta-analysis to evaluate policies, especially in situations involving inconsistent or limited data
  5. Professionalism and Ethics:
    1. Apply relevant ethical, legal, and human rights principles to difficult and controversial public health policy decisions while demonstrating a commitment to personal and professional values
    2. Articulate the major ethical, legal and human rights principles relevant to public health policy making, both in the US and internationally
    3. Design strategies for resolving ethical concerns in research, law, and regulations
  6. Communication:
    1. Develop informational and persuasive communications
    2. Employ evidence-based communication program models for disseminating research and evaluation outcomes
    3. Explain program proposals and evaluations to lay, professional, and policy audiences
  7. Community/Cultural Orientation:
    1. Apply research from anthropology, psychology, history, demography, sociology, and social epidemiology in national and international contexts
    2. Develop collaborative partnerships with communities, policy makers, and other relevant groups
    3. Assess cultural, environmental, and social justice influences on the health of communities

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Upon completing the requirements for the MS in Environmental Health Data Analytics, graduates are able to:

  1. Develop skills in environmental health analytical methodology:
    • Manage and analyze exposure assessment data
    • Use medical and toxicological databases to identify data and information that informs understanding of exposure and risks of exposure
    • Analyze data used in and evaluate the conclusions of risk assessments
    • Apply geographical and/or epidemiological approaches to environmental health analyses
  2. Develop analytical skills used in environmental health decision-making and policy analysis:
    • Apply multiple analytical approaches to help inform strategies to improve public health through environmental interventions
    • Communicate technical content to multiple stakeholders in written and oral form

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The Environmental Health PhD training program provides knowledge, experience, and training in core disciplines to allow for critical thinking in research design, interpretation, and translation.

Upon completing the PhD in environmental health, students are able to:

  1. Communicate the basic characteristics of major chemical, physical and biological hazards and the properties that govern the hazards’ behavior in the environment
  2. Explain the scientific characteristics (e.g. route of exposure, dose response, mode of action) of major chemical, physical, and biological hazards that result in human health risk
  3. Explain and analyze genetic, physiologic, and social factors that affect the susceptibility to adverse health outcomes following exposure to environmental hazards
  4. Critically evaluate and interpret the hypothesis, experimental design, methods and results presented in a paper from a technical journal article in an environmental health discipline (toxicology, epidemiology, exposure assessment, environmental policy)
  5. Identify data gaps and formulate testable hypotheses about critical questions in environmental health (epidemiology, toxicology, exposure assessment, environmental policy)
  6. Design and implement data collection strategies and rigorous evaluations to test hypotheses using novel or current techniques
  7. Analyze and interpret environmental health data
  8. Identify appropriate intervention strategies for specific environmental health problems
  9. Prepare scientific manuscripts for publication in peer reviewed journals in the field of environmental health
  10. Communicate scientific results at national and/or international conferences in the field of environmental health

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By the end of the program, students in the program will have the knowledge and skills to:

  1. Develop a scientific hypothesis, beginning with a review of existing literature, and design an epidemiologic study to assess the hypothesis validly and efficiently
  2. Design and implement data collection and management tools for epidemiologic research
  3. Analyze a complex epidemiologic data set using at least one computer-aided tool
  4. Communicate the results of research both orally and in writing
  5. Critically evaluate research reports and publications

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The PhD program provides advanced professional training in epidemiology to develop the knowledge, skills, and abilities necessary for leadership in epidemiologic research and methodology.

Upon completing the requirements for the PhD in Epidemiology, graduates are able to:

  1. Formulate research hypotheses that can be evaluated through empirical epidemiologic investigation
  2. Critically evaluate the advantages and disadvantages of epidemiologic study designs applied to particular etiologic associations
  3. Analyze and interpret epidemiologic studies using appropriate methods
  4. Explain the theoretical underpinnings of epidemiology, including new and traditional study designs
  5. Demonstrate understanding of sources of bias and approaches to evaluating and controlling bias
  6. Demonstrate proficiency in data collection, data analysis, and written summaries of statistical analyses
  7. Demonstrate expertise in at least one substantive area of epidemiology and apply that expertise to preparation of the dissertation proposal
  8. Perform all the steps of conducting a hypothesis-driven epidemiologic study, from developing hypotheses, to designing, analyzing, and interpreting results, to writing up findings in the form of a publication-quality manuscript, as demonstrated by the PhD dissertation, which requires three manuscripts judged to be suitable for publication

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Upon completing the requirements for the degree, graduates are able to:

  1. Identify key factors in the context of health and health care systems, institutions, stakeholders, and environment that have the potential to influence the structure, provision, and use of health services
  2. Analyze the role and effects of health policy in shaping the health systems and services being investigated
  3. Compare the contributions (and limitations) of conceptual models of health systems and services, and choose relevant conceptual models to support study topics
  4. Develop relevant and important research questions, grounded in critical and analytical reviews of the literature
  5. Analyze the strengths and weaknesses of a variety of possible study designs that can appropriately address health systems and services research questions
  6. Apply research methods that are appropriate to questions of interest, specifying study constructs, research questions, and appropriate approaches to data collection and analysis, with particular expertise in either quantitative or qualitative approaches
  7. Apply project and financial management tools to the conduct of research projects, ensuring that they remain on schedule and within resources constraints
  8. Develop, document, and employ procedures that ensure the reproducibility of the science, the responsible use of resources, mutual accountability with collaborators, and the ethical treatment of research subjects
  9. Work collaboratively with interdisciplinary teams to carry out research and to effectively communicate research results
  10. Develop a research question, and identify and systematically analyze either existing literature and/or data that informs the question, and write a coherent and concise paper reporting the findings that is suitable for publication in a relevant journal

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Upon completion of the PhD in Health Services Research, the graduate is able to:

  1. Identify key factors in the context of health and health care systems, institutions, actors, and environment that have the potential to influence provision and use of health services. These may include policy, organization and financing of healthcare services. They may also include social disparities and determinants that may affect access, as well as factors such as biology, behavior and culture that may influence individual health and the use of services
  2. Examine, critique, modify, and develop theory-based conceptual models of health services use. Identify and examine the use of theoretical perspectives derived from foundational fields that provide rationales for both HSR study topics and conceptual approaches to them. These fields can include anthropology, demography, economics, epidemiology, management, organizational science, political science, psychology and/or economics
  3. Develop original, relevant and important research questions to pursue in HSR that are grounded in both a critical analysis of prior HSR literature and relevant theoretical perspectives
  4. Identify and analyze the strengths and weaknesses of a variety of possible study designs that can appropriately address specific health services research questions. Methods include interventional, comparative and observational approaches; qualitative and quantitative approaches; and are derived from foundational health services fields and different types and sources of data
  5. Based on relevant theory/concepts and the research question(s) at hand, develop and apply a health services research design, specifying study constructs, research objectives and hypotheses and utilize methods that reliably and validly measure these constructs and outcomes of interest. Select optimal methodological approach, in combination as necessary, to answering key health services research questions
  6. Identify appropriate data collection strategies to answer research questions. Collect and manage primary health and healthcare utilization data and/or assemble and manage existing data from public and private data sources in accordance with research design
  7. Choose and apply a range of appropriate analytical techniques to data in order to explore various types of HSR questions. Utilize appropriate combination of analytic techniques to deepen data analysis and interpretation
  8. Develop, document and employ procedures that ensure the reproducibility of the science, the responsible use of resources, mutual accountability with collaborators, and the ethical treatment of research subjects
  9. Work collaboratively in teams within and across disciplines to develop and disseminate HSR knowledge; assembling and leading teams with the necessary combinations of knowledge and expertise
  10. Effectively communicate the process, findings, and implications of health services research via multiple modes, including via peer-reviewed publications, oral presentations and via technology. Be able to communicate findings to multiple stakeholders and audiences including funders, research participants, colleagues, policy-makers and managers

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Upon successful completion of the graduate certificate in public health, students will be able to:

  1. Identify the determinants of health and disease
  2. Demonstrate the ability to access and use data to address public health problems
  3. Demonstrate the ability to work effectively both independently and as part of a team
  4. Use systematic approaches to develop, implement, and evaluate public health policies, programs, or services
  5. Apply ethical and legal principles to public health policy
  6. Incorporate perspectives of diverse groups and communities

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SPH graduates bring a well-rounded, evidence-based approach to addressing public health problems. You will be prepared to work in a wide array of settings and understand the interplay of the biological, social, economic, cultural, political, behavioral, and environmental factors that affect health. You will have the ability to critically analyze public health literature, create innovative solutions to problems in collaboration with others, evaluate program effectiveness, and present your views clearly to a range of audiences, both verbally and in writing.

Upon completion of the MPH degree requirements, graduates are able to:

  1. Identify the determinants of health and disease
  2. Estimate the burden and patterns of disease in communities in order to prioritize health needs
  3. Use systematic approaches to develop, implement, and evaluate public health policies, programs, or services
  4. Communicate effectively to multiple audiences
  5. Demonstrate the ability to access and use data to identify and solve public health problems
  6. Demonstrate the ability to work effectively as part of a team
  7. Apply ethical and legal principles to public health practice and policy
  8. Work with and incorporate perspectives of diverse groups and communities
  9. Demonstrate professional knowledge and skills for effective practice in a selected field of study

Additional Competencies for Community Assessment, Program Design, Implementation, and Evaluation Certificate Students:

  1. Plan and conduct systematic community health needs assessments, integrating multiple sources of data and community and stakeholder input
  2. Design a public health intervention which is supported by public health evidence and responds to priorities identified through a community needs assessment
  3. Formulate an implementation and sustainability plan designed to engage community members, policy makers, practitioners, funders, and researchers
  4. Design a program evaluation, including formative, process and impact evaluation, and be able to articulate a plan for evaluation using a standard logic model
  5. Apply strategies for equitable, collaborative partnerships with communities, based on common recognition of sources of structured social privilege and disadvantage and a shared goal of seeking to expand community assets and power to improve health outcomes

Additional Competencies for Design and Conduct of Public Health Research Certificate Students:

  1. Evaluate relative strengths and weaknesses of various study designs to address a specific public health research question
  2. Identify methodological and practical issues involved with planning and implementing a public health research study, including issues relating to the responsible conduct of research and the protection of human subjects
  3. Access and analyze publicly available public health data sets, such as the CDC’s Behavioral Risk Factor Surveillance System
  4. Identify, conduct, and interpret an appropriate statistical analysis for a given public health research question and study design
  5. Interpret and communicate the results, strengths, and limitations of a public health research article in both technical and non-technical terms

Additional Competencies for Environmental Hazard Assessment Certificate Students:

  1. Collect and analyze environmental data and articulate the characteristics of major chemical, physical, and biological hazards
  2. Interpret measured or modeled concentrations or doses of hazards compared with risk-based and non-risk-based criteria and guidelines
  3. Evaluate the influence of susceptibility based on a hazards’ biological mode of action, and vulnerability on health risks for major environmental determinants of human disease
  4. Identify defensible intervention and prevention strategies to improve health through reduction in exposures to environmental hazards
  5. Critically assess articles related to environmental impacts on health, analyzing the strength and validity of the hypothesis, study design and methods, results, conclusions, and public health significance of primary research studies

Additional Competencies for Epidemiology and Biostatistics Certificate Students:

  1. Calculate and apply appropriate epidemiologic and statistical measures to draw valid inferences and summaries from public health data
  2. Evaluate the strengths and limitations of epidemiologic and statistical reports from public health studies
  3. Analyze key sources of public health data, reflecting comprehension of the basic ethical and legal principles pertaining to the collection, maintenance, analysis, and dissemination of epidemiologic and public health information
  4. Communicate the results of epidemiologic and statistical analyses using written and oral presentations for both public health professionals and external audiences
  5. Describe the role of epidemiology and biostatistics for informing etiologic research, planning and evaluation of interventions, public health surveillance, and health policy, with demonstration of performance in one of these areas

Additional Competencies for Health Policy and Law Certificate Students:

  1. Analyze current health policy issues faced by countries, states, and local communities, including political, social, economic, and organizational factors
  2. Evaluate policies in terms of their effectiveness, efficiency, and equity
  3. Develop policy proposals that recognize legal and political constraints
  4. Determine the factors influencing successful policy implementation
  5. Effectively communicate policy and legal analysis through multiple channels to diverse audiences

Additional Competencies for Health Communication and Promotion Certificate Students:

  1. Design a strategic plan for an intervention and communications strategy that is theory-driven, science-based, audience-centered, practicable, and evaluable
  2. Use a wide range of communications venues in support of social marketing campaigns, corporate responsibility campaigns, and media advocacy campaigns
  3. Develop effective communications that are appropriate to audiences with lower health literacy
  4. Design a process and outcome evaluation for a communications campaign
  5. Prepare and deliver a clear and effective oral briefing on a public health topic to the general public and to policymakers

Additional Competencies for Healthcare Management (CAHME) Certificate Students:

Health Care System Analysis

  1. Analyze how the structures, processes, and outcomes observed in the organization, delivery, and financing of health services in the US are related both to one another and to historical and contextual influences, and can compare these aspects of the US system to those in other developed nations
  2. Apply economic and political analysis to understand causes of high costs associated with the delivery of health care services in the US, and develop and evaluate the effectiveness of possible remedies (or solutions)
  3. Analyze the current policy issues that face US, state, and local communities; evaluate policies in terms of their effectiveness, efficiency, and equity; and understand the factors influencing successful policy implementation
  4. Assess how political, organizational, and occupational structures, cultures, and norms influence the ways in which health care is allocated and provided, analyze how these factors affect changes in health policy and/or systems, and develop strategies to promote an organization’s or constituency’s position

Implementation and Improvement

  1. Translate visions and strategies into specific goals and plans; analyze strategic alternatives with respect to the actions and options of other organizations
  2. Critically appraise health care quality data and measurement methods for pursuing quality improvement, identify strategies for quality improvement and apply structured approaches for implementing change
  3. Apply planning/management tools and techniques to achieve successful project completion
  4. Identify roles and applications of health information systems in managing health care delivery, financing, and quality assessment

Leadership

Upon graduation, students will be able to:

  1. Set clear goals and expectations, select and bring together people with the requisite skills and knowledge, assess the contributions of others, provide clear developmental feedback, and improve one’s own performance based on feedback from others
  2. Identify important interests of multiple parties to understand the dynamics of conflicts in interpersonal, organizational, and political contexts, and develop viable solutions to identified problems
  3. Practice structured approaches for transition from the current to the future state in implementing changes in health care policy and management

Additional Competencies for Monitoring and Evaluation Certificate Students:

  1. Design monitoring and evaluation plans for public health programs
  2. Articulate the purpose of formative, process, and outcome evaluations
  3. Differentiate between qualitative and quantitative evaluation methods in relation to their strengths, limitations, appropriate uses, with an emphasis on reliability and validity
  4. Apply analytic methods to evaluate the impacts and costs of public health programs and policies
  5. Support the use of data from monitoring and evaluation projects in informing evidence-based decision-making for the development of new programs and continuous quality improvement efforts

Additional Competencies for Monitoring and Evaluation Certificate Students:

  1. Develop oversight to support project-level activity, to ensure that the essential elements of a program and program goals are met by providing a decision-making capacity that cannot be achieved at project level
  2. Demonstrate skills in budget management, such as analyzing data, providing budget justifications, and developing budget formulations, which can be used to design and implement health programs in low- and middle-income country settings
  3. Create monitoring plans to assess leadership and employee accountability, and review plans for management of projects, stakeholders, and suppliers
  4. Critically assess program outcomes to identify needed changes, and ensure that monitoring systems are in place to enable program evaluation
  5. Propose specific solutions to a variety of program challenges related to human resources, information technology, supervision, logistics, and management

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School of Social Work

  1. Demonstrate professional and ethical behavior
  2. Engage diversity and difference in practice
  3. Advance human rights and social and economic justice
  4. Engage in practice informed research and research informed practice
  5. Engage in policy practice
  6. Engage with individuals, families, groups, organizations, and communities
  7. Assess with individuals, families, groups and communities
  8. Intervene with individuals, families, groups and communities
  9. Evaluate practice with individuals, families, groups and communities

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  1. Demonstrate mastery at a doctoral level of core social work and social justice theory
  2. Demonstrate mastery at the doctoral level of interdisciplinary area of inquiry (specialization)
  3. Demonstrate the ability to conduct rigorous applied scholarship and make significant original contribution to social work

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School of Theology

  1. Demonstrate an advanced understanding of the nature and purposes of transformational religious leadership
  2. Demonstrate enhanced competencies in contextual analysis and leadership skills
  3. Exhibit growth in the capacity to relate across cultural difference and in a commitment to social justice
  4. Demonstrate the integration of knowledge, contextual analysis, and leadership skills into a theologically reflective vocational praxis
  5. Produce new knowledge about religious leadership in global contexts
  6. Demonstrate growth in spiritual maturity, and development and appropriation of a personal and professional ethic

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  1. A breadth of knowledge in theological and religious studies and in other cognate disciplines with mastery of knowledge in a particular academic discipline
  2. A capacity to conduct advanced scholarly research and writing that makes an original contribution to the discipline that is significant for religious communities, academy, and society
  3. Growth in one’s identity as a researcher, including: the ability to access appropriate resources in the study of one’s discipline, to analyze and assess critically the findings of others, and to synthesize existing knowledge with one’s own findings; the ability to employ primary doctoral-level research methods appropriate to the study of one’s chosen discipline; and the ability to communicate one’s research appropriately to scholars within one’s discipline and to other scholars, professionals, or publics beyond one’s discipline
  4. Growth in one’s identity as a teacher, including: the ability to design a course with appropriate, achievable, and measurable learning outcomes; and the ability to facilitate and evaluate learning within a course through a variety of methods
  5. Growth in one’s professional identity as a scholar within the academy, including: familiarity with the teaching profession and the academy; the responsibilities and expectations of a faculty member; and the ethical standards of one’s discipline; and commitment to collaborative inquiry, mentoring, publication and other modes of transferring knowledge, and personal professional development through learned societies
  6. Graduates demonstrate growth in their capacity for a robust embrace of and engagement with social and theological diversity and their capacity to relate across difference

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  1. A comprehensive and discriminating understanding of the Christian tradition in relation to other religious and cultural traditions, including (a) the broader heritage of the Christian tradition as such and the more specific character of particular Christian traditions and communities in relation to other faith traditions and social-cultural contexts; (b) the ways that traditions transcend particular social and cultural settings, and the ways they come to unique expression in them; and (c) the Christian and Hebrew scripture, the historical development and contemporary articulation of the doctrinal and theological traditions of Christian communities of faith, the social and institutional histories of those communities, and the mutual influence of those distinctive traditions with diverse social contexts
  2. A critical understanding of and creative engagement with the cultural realities and structures within which the church and other religious communities live and carry out their missions, including (a) contemporary cultural and social issues and their significance for diverse linguistic and cultural contexts of ministry; and (b) the global character of the church as well as ministry in the multifaith and multicultural context of contemporary society
  3. Growth in personal faith, emotional maturity, moral integrity, and public witness
  4. Growth in ministerial and public leadership skills, professional and ministerial ethics, the ability to think theologically about the practice of ministry, and the development of habits of lifelong learning
  5. Growth in one’s capacity for a robust embrace of and engagement with social and theological diversity and one’s capacity to relate across difference

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  1. Capacity for constructive theological reflection and a graduate survey knowledge of the Bible, church history, worship, and theology.
  2. A foundational knowledge of music theory and history
  3. An advanced knowledge of church music literature (choral and instrumental)
  4. Advanced competence in an applied music performance area
  5. Advanced competence in practical skills required to lead communities of faith in worship through music
  6. Growth in one’s capacity for a robust embrace of and engagement with social and theological diversity and one’s capacity to relate across difference

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The primary learning outcomes of the STM include:

For those pursuing the STM in Theological Studies:

  1. Advanced competency in one area or discipline of theological study and a capacity to conduct original research in that area

For those pursuing the STM in Religious Leadership

  1. Advanced competency in ministerial or religious leadership practice within a particular area of focus and an advanced capacity for integrating theology and practice

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  1. Graduates possess a foundational understanding of the Christian and Hebrew scriptures and of the broad heritage of the Christian tradition as such and in relation to other faith traditions and social-cultural contexts
  2. Graduates possess either a focused knowledge in a specific discipline (for students pursuing a particular MTS concentration) or a survey knowledge of various theological disciplines for students pursuing the open format MTS
  3. Graduates possess a critical understanding of and creative engagement with the cultural realities and structures within which religious leadership is carried out, including: contemporary cultural and social issues and their significance for diverse linguistic and cultural contexts of religious leadership; and the global character of religious communities in the multifaith and multicultural context of contemporary society
  4. Graduates possess a clear vocational direction
  5. Graduates demonstrate growth in their capacity for a robust embrace of and engagement with social and theological diversity and their capacity to relate across difference

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Student Affairs


  1. Students understand that scholarly content is produced in many ways, takes many forms, and is found in many places, and that different forms, formats, and sources of content are appropriate for different information needs
  2. Students understand that research is an iterative process that makes use of multiple methods and tools (selected depending on need, purpose, and circumstance) to explore questions leading to new knowledge and new lines of inquiry
  3. Students are able to critically evaluate findings of their research, identifying and making use of appropriate content in the context of a broader scholarly conversation and of their particular areas of inquiry
  4. Students are able to present and explain the results of their research, through a variety of means and modes, to different audiences including: collaborators on group projects, faculty, fellow students, and others who can benefit from their contributions to the scholarly discourse on a topic
  5. Students are able to bring together their understanding of information content and context and of research and communication methods and tools to discover new knowledge, develop new ideas, and contribute to the scholarly conversation

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  1. Through participation with offerings from the Center for Career Development, including individualized advising, coaching, career counseling, and group workshops on a wide variety of topics, students will be able to identify and assess their own values, interests, and skills that will enable them to more effectively explore and seek professional and personally meaningful career paths upon graduation and throughout their lives
  2. By taking advantage of relevant offerings through the CCD, including on-campus recruiting and additional opportunities to connect with alumni and potential employers, students will acquire and demonstrate skills necessary for future job-search success through development of professional resumes, cover letters, networking capabilities, and interviewing skills
  3. Through participation in internships, research, and other avenues of experiential learning, students will gain real-world knowledge of potential career paths, and obtain transferable skills and marketplace awareness, better positioning themselves for successful job searches, potential career paths, and graduate school options

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Through direct service, critical reflection, education, and leadership, students will:

  1. Connect direct service and community work with academic learning and professional goals/opportunities
  2. Collaborate and connect with people with a wide range of identities, perspectives, values, and experiences
  3. Enhance understanding of Greater Boston and its history, community members, organizations, neighborhoods, and challenges
  4. Identify and address instances of power and privilege, oppression and subjugation, and structures that promote injustice. Internalize ideals of pluralism, proximity, neighboring, and empathy
  5. Develop usable learning skills, including critical thinking, problem solving, self- and community-reflection, and open mindedness
  6. Develop usable leadership and professional skills, including communication, facilitation, collaboration, initiative, and self-care

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  1. Students will demonstrate and articulate their sense of identity, meaning students will learn ways to acknowledge their differences even if they are in deference to the beliefs and teaching of others.  Students will learn to listen, express themselves cogently, while being respectful of themselves and others.  They will understand that there will be times that we will coexist, possibly be friends, while agreeing to disagree. Students will learn to overcome their inhibitions, to forge strong relationship and break barriers of divisiveness that often exist between people
  2. Students will demonstrate a working knowledge of Howard Thurman’s “Common Ground” philosophy, applied in today’s pluralistic context as a commitment to engaging in a civil “commons” of deliberation, discussion, debate and exchange of ideas
  3. Students will practice engaging in conversation on the controversial and “touchy” subjects (i.e. race, politics, religion, etc.)
  4. Students will learn the importance and benefits of reflection and how their experiences influence themselves and others

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Residence Hall Councils will:

  1. In September, identify three signature events they will host over the course of the fall semester
  2. In January, identify three signature events they will host over the course of the spring semester
  3. Improve on their organizational skills, identify and create tasks that need to be completed in their program preparation
  4. Create and develop three marketing strategies, which detail event information to the community at least 2 weeks prior to the date of the event
  5. Enhance their time management skills
  6. Generate a detailed budget for events and will meet their target budget
  7. Utilize the full extent of their human resources; executive board, floor/house representatives, and resident assistants
  8. Assess programs and utilize that information to improve upon organizational planning of future events

Students will:

  1. Be able to locate university policies, articulate in their own words policies which they have allegedly violated, and demonstrate understanding of the conduct process and their corresponding rights and responsibilities as members of the Boston University community
  2. Be able to list how their actions have impacted them and/or the community
  3. Comprehend and understand why sanctions are issued for violations University policies and are expected to comply with sanctions and deadlines
  4. Demonstrate a knowledge of University resources by identifying at least two resources they can access to support their academic goals and aspirations.

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By participating in the arts and arts programming supported by the BU Arts Initiative, students graduating from Boston University will:

  1. Make friends (create social bonds)
  2. Experience Cognitive growth (grow their understand humanity and learn about the world)
  3. Be More Healthy and Happy (experience a balanced lifestyle and stress management)

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