Program Learning Goals

1. Students can recognize the ethical implications in a business situation and choose and defend an appropriate resolution.
2. Students can write effectively about a business problem or issue.
3. Students can make an effective oral presentation on a business problem or issue.
4. Students are knowledgeable in project management principles and are able to apply these principles to a practical situation.
5. Students will be able to articulate important diversity issues including, but not limited to, race, ethnicity, culture, gender, age, socio-economic status and political/religious/sexual orientation in business management.
6. Students will be able to effectively use computer technology to support a business decision.

The learning goals of the Computer Information Systems Masters Program are aligned with the university's Shared Learning Goals, as listed below:

UW-Parkside Shared Learning Goal: Reasoned Judgment

1. Develop Business-Oriented Software: Students can develop software for business enterprises.
2. Evaluate Technology: Students can read and assess professional and research papers on Information technology, information systems, and/or computer science subjects.

UW-Parkside Shared Learning Goal: Social & Personal Responsibility

1. Integrate IT and Business: Students can understand and integrate IT solutions into a business, including planning, communicating, working with business professionals, related to IT. Students also understand the ethical implications of their decisions.

UW-Parkside Shared Learning Goal: Communication

1. Communicate Information Systems effectively and professionally within the Enterprise: Students can prepare business-oriented plans and reports, such as project plans, security plans, etc.

The learning goals of the Computer Science major are aligned with ABET (Accreditation Board for Engineering and Technology) and the university’s Shared Learning Goals. ABET student outcomes are defined preceded by a letter: e.g., a). ABET goals are grouped according to the university’s Shared Learning Goals.

The Computer Science program enables students to attain, by the time of graduation:

UW-Parkside Shared Learning Goal: Reasoned Judgment

1. An ability to apply knowledge of computing and mathematics appropriate to the discipline
2. An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution
3. An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs

UW-Parkside Shared Learning Goal: Social and Personal Responsibility

1. An ability to function effectively on teams to accomplish a common goal
2. An understanding of professional, ethical, legal, security and social issues and responsibilities
3. An ability to analyze the local and global impact of computing on individuals, organizations, and society
4. Recognition of the need for and an ability to engage in continuing professional development

UW-Parkside Shared Learning Goal: Communication

1. An ability to communicate effectively with a range of audiences
2. An ability to use current techniques, skills, and tools necessary for computing practice.

1. Economics graduates will be able to evaluate the implications of economic scarcity in the context of resource allocation, production, and consumption and various economic institutions (aligns with Reasoned Judgment).
   -Outcomes/Objectives:
   • Students can compare and evaluate the consequences of and the tradeoffs resulting from economic scarcity in the context of different market structures.
   • Students can compare and evaluate the consequences of and the tradeoffs resulting from economic scarcity in the context of macroeconomic variables.
2. Economics graduates will be able to apply tools of economic decision-making to make optimal (efficient) economic decisions (aligns with Reasoned Judgment).
   -Outcomes/Objectives:
   • Students can construct and apply economic models and analytical tools to explain economic relationships and evaluate solutions to economic problems.
   • Students can create economic databases, work effectively with data, and perform quantitative analysis.
3. Economics graduates will be able to evaluate the desirability of economic decisions and policies in terms of their effects on individual and social welfare (aligns with Social and Personal Responsibility).
   -Outcomes/Objectives:
   • Students can compare and evaluate changes in the economic welfare of individuals, households, firms, government, and society resulting from domestic economic policies and global external economic shocks.
   • Students can compare and evaluate changes in the economic welfare of individuals and households in the context of diversity, equity, and other social goals.
4. Economics graduates will be able to communicate economic concepts, data, models, theories, and analyze effectively using various forms of media and communication technologies (aligns with Communication).
   -Outcomes/Objectives:
   • Students can communicate in writing and by using tables, graphs, or mathematical representations (models) effectively to demonstrate comprehension of the underlying economic concepts and relationships.
   • Students can communicate verbally by using the spoken word or multimedia technologies effectively.

1. Document requirements of an information system using state-of-the-art modeling techniques.
2. Develop a data model that satisfies the third normal form (3NF).
3. Understand and apply the concepts of object-oriented systems.
4. Understand the design principles of computer network architectures and apply them to a business problem.
5. Understand project management principles and apply these principles to a practical situation.

1. To provide UW-Parkside students with a rigorous health sciences degree that will allow them to gain admission into professional/ graduate health programs.
2. To provide UW-Parkside students with a rigorous health sciences degree that will allow them to be competitive and successful in entry level health science careers.

1. Biological complexity and evolution
2. Inquiry and research methods
3. Scholarship and communication

1. Communicate results from scientific studies in the field of chemistry in formats suitable to the profession ( knowledge-based, performance skill)
2. Perform and evaluate scientific experiments and studies in the field of chemistry (knowledge-based, performance skill)
3. Act as a socially responsible member of the profession (affective behavior).

Upon successful completion of the environmental studies major, students will be able to:

1. Understand the physical, biological and social forces that govern the development and evolution of environmental systems and demonstrate expertise in how these systems can be sustainably managed.
2. Collect, manage and analyze quantitative data to draw inferences about the nature of reality.
3. Work collaboratively as part of an interdisciplinary team to analyze and solve environmental problems through a combination of content knowledge and critical reasoning.
4. Analyze the roles of economics, politics, and society in evaluating and resolving environmental issues and have a thorough understand local, national, and international environmental laws, regulations and policies.
5. Effectively communicate environmental problems and solutions to both professional and non-professional audiences.

1. To prepare students for professional certification and employment in areas of environmental and earth sciences. The program satisfies requirements for Wisconsin Professional Geologist and Professional Hydrogeologist.
2. To assist with the preparation of K-12 teachers in the areas of earth and environmental sciences and broad field science.
3. To promote scientific literacy on the campus and in the community, particularly with respect to principles and issues involving environmental awareness, quality, and protection.
4. To contribute fundamental scientific research that enhances environmental quality and quality-of-life for members of the regional, state, local and campus communities.
5. Contribute to the diversity of the university community by working toward the goals of Plan 2012.

Graduates of the HIMT degree program will be able to:

1. Demonstrate knowledge of healthcare billing, coding and reimbursement policies
2. Demonstrate knowledge of healthcare terminology and medical conditions
3. Demonstrate knowledge of dynamic healthcare delivery systems and regulatory environments
4. Apply principles of healthcare privacy, confidentiality, legal, ethical issues and data security
5. Apply critical and creative thinking, problem solving, and effective inter-professional communication skills related to health information management
6. Evaluate, use, and integrate information technology to support medical decision making and processes
7. Apply quantitative methodologies to process healthcare information
8. Demonstrate through the healthcare management track the principles of leadership and management in the HIMT environment

OR

Demonstrate through the healthcare technology track the application of information technology in the HIMT environment

1. Apply the knowledge of exercise science principles.
   • Analyze and assess human movement in a variety of levels and contexts
   • Develop and execute appropriate fitness assessments and programs for flexibility, strength, endurance, body composition, plyometrics, speed development and conditioning.
   • Create scientifically based periodized programs for anaerobic and aerobic exercise
   • Plan, implement and evaluate effective exercise or health-related programs
2. Demonstrate effective professional communication skills through a variety of mediums.
   • Use professional oral and visual communication skills effectively when giving a presentation on a topic in the field of exercise science
   • Demonstrate effective writing skills regarding a fitness management problem or issue
   • Demonstrate competence with interpersonal communication in a situation related to fitness management/exercise science
   • Demonstrate effective individual and group exercise leadership skills
3. Demonstrate effective critical thinking skills in the area of exercise science.
   • Appropriately apply scientific methods to the field of exercise science
   • Apply evidenced-based decision making in planning safe and effective exercise programming for any population
   • Evaluate information and evidence related to fitness and health practices
4. Act as a socially responsible member of the exercise science/fitness management profession.
   • Develop personal and professional philosophies necessary to excel professionally
   • Use the various dimensions of diversity, ethics, and law for professional decision-making in relation to fitness management.
   • Appreciate the need and have the desire to seek the most current knowledge in the field

1. Formulate and prove mathematical results in the language of mathematics.
2. Perform technical mathematical computations in mathematics and related fields.
3. Translate ideas and meanings from the language of everyday life (English) into mathematical language (formulas and symbols).
4. Communicate in the language of mathematics.
5. Search for knowledge in independent and responsible ways.

1. Knowledge of the Natural World: Breadth of scientific knowledge, specifically, the ability to think beyond one's area of concentration.
2. Critical and Creative Thinking Skills: Experiential and problem solving skills as well as higher order qualitative and quantitative reasoning.
3. Effective Communication Skills: Competence in speaking, reading, and writing abilities.
4. Individual, Social and Environmental Responsibility: Civic knowledge and engagement (both local and global), ethical reasoning, and action; ability to interact and work with people under standard civility and professional norm.

1. Student should be scientifically literate in the foundations of physics, both theoretical and practical
2. Students should be able to take data in a lab environment or computer simulation, analyze it, present it coherently in a written format and draw from the analysis a convincing conclusion based upon the principles of the scientific method.
3. Students will master the tools of modern physics; mathematical, computational, and experimental.
4. The student should be able to orally present in a professional, lucid manner, the results and analysis of an experiment or research and effectively answer questions on the topic of their work in a scientific seminar format.
5. The student is expected to have mastered the methods of modern scientific exploration at an appropriate level, and engage in a continual self-examination for any deficiencies, and take advantage of opportunities to rectify them. The goal is to be fully prepared for the Physics GRE exam.

1. Communication: Students successfully communicate psychology-related material.
2. Critical thinking: Students apply critical thinking skills to reading scholarly material and writing a scholarly paper.
3. Social and personal responsibility: Students understand how psychological principles permeate our everyday lives in a multitude of ways.
4. Content knowledge: Students understand the major theories and research findings of the major areas of psychology.

1. Demonstrate effective communication skills through a variety of mediums
   • Students are able to use oral or visual communication for business purposes using professional communication styles.
   • Students are able to use written communication for business purposes using professional communication styles.
   • Students demonstrate an ability to use interpersonal and mass communication styles in sport business.
2. Collect and analyze information connected to the sports management discipline
   • Demonstrate an ability to use the fundamental principles of the sport management field, which include marketing, finance and law.
   • Effectively apply technology to analyze and interpret data.
3. Demonstrate a proficiency in identifying and resolving problems
   • Students can identify and evaluate sport business concerns.
   • Students can communicate how learned concepts affect business situations while providing a potential solution to any problem.
   • Students can identify potential ethical dilemmas and be proactive in resolving them.
4. Function effectively in a manner similar to industry personnel
   • Students demonstrate the ability to make economic decisions to improve the business.
   • Students use the various dimensions of diversity, ethics, and law for professional decision-making in relation to sport management.
5. Develop critical thinking skills through disciplined intellectual inquiry
   • Students are able to utilize strong logic in developing potential solutions to problems within professional and ethical standards.
   • Students can recognize and analyze sport business issues through relevant literature.

• Analyze sustainability issues from local and global perspectives.
• Analyze and interpret social, scientific, and business-related information in the context of sustainability.
• Make informed judgments that lead to sustainable outcomes.
• Employ systems thinking approaches to evaluate sustainability issues.
• Communicate sustainability to diverse audiences.
• Integrate sustainability concepts into applied settings and projects.

• Solve complex problems with a systems thinking approach.
• Communicate complex social, economic, and environmental issues and their interrelationships to diverse audiences.
• Analyze and critically evaluate evidence to formulate and organize sustainable strategies.
• Engage and lead sustainability initiatives at local, national, and global levels.

Our students can use their knowledge and comprehensive in Criminal Justice to:

1. Improve the Justice System - by communicating the results of Criminal Justice concepts and criminological theories to articulate methods and strategies to improve our Justice System.
2. Advance the Scientific Basis - exercise reasoned judgment to advance the scientific basis of criminal justice practices, policies and procedures by identifying and evaluating research needs and priorities of our Justice Agencies.
3. Promote Ethical Principles and Practices - Demonstrate social and personal responsibility by evaluating evidence, acting ethically, and reflecting the values that are the underpinnings of Criminal Justice as an academic discipline.

1. Knowledge: the goal is to educate students with fundamental geographic knowledge and concepts in the major areas of physical geography and human geography, while comprehending the interrelationships between the environment/nature and human activities. [global perspective and individual accountability]
2. Analytical and Technical Skills: the goal is to train students to utilize several geographic tools, maps, statistics, field methods, geographic information systems, remote sensing and global positioning systems. [analytical skills; information technology competence]
3. Synthesize and Communicate: the goal is for students to develop critical thinking skills to conduct research and solve problems, review literature, collect data, apply a methodology, and present the results. [critical thinking; literacy and oral communication]

1. Master a rich body of historical knowledge. Students will learn to recognize, understand, discuss, and debate key historical events, issues, and ideas.
2. Become skilled researchers. Students will learn to locate and work with a wide variety of historical sources and source-formats, including online resource databases and digital media, and to analyze them in support of their own claims about the past.
3. Become critical, analytical readers. Students will learn to read historical sources and digest their meanings, themes, arguments, and conclusions, and to recognize subjective challenges present in those sources, such as bias and ambiguity.
4. Become skilled writers and communicators. Students will learn to write about and discuss their findings and claims clearly, concisely, and effectively, and to document their claims and sources accurately with correct scholarly apparatus.
5. Become critical, global thinkers. Students will learn to understand and to articulate the value of ethnic and cultural diversity to the study of History and the important perspectives that they provide.

1. International studies students will be prepared to live in increasingly global societies by having considerable knowledge about the world beyond their borders.
2. They will be able navigate cultural and national differences in diverse ways and understand that the world is interconnected.
3. They will develop the tools to live a meaningful and ethical life and understand their worldview in relation to the worldview of others.

1. Knowledge and Understanding: Majors will gain a familiarity with several important philosophical ideas and philosophers.
2. Skills Majors will learn to think logically and creatively, to critically analyze key texts and arguments and to effectively communicate their ideas.
3. Values Majors will engage in fair and reasoned discourse.

1. We seek to help our students attain a practical and theoretical knowledge of politics and the law, assisting them to become conversant in a broad-range of concepts in the areas of political theory, international politics, comparative politics, American government, and the law.
2. We seek to help our students to become critical thinkers; thinkers that are able to question the assumptions that underwrite claims or positions and make reasoned determinations about the truth and strength of various arguments.
3. We seek to help our students to become independent researchers, capable of identifying and articulating hypotheses, seeking information and inputs relevant to the topic, evaluating the credibility of sources and information, applying the appropriate methods and tools for testing or exploring a hypothesis, and drawing proper conclusions based on their findings.
4. We seek to help our students become global citizens in the sense that they have civically-oriented consciousness, a respect for diversity, pluralism and inclusiveness, and a moral and ethical sense of responsibility and moral disposition regarding their place in local, state, national, and international communities.

1. To offer a high quality Sociology/Anthropology program which promotes conceptual, pragmatic, methodological, and civic competencies. The accomplishment of our departmental mission is reflected in the competencies students demonstrate before graduation
   • Conceptual Competencies
     1. Discerning and identifying different theoretical perspectives.
     2. Assessing and applying theoretical frameworks to social realities.
     3. Understanding societies and cultures in their own terms, fostering a global perspective
     4. Linking the discipline(s) to others.
   • Pragmatic Competencies
     1. Identifying social problems and framing them conceptually.
     2. Analyzing the impact of macro-structural factors on personal experience.
     3. Identifying and breaming down ethnocentrism in research and practice.
     4. Establishing links between analysis and public policy on both local and global levels.
     5. Reading and writing at college graduate level.
   • Methodological Competencies
     1. Generating, manipulating and analyzing social science data.
     2. Recording and interpreting qualitative evidence of socio-cultural life.
     3. Critically evaluating research findings.
     4. Independently framing and executing research projects.
   • Civic Competencies
     1. Promoting civility and civil discourse
     2. Imparting a sense of agency to communities, locally and beyond, by
     3. Becoming skilled in applying research to community and organizational problems.
     4. Becoming skilled in applying sociological and anthropological perspectives to communitiy and organization problems.
     5. Understanding group and organizational process in order to enable active citizenship and effective teamwork.
2. To promote an understanding of diverse cultures from a variety of anthropological and sociological perspectives in order to connect local, national, and global communities.
3. To demonstrate the importance of integrating teaching, research and service both inside and outside the classroom by creating a teaching/learning environment that provides hands-on research and other experiential opportunities for collaborative faculty, student, and staff interaction in support of excellence. This objective is designed to promote the methodological competencies primarily.
4. To prepare students to be successful in their professional, civic, and personal lives, and to empower students by promoting an awareness that they can make a difference.

Consistent with IPED's conceptual framework which stems from the mission and vision, the following outcomes have been identified as points of assessment of teacher candidate knowledge, skills, and dispositions:

1. Competent Professionals

   The teacher candidate demonstrates:

   • Subject specific knowledge
   • Pedagogical and practical culturally responsive knowledge
   • Ability to use technology in teaching and learning
   • Ability to teach in a multicultural and multilingual society
   • Ethical practice
      
2. Reflective Practioners

   The teacher candidate demonstrates:

   • Intellectual engagement and actively pursues personal and professional lifelong learning
   • Practice related to data-driven decision making
   • Engagement in self-assessment
      
3. Engaged Collaborative Professionals

   The teacher candidate demonstrates:

   • Engagement in collaborative efforts to advance teaching and learning;
   • Communication and advocacy for children, families and communities;
   • Equitable access by engaging all learners with meaningful learning opportunities;
   • Persistence in developing innovative practices.
      
4. Responsive Practitioners

   The teacher candidate demonstrates:

   • An awareness of the sociocultural forces that impact the in-school and out-of-school lives
   • An ability to value and teach about diversity, inclusivity, and equity
   • Growth toward cultural competency and culturally responsive teaching
   • Strength-based approaches to engaging students