Graduate and Undergraduate Program Student Learning Outcomes (SLOs)

Graduates of the Au.D. Program should be able to communicate in a professional, culturally sensitive, and effective manner; via spoken, written, and sign languages; in advocacy, consultation, education, and administration.

Graduates of the Au.D. Program should be able to plan, perform, and evaluate programs for the prevention and identification of auditory and vestibular disorders.

Graduates of the Au.D. Program should be able to plan, perform, and evaluate assessments of individuals with suspected disorders of auditory, balance, communication, and related systems.

Graduates of the Au.D. Program should be able to plan, perform, and evaluate intervention of individuals with suspected disorders of auditory, balance, communication, and related systems.

Graduates of the Au.D. Program should be able to conduct clinically relevant research to support evidence-based audiological practice, including evaluation and interpretation of the current literature and planning and executing a hypothesis-driven study.

1. Demonstrate theoretical and analytical knowledge of ASL linguistics and Literature.

2. Theoretical and analytical knowledge of the role of ASL in education, politics, and media.

3. Students in the program will produce college-level ASL and English texts that demonstrate knowledge of, and critical inquiry into, key concepts in the ASL discipline.

4. Students of the program will recognize the importance of the ASL expert as a system change agent and apply this in practice inside and outside the classroom utilizing effective leadership, advocacy, consultation, and collaboration to influence change on the individual, group, and organizational and systemic levels.

5. Demonstrate preparation for future career employment in the field of ASL

Provide evidence of creative, technical, and critical skills in art and media design via created products as visible within portfolio and exhibits.

Explain in writing and ASL the purpose and creative process of art/media design products through their artist statement.

Demonstrate ability to employ techniques of art criticism in analyzing their own as well as others' art/media design projects in writing and ASL.

Demonstrate ability to revise their and others' art/media design projects in response to self-analysis and critical/technical feedback.

Analyze the ethical responsibility of artworks and artists as an extension of art criticism via writing and ASL.

1. Demonstrate knowledge of current theories of biology and concepts basic to biology, including: Levels of complexity (molecular/cellular through population/communities/ecosystems); biological principles and processes; connections among concepts across disciplines (physical sciences, mathematics, social sciences).

2. Demonstrate critical thinking skills through: Identifying appropriate questions, issues or problems to be explored; analyzing, interpreting, and evaluating evidence; constructing well-supported, clearly articulated arguments and conclusions.

3. Demonstrate information literacy and research skills through effective use of: Sources of information in biology including published literature and scientific databases; computer applications to acquire and analyze experimental data and develop graphic models.

4. Demonstrate experimental research methods including: Scientific methods and instrumentation; safe and appropriate use of laboratory equipment; experimental design; data analysis; familiarity with professional standards in science.

5. Demonstrate effective communication with varied audiences and media by: Providing clear structure and transitions; demonstrating substantial understanding via research, credible sources, and supporting evidence; demonstrating audience-appropriate purpose, agenda, language, and style.

6. Demonstrate preparation for future career and educational goals by: awareness of personal competencies (strengths and weaknesses); ability to work in a team to accomplish a goal; understanding of professional and ethical behavior.

SLO #2

Create and Deliver Messages – Students create and deliver messages in American Sign Language (ASL) and written English appropriate for diverse audiences, purposes, and contexts

SLO #2

Critically analyze messages –Apply fundamental communication concepts, and theories to critically analyze, evaluate and respond to a variety of messages

SLO #3

Create effective communication that embraces differences –Students recognize and apply complex social identities and design communication for diverse cultural contexts

SLO #4

Identify and solve impediments to successful communication –Students apply knowledge from a variety of disciplines to identify and analyze barriers in communication

SLO #5

Apply ethical communication perspectives and practices –Students identify ethical perspectives and apply them in different communication situation

SLO #1

Create and Deliver Messages – Students create and deliver messages in American Sign Language (ASL) and written English appropriate for diverse audiences, purposes, and contexts

SLO #2

Critically analyze messages –Apply fundamental communication concepts, and theories to critically analyze, evaluate and respond to a variety of messages

SLO #3

Create effective communication that embraces differences –Students recognize and apply complex social identities and design communication for diverse cultural contexts

SLO #4

Identify and solve impediments to successful communication –Students apply knowledge from a variety of disciplines to identify and analyze barriers in communication

SLO #5

Apply ethical communication perspectives and practices –Students identify ethical perspectives and apply them in different communication situation

Demonstrate knowledge of the multiplicity of deaf people's lives within the United States and internationally.

Engage in critical inquiry into changing ideological construction of deaf people, sign language, and normalcy from cultural, geographical, sociological and human rights perspectives.

Develop research skills to produce and to present effective written and signed research projects using various media in academic discourse related to the interdisciplinary field of Deaf Studies, incorporating principles of academic integrity.

Demonstrate knowledge of the multiplicity of deaf people's lives within the United States and internationally.

Engage in critical inquiry into changing ideological construction of deaf people, sign language, and normalcy from cultural, geographical, sociological and human rights perspectives.

Develop research skills to produce and to present effective written and signed research projects using various media in academic discourse related to the interdisciplinary field of Deaf Studies, incorporating principles of academic integrity.

Program Outcomes Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.

Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.

Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.

Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.

Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard 6: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard 7: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.

Standard 8: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.

Standard 9: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways

Standard 10: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.

Standard 11: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

Standard 12: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.

Standard 13: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.

Wellness: Recognize how my choices can transform my health, well-being, and ability to thrive; seek support and utilize resources for personal growth; and work collaboratively to promote wellness on campus and within myself.

Bilingualism: Use American Sign Language (ASL) and written English to communicate effectively with diverse audiences for a variety of purposes.

Career Readiness: Develop career decision-making skills and competencies by engaging in theoretical and experiential learning.

Critical Thinking: Think critically and innovatively, and express myself creatively, making connections within and across disciplines.

Digital Awareness: Employ data and technology in effective, competent, fair, accountable, transparent, and responsible (ethical) ways.

Ethics: Formulate reasoned decisions about ethical issues that lead to wise action.

Science Literacy: Evaluate evidence derived from a systematic analysis of quantitative and qualitative data to address issues that pertain to the experiences of individuals in societies.

Global Citizenship: Articulate knowledge of intersectional identities within a global society and demonstrate intercultural knowledge, cultural competence, and skills in a constructive civic discourse on the local, national, and global levels.

Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.

Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.

Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.

Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.

Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.

Standard 7: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.

Standard 9: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.

Standard 10: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

Standard 11: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.

Standard 12: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.

SLO 1: Students will use written English and American Sign Language (ASL) to communicate effectively. Aligns with GU SLOs Bilingualism and Wellness
SLO 2: Critical Interpretation of Texts. Students will demonstrate ability to read and interpret texts critically for different tasks and purposes. Aligns with GU SLOs Bilingualism, Digital Awareness, Critical Thinking, and Wellness
SLO 3: Research Competencies. Students will demonstrate knowledge of research competencies and be able to incorporate these in their own texts. Aligns with GU SLOs Ethics, Digital Awareness, Career Readiness, and Science Literacy.
SLO 4: Knowledge of major traditions and contexts of literatures written in English. Students will demonstrate knowledge of the major traditions of literatures written in English in their cultural, historical, critical, theoretical, and linguistic contexts. Aligns with GU SLOs Global Citizenship, Bilingualism.

SLO 1: Language and Communication. Students will use written English and American Sign Language (ASL) to communicate effectively.Aligns with GU SLOs Bilingualism and Wellness 1.1 Write in English effectively and clearly for various purposes, settings, and audiences in diverse media and genres.

1.1.1 Demonstrate flexibility and range in adapting writing to match the rhetorical, stylistic, critical, and creative demands of the situation and media choice. Bilingualism: Bilingualism competence; Wellness: Wellness behaviors, Wellness: Meaning in life

1.1.2 Demonstrate competence in written English. Bilingualism: Bilingualism competence

1.1.3 Develop, revise, and edit for content and style across both higher-order (e.g. thesis, audience, purpose, organization, structure, paragraphing) and lower-order (grammar and spelling) concerns in a paper. Bilingualism: Bilingualism competence

1.2 Communicate and collaborate effectively and clearly using American Sign Language (ASL) in academic and professional contexts. Bilingualism: Bilingualism composition

1.2.1 Demonstrate flexibility and range in ASL receptive and expressive communication to match the rhetorical, stylistic, critical, and creative demands of the situation and media choice. Bilingualism: Comprehension and summarization; Wellness: Wellness behaviors

1.2.2. Demonstrate competence in academic ASL. Bilingualism: Bilingualism composition

1.2.3 Present content coherently, which involves clarifying points, bringing together information in a well-organized way, and drawing logical connections among ideas. Bilingualism: Bimodal, multimodal communication strategies

SLO 2: Critical Interpretation of Texts. Students will demonstrate ability to read and interpret texts critically for different tasks and purposes. Aligns with GU SLOs Bilingualism, Digital Awareness, Critical Thinking, and Wellness

2.1 Demonstrate ability to read and interpret texts critically—thoughtfully, actively, reflectively, and analytically—for different tasks and purposes and in different contexts. Bilingualism: Articulate the influence

2.1.1 Apply a variety of critical reading strategies to texts. Bilingualism: Comprehension and summarization; Critical Thinking: Analyze arguments, Critical Thinking: Evaluate argument; Wellness: Meaning in life

2.1.2 Identify key elements such as the comprehension of content, language, and formal elements for the purposes of a development of an interpretation or an argument. Bilingualism: Discourse competence

2.1.3 Indicate awareness of a particular text’s genre, purpose, style, and related rhetorical and contextual matters. Bilingualism: Comprehension and summarization; Critical Thinking: Critique and creativity

2.1.4 Identify and work with textual evidence. Bilingualism: Bilingualism Composition; Digital Awareness: Ethical use of data and technology; Critical Thinking: Creative contribution

2.2 Demonstrate ability to watch ASL texts critically—thoughtfully, actively, attentively, reflectively, and analytically—for different tasks and purposes. Bilingualism: Comprehension and summarization

2.2.1 Apply critical receptive strategies to a variety of ASL texts and contexts. Bilingualism: Comprehension and summarization

2.2.2 Identify key elements such as content, language, and formal elements in an ASL text for the purposes of the development of an interpretation or an argument. Bilingualism: Comprehension and summarization; Wellness: Meaning in life

2.2.3 Indicate awareness of a particular ASL text’s genre, purpose, style, and related rhetorical and contextual matters. Bilingualism: Comprehension and summarization; Critical Thinking: Critique and creativity

2.2.4 Identify and work with textual evidence from ASL texts. Bilingualism: Discourse competence; Digital Awareness: Ethical use of data and technology; Critical Thinking: Creative contribution

SLO 3: Research Competencies. Students will demonstrate knowledge of research competencies and be able to incorporate these in their own texts. Aligns with GU SLOs Ethics, Digital Awareness, Career Readiness, and Science Literacy.

3.1 Identify topics and formulate questions for inquiry appropriate for the discipline and writing task. Ethics: Identification of ethical issues.

3.2 Identify and evaluate appropriate methods and primary and secondary sources for research. Ethics: Evaluation and debate; Science Literacy: Evidence of supported decisions

3.3 Incorporate their chosen sources effectively in their own writing. Ethics: Evaluation and debate; Science Literacy: Evidence of supported decisions

3.4 Implement ideas from literary, rhetorical, and cultural criticism in their own reading and writing. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology.

3.5 Express ideas as informed opinions that are in dialogue with a larger community of readers and writers. Ethics: Evaluation and debate; Career Readiness: Personal interests.

3.6 Indicate in informal and formal analyses an understanding of how the student’s approach compares to the variety of critical and theoretical approaches available. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology

3.7 Cite all sources accurately, ethically, and appropriately. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology; Science Literacy: Evidence of supported decisions

SLO 4: Knowledge of major traditions and contexts of literatures written in English. Students will demonstrate knowledge of the major traditions of literatures written in English in their cultural, historical, critical, theoretical, and linguistic contexts. Aligns with GU SLOs Global Citizenship, Bilingualism.

4.1 Read and demonstrate a critical awareness of the structure and history of the English language, major works and materials related to literary periods, genres, and their defining characteristics. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift

4.2 Indicate an awareness of and appreciation for the diversity of literary and social perspectives contained within the major traditions. Bilingualism: Articulate the Influence; Global Citizenship: Working in multicultural groups

4.3 Indicate knowledge of the conventions of both literary and non-literary texts and genres. Bilingualism: Articulate the Influence; Global Citizenship: Civic discourse

4.4 Develop knowledge of the historical, cultural, and linguistic contexts of texts. Bilingualism: Articulate the Influence; Global Citizenship: Identities/histories shift

4.5 Know and identify traditions of cultural and literary theory and be able to apply key components of a particular theoretical approach or methodology. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift

4.6 Indicate awareness of both canonical and non-canonical literatures and writers to appreciate and understand the many contributions diverse and multicultural writers bring to our study of literature and identity in written English literatures. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift.

SLO 1: Students will use written English and American Sign Language (ASL) to communicate effectively in academic tasks and situations. Aligns with GU SLOs Bilingualism and Wellness.

SLO 2: Critical Interpretation of Texts. Students will demonstrate ability to read and interpret texts critically for different tasks and purposes. Aligns with GU SLOs Bilingualism, Digital Awareness, Critical Thinking, and Wellness.

SLO 3: Research Competencies. Students will demonstrate knowledge of research competencies and be able to incorporate these in their own texts. Aligns with GU SLOs Ethics, Digital Awareness, Career Readiness, and Science Literacy.

SLO 4: Career Readiness. Students will demonstrate effective communication, critical thinking, and networking skills, enabling them to excel in a variety of professional environments. Aligns with GU SLOs Ethics, Digital Awareness, Career Readiness.

SLO 5: Reading, Writing, and Wellness. Students will build cultural reading and writing skills that offer comfort, inspiration, and emotional support to help reduce stress and increase empathy. Aligns with GU SLOs Bilingualism, Digital Awareness, and Wellness.

Students will be able to:

1. Demonstrate Knowledge and skills through being able to:
a.Describe, analyze and compare the structure and policy-making process of national, state, and local governments and federalism (in exams, research papers, and presentations)

2. Demonstrate Knowledge and skills through being able to:
a. Describe, analyze and compare important processes in international relations (in exams, papers, presentations).

3. Demonstrate Knowledge and skills through being able to:
a. Summarize, synthesize and critique appropriate professional literature within the field of study in research papers and presentations.

4. Demonstrate Knowledge and skills through being able to:
a. Describe, compare & critique important aspects of American or foreign political history, ideology, and political processes. (exams, homework, discussion and participation, quizzes)

5. Demonstrate Knowledge and skills through being able to:
a. Classify, summarize, synthesize and critique important international legal or political issues. (exams, paper/presentation/homework)

6. Demonstrate Knowledge and skills through being able to:
a. Use statistical data to be able to describe, compare and analyze important domestic and international political issues. (homework, examinations).

7. Demonstrate Knowledge and skills through being able to:
a. Employ appropriate sources and citation systems in research-based projects.

8. Demonstrate Values and citizenship by being able to:
a. Describe and critique the workings of state and local politics in the communities in which they live.

9. Demonstrate Values and citizenship by being able to:
a. Be able to identify the rights and responsibilities of citizens of their community, their country, and the world.

10. Demonstrate Values and citizenship by being able to:
a. Identify ways in which governments impact their lives and the ways in which they can impact local and state government systems through political participation and direct democracy.

11. Demonstrate Values and citizenship by being able to:
a. Identify and evaluate the ethical issues that political activity raises. (exams, homework, discussion and participation, quizzes)

12. Demonstrate Values and citizenship by being able to
a. Identify and critique ethical issues in political research.

13. Demonstrate an understanding of Public and Deaf Life by the ability to
a. Identify the opportunities for engaging in activities outside of the classroom including internships in local and state offices/agencies; political participation in non-government and civil associations; voter registration drives in the Deaf community; host town hall meetings, raise budgetary issues with local and state politicians, and development of issue awareness campaigns.

14. Demonstrate an understanding of Public and Deaf Life by the ability to
a. Demonstrate effective presentation skills and knowledge necessary to advocate for issues and causes that can be advanced in public arenas through schools for the Deaf, Deaf education, associations for/of the Deaf, grant-writing projects, and community outreach projects.

Students will be able to:

1. Demonstrate Knowledge and skills through being able to:
a.Describe, analyze and compare the structure and policy-making process of national, state, and local governments and federalism (in exams, research papers, and presentations)

2. Demonstrate Knowledge and skills through being able to:
a. Describe, analyze and compare important processes in international relations (in exams, papers, presentations).

3. Demonstrate Knowledge and skills through being able to:
a. Summarize, synthesize and critique appropriate professional literature within the field of study in research papers and presentations.

4. Demonstrate Knowledge and skills through being able to:
a. Describe, compare & critique important aspects of American or foreign political history, ideology, and political processes. (exams, homework, discussion and participation, quizzes)

5. Demonstrate Knowledge and skills through being able to:
a. Classify, summarize, synthesize and critique important international legal or political issues. (exams, paper/presentation/homework)

6. Demonstrate Knowledge and skills through being able to:
a. Use statistical data to be able to describe, compare and analyze important domestic and international political issues. (homework, examinations).

7. Demonstrate Knowledge and skills through being able to:
a. Employ appropriate sources and citation systems in research-based projects.

8. Demonstrate Values and citizenship by being able to:
a. Describe and critique the workings of state and local politics in the communities in which they live.

9. Demonstrate Values and citizenship by being able to:
a. Be able to identify the rights and responsibilities of citizens of their community, their country, and the world.

10. Demonstrate Values and citizenship by being able to:
a. Identify ways in which governments impact their lives and the ways in which they can impact local and state government systems through political participation and direct democracy.

11. Demonstrate Values and citizenship by being able to:
a. Identify and evaluate the ethical issues that political activity raises. (exams, homework, discussion and participation, quizzes)

12. Demonstrate Values and citizenship by being able to
a. Identify and critique ethical issues in political research.

13. Demonstrate an understanding of Public and Deaf Life by the ability to
a. Identify the opportunities for engaging in activities outside of the classroom including internships in local and state offices/agencies; political participation in non-government and civil associations; voter registration drives in the Deaf community; host town hall meetings, raise budgetary issues with local and state politicians, and development of issue awareness campaigns.

14. Demonstrate an understanding of Public and Deaf Life by the ability to
a. Demonstrate effective presentation skills and knowledge necessary to advocate for issues and causes that can be advanced in public arenas through schools for the Deaf, Deaf education, associations for/of the Deaf, grant-writing projects, and community outreach projects.

1. Students will demonstrate ability to read/process and interpret texts critically in ASL, English, and Spanish for a variety of tasks and purposes

2. Students will demonstrate Spanish reading and writing skills, minimally, at the intermediate-high level.

3. Students will summarize, synthesize, and critically analyze ideas from the multiple disciplines involved in this major in order to draw well-supported conclusions.

4. Students will demonstrate intercultural knowledge and intercultural communication skills in their products within the multiple disciplines involved in this major.

5. Students will evaluate and apply ethical standards as defined by the multiple disciplines involved in this major in the production of their academic work.

Students will use ASL and written English to communicate information effectively in the field of international Studies with diverse audiences, for a variety of purposes, and in a variety of interdisciplinary settings. (GU SLO #1)

Students will demonstrate basic to intermediate proficiency in a written foreign language. (GU SLO #1)

Students will summarize, synthesize, and critically analyze ideas from the multiple disciplines involved in this major in order to draw well-supported conclusions related to the international Studies field and to their area of concentration. (GU SLO #2)

Students will describe similarities and differences among the political, historical, economic, cultural, and social situations of Deaf and hearing individuals in their international area of interest, as well as similarities and differences between their own Deaf community and one or more Deaf communities in the U.S. or abroad. (GU SLO #3)

Students will describe and apply basic research methodology from Government or Sociology in order to gather, evaluate, interpret, and report information in their area of concentration. (GU SLO #4)

Students will gain perspective on their role as citizens of the world by demonstrating (1) an awareness of the consequences that their own community's or their own country's actions have had or currently have on other communities across the world, and (2) as citizens of the world, they should be able to guide their actions in ways that are consistent with promoting the wellbeing of the larger global community. (GU SLO #5.)

Graduates of the Interpretation Program apply academic, professional, and world knowledge to the choices and decisions they make while interpreting.

Graduates of the Interpretation Program demonstrate an understanding of multi-cultural approaches to the work of interpretation and are able to demonstrate effective bi-lingual and bi-cultural practices within their work and with diverse populations.

Graduates of the Interpretation Program assess and analyze their own competencies for interpreting in relation to a variety of interpreting settings and in relation to a variety of participants in interpreted interactions.

Graduates of the Interpretation Program effectively interpret face-to-face encounters in dialogic/one-on-one and small group settings with a variety of participants.

Graduates of the Interpretation Program apply professional standards, practices, and ethics, not limited to the tenets of the Code of Professional Conduct, to their work.

Graduates of the Interpretation Program effectively conduct a small research project on topics related to interpretation.

Graduates of the Interpretation Program demonstrate professional boundaries with consumers, with respect and tact.

Demonstrate competence in discussing mathematical and statistical concepts in writing and in American Sign Language.

Demonstrate an understanding of the analytical foundations of the core fields of Algebra, Calculus, Geometry, and Statistics.

Demonstrate competence in the computational techniques of Calculus, Statistics, and Linear Algebra, including through the use of software.

Demonstrate an understanding of the fields of Mathematics and Statistics by exploring their applications, history, importance in reproducible and rigorous quantitative research, ethical decisions, and career opportunities.

Demonstrate an understanding of the importance of the collection, analysis, and interpretation of data and of evidence-based decision-making for questions of personal wellness choices, civic discourse within communities, and/or public policies.

1. Intelligently discuss important philosophical problems and theories.

a. Identify philosophical questions, clarifying what is at issue and why the question is controversial.

b. Describe significant attempts to answer these questions (i.e., theories, particular philosophers' responses).

c. Discuss shortcomings in these attempted answers and how they might be debated.

2. Demonstrate sophisticated critical thinking skills.

a. Analyze arguments, identifying premises, conclusions, assumptions, and logical relations.

b. Evaluate arguments, judge the quality of the reasoning/information, and raise specific objections.

c. Provide compelling reasons in support of opinions, avoid common argument flaws, and thoughtfully respond to objections

d. Solve problems logically and innovatively

3. Actively engage with debates and developments in the history of philosophy.

a. Explain themes, theories, and arguments involving philosophers from the (1) ancient/medieval period, (2) early modern period, and (3) late modern to contemporary period, demonstrating connections among them.

b. Critically engage with complex primary source texts.

4, Perform high-quality independent philosophical research.

a. Identify a clear and specific philosophical question and develop a research plan to address it.

b. Integrate material from relevant, diverse, high-quality sources to apply to the question.

c. Present arguments that build on other authors' work, but also include original analysis.

d. Apply the above to create a substantial scholarly document that explores a student-selected philosophical topic.

5. Make reasoned decisions about ethical issues.

a. Recognize ethical issues in complex contexts, clarifying how various issues relate to each other.

b. Articulate multiple points of view on ethics and values.

c. Describe ethical theories, pointing out their strengths and weaknesses.

d. Apply ethical concepts and theories to evaluate actions and debate controversial social issues.

Students will use American Sign Language and written English to communicate information in the field of Psychology effectively with diverse audiences, for a variety of purposes, and in a variety of settings.

Students will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems. Students should be able to use critical thinking, problem-solving skills, and scientific analysis when appropriate to solve problems and critically analyze information that is psychological in nature.

Students will be able to describe the similarities and differences between the development and psychological characteristics of deaf and hard of hearing and hearing individuals, as well as similarities and differences within the heterogeneous groups found within the deaf and hard of hearing communities.

Students will be able to demonstrate an understanding of behavior, thoughts, and feelings of the individual and the individual in group settings (Content/Knowledge Base of Psychology). Students should be able to describe major concepts, theoretical perspectives in selected sub-fields of psychology, representative relevant research findings, and historical and forward-looking trends in the field.

Students will be able to describe and apply basic research methodology in psychology to include research design approaches, data analysis, interpretation of findings, limitations of research outcomes, and the uses and potential misuses of research in the field.

Students will be able to give clear explanations of ethical issues/dilemmas in psychology, analyze how various value and belief systems lead to different perspectives on ethical issues with respect for human diversity, articulate their own opinions on ethical issues, and offer reasons/arguments to support opinions on ethical issues, demonstrate intellectual honesty and integrity, understand the standards of ethical behavior in all aspects of the science and practice of psychology, and assess the consequences of actions pertaining to professional development.

Students will be able to utilize information from psychology courses and other sources of information in applied learning settings at internship placements. Students should develop pre-professional skills including, punctuality, regular attendance, goal setting, thoroughness, utilization of supervisory input and guidance, professional behaviors with clients, students, teachers, other professionals, parents, etc. Additionally, students will learn to connect their classroom studies with hands-on, real-world experience. Students should be able to explore realistic ways in which they can utilize their psychological knowledge, skills, and values in occupational pursuits in a variety of settings.

Students will use American Sign Language and written English to communicate information in the field of Psychology effectively with diverse audiences, for a variety of purposes, and in a variety of settings.

Students will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems. Students should be able to use critical thinking, problem-solving skills, and scientific analysis when appropriate to solve problems and critically analyze information that is psychological in nature.

Students will be able to describe the similarities and differences between the development and psychological characteristics of deaf and hard of hearing and hearing individuals, as well as similarities and differences within the heterogeneous groups found within the deaf and hard of hearing communities.

Students will be able to demonstrate an understanding of behavior, thoughts, and feelings of the individual and the individual in group settings (Content/Knowledge Base of Psychology). Students should be able to describe major concepts, theoretical perspectives in selected sub-fields of psychology, representative relevant research findings, and historical and forward-looking trends in the field.

Students will be able to describe and apply basic research methodology in psychology to include research design approaches, data analysis, interpretation of findings, limitations of research outcomes, and the uses and potential misuses of research in the field.

Students will be able to give clear explanations of ethical issues/dilemmas in psychology, analyze how various value and belief systems lead to different perspectives on ethical issues with respect for human diversity, articulate their own opinions on ethical issues, and offer reasons/arguments to support opinions on ethical issues, demonstrate intellectual honesty and integrity, understand the standards of ethical behavior in all aspects of the science and practice of psychology, and assess the consequences of actions pertaining to professional development.

Students will be able to utilize information from psychology courses and other sources of information in applied learning settings at internship placements. Students should develop pre-professional skills including, punctuality, regular attendance, goal setting, thoroughness, utilization of supervisory input and guidance, professional behaviors with clients, students, teachers, other professionals, parents, etc.

Additionally, students will learn to connect their classroom studies with hands-on, real-world experience. Students should be able to explore realistic ways in which they can utilize their psychological knowledge, skills, and values in occupational pursuits in a variety of settings.

Students will be able to:

1. Explain and apply the sociological imagination.

a. Explain how society and culture affect individuals lives and experiences.

b. Explain how individuals create society.

2. Articulate sociological theories.

a. Describe, compare, and contrast the major sociological perspectives (including conflict theory, structural functionalism, and symbolic interaction).

b. Apply relevant social theories to their own research questions.

3. Develop sociological research questions and literature reviews.

a. Develop independent sociological research questions.

b. Find relevant sociological literature, summarize that work, and analyze it.

c. Determine what questions need to be answered about a sociological topic.

4. Explain and apply different sociological research methods.

a. Learn and apply basic statistical (quantitative) methods.

b. Learn and apply basic interview and ethnographic (qualitative) methods.

c. Evaluate a study’s methodological strengths and weaknesses.

d. Determine which method is most appropriate for answering a research question.

e. Analyze self-collected data.

5. Discuss social inequality and its effects.

a. Explain the importance of power inequalities in social institutions and social interactions.

b. Use sociological research to support different potential solutions to social problems.

6. Develop career skills.

a. Participate in and analyze a work internship.

b. Produce an independent sociological research report.

Students are expected to be fluent in the methodologies of creating artistic works and scholarly documents, and acquire the ability to integrate both methods as ways of knowing.

Students are expected to develop a multidisciplinary and interdisciplinary knowledge base that may be applied to their individual creative and scholarly work.

Based on a common performance vocabulary drawn from written, visual, and physical texts, students are expected to be proficient in the artistic and scholarly processes, as well as gain the ability to reflect upon their work in an engaging, artistic, and constructive way.

Students are expected to critically, creatively, and objectively apply concepts, theories, and methodologies to a myriad of issues encountered in current and future academic, personal, and professional contexts

While in the process of creating artistic products, students are expected to demonstrate an ability to work in a positive, constructive, and compromising manner with artists and/or other students of various artistic disciplines.

Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.

Standard 2: Learning Differences:The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.

Standard 3: Learning Environments:The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.

Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.

Standard 5: Application of Content:The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment:The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.

Standard 7: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies:The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.

Standard 9: Reflection, Professional Learning, and Ethical Practice:The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.

Standard 10: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

Standard 11: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.

Standard 12: Literacy and Numeracy:The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.

1. Accurately apply fundamental business concepts, models and principles to address hypothetical or real-world business issues. (Common Business Knowledge & Inquiry)

2. Communicate effectively in both American Sign Language and written English in various formats and styles to a variety of audiences in multiple business contexts. (Communication)

3. Apply technological tools, and statistical and quantitative reasoning skills in analyzing and evaluating numerical information to support evidence-based business decisions. (Quantitative Reasoning & Technological Skills)

4. Critically assess business problems and develop well-supported solutions. (Critical Thinking & Problem Solving)

5. Critically evaluate all business opportunities and challenges using a global business perspective. (Global Dimension)

6. Foster personal growth by acting in a professional, ethical, and socially responsible manner, and collaborate effectively in teams as required. (Wellness, Ethics & Social Responsibility)

7. Accounting Discipline Specialty Knowledge and Inquiry

7a. Demonstrate knowledge in Generally Accepted Accounting Principles (GAAP), managerial accounting theories, auditing, taxation, and other accounting concepts and rules.

7b. Prepare, interpret, and summarize financial statements and reports in accordance with GAAP.

7c. Apply Information Technology tools in analyzing accounting information and solve business problems based on accounting theory, financial regulations, and business standards.

1. Accurately apply fundamental business concepts, models and principles to address hypothetical or real-world business issues. (Common Business Knowledge & Inquiry)

2. Communicate effectively in both American Sign Language and written English in various formats and styles to a variety of audiences in multiple business contexts. (Communication)

3. Apply technological tools, and statistical and quantitative reasoning skills in analyzing and evaluating numerical information to support evidence-based business decisions. (Quantitative Reasoning & Technological Skills)

4. Critically assess business problems and develop well-supported solutions. (Critical Thinking & Problem Solving)

5. Critically evaluate all business opportunities and challenges using a global business perspective. (Global Dimension)

6. Foster personal growth by acting in a professional, ethical, and socially responsible manner, and collaborate effectively in teams as required. (Wellness, Ethics & Social Responsibility)

7. Accounting Discipline Specialty Knowledge and Inquiry

7a. Demonstrate knowledge in Generally Accepted Accounting Principles (GAAP), managerial accounting theories, auditing, taxation, and other accounting concepts and rules.

7b. Prepare, interpret, and summarize financial statements and reports in accordance with GAAP.

7c. Apply Information Technology tools in analyzing accounting information and solve business problems based on accounting theory, financial regulations, and business standards.

1. Demonstrate knowledge of current theories of biology and concepts basic to biology, including: Levels of complexity (molecular/cellular through population/communities/ecosystems); biological principles and processes; connections among concepts across disciplines (physical sciences, mathematics, social sciences).

2. Demonstrate critical thinking skills through: Identifying appropriate questions, issues or problems to be explored; analyzing, interpreting, and evaluating evidence; constructing well-supported, clearly articulated arguments and conclusions.

3. Demonstrate information literacy and research skills through effective use of: Sources of information in biology including published literature and scientific databases; computer applications to acquire and analyze experimental data and develop graphic models. 4. Demonstrate experimental research methods including: Scientific methods and instrumentation; safe and appropriate use of laboratory equipment; experimental design; data analysis; familiarity with professional standards in science.

5. Demonstrate effective communication with varied audiences and media by: Providing clear structure and transitions; demonstrating substantial understanding via research, credible sources, and supporting evidence; demonstrating audience-appropriate purpose, agenda, language, and style.

6. Demonstrate preparation for future career and educational goals by: awareness of personal competencies (strengths and weaknesses); ability to work in a team to accomplish a goal; understanding of professional and ethical behavior.

1. Accurately apply fundamental business concepts, models and principles to address hypothetical or real-world business issues. (Common Business Knowledge & Inquiry)

2. Communicate effectively in both American Sign Language and written English in various formats and styles to a variety of audiences in multiple business contexts. (Communication)

3. Apply technological tools, and statistical and quantitative reasoning skills in analyzing and evaluating numerical information to support evidence-based business decisions. (Quantitative Reasoning & Technological Skills)

4. Critically assess business problems and develop well-supported solutions. (Critical Thinking & Problem Solving)

5. Critically evaluate all business opportunities and challenges using a global business perspective. (Global Dimension)

6. Foster personal growth by acting in a professional, ethical, and socially responsible manner, and collaborate effectively in teams as required. (Wellness, Ethics & Social Responsibility)

1. Accurately apply fundamental business concepts, models and principles to address hypothetical or real-world business issues. (Common Business Knowledge & Inquiry)

2. Communicate effectively in both American Sign Language and written English in various formats and styles to a variety of audiences in multiple business contexts. (Communication)

3. Apply technological tools, and statistical and quantitative reasoning skills in analyzing and evaluating numerical information to support evidence-based business decisions. (Quantitative Reasoning & Technological Skills)

4. Critically assess business problems and develop well-supported solutions. (Critical Thinking & Problem Solving)

5. Critically evaluate all business opportunities and challenges using a global business perspective. (Global Dimension)

6. Foster personal growth by acting in a professional, ethical, and socially responsible manner, and collaborate effectively in teams as required. (Wellness, Ethics & Social Responsibility)

Demonstrate competence in discussing and presenting their data analysis results and insights to diverse audiences using both written English and American Sign Language.

Demonstrate competence in analyzing and interpreting complex datasets using suitable statistical techniques, pattern recognition methods, machine learning algorithms, and visualization tools.

Demonstrate competence in using programming languages that are commonly used in data science, such as Python or R, to effectively apply data transformation techniques and implement data science related algorithms.

Demonstrate competence in collaborating effectively within teams while working on data-related projects.

Demonstrate an understanding of the field of data science by exploring its applications and career opportunities.

Demonstrate an understanding of the importance of ethical considerations and decision-making in data science by responsibly handling data, and by making evidence-based decisions to address questions related to personal wellness choices, civic discourse within communities, and public policies.

Communicate effectively with a range of audiences using both written English and American Sign Language.

Apply knowledge of computing and mathematics appropriate to the discipline.

Analyze a problem, identify, and define the computing requirements and/or usability specifications appropriate to its solution.

Design, implement, and evaluate a computer-based system, process, component or program to effectively integrate IT-based solutions into the user environment.

Collaborate effectively on teams to accomplish a common goal.

Recognize the importance of professional, ethical, legal, security, and social issues, and adhere to the best practices of the IT profession.

Demonstrate competence in discussing mathematical and statistical concepts in writing and in American Sign Language.

Demonstrate an understanding of the analytical foundations of the core fields of Algebra, Calculus, Geometry, and Statistics.

Demonstrate competence in the computational techniques of Calculus, Statistics, and Linear Algebra, including through the use of software.

Demonstrate an understanding of the fields of Mathematics and Statistics by exploring their applications, history, importance in reproducible and rigorous quantitative research, ethical decisions, and career opportunities.

Demonstrate an understanding of the importance of the collection, analysis, and interpretation of data and of evidence-based decision-making for questions of personal wellness choices, civic discourse within communities, and/or public policies.

Students will demonstrate the knowledge and skills necessary for competent movement performance to attain and maintain an active lifestyle of fitness and wellness.

Students will demonstrate knowledge of the cultural and historical significance of sports, games, and play; and incorporate these into the framework of lifespan physical activity and wellness.

Students will design and lead physical and recreational activities that reflect cultural and social diversity to meet the needs of individuals/groups with varied physical, social, mental, and emotional abilities.

Students will apply discipline-specific, scientific and theoretical concepts, analytical methods and best practices to design, implement and evaluate Physical Education and Recreation activities in a variety of settings.

Students will exhibit personal and social behavior that demonstrates respect for themselves and others in an ethical and professionally responsible manner.

Upon completion of the degree requirements in public health, all students are expected to demonstrate their ability to:

• identify and describe core scientific concepts underlying disease prevention, environmental protection, and health promotion.
• identify and define public health problems from a global and interdisciplinary perspective.
• synthesize scientific knowledge to formulate solutions to public health problems.
• apply scientific knowledge to inform effective public health policy.
• demonstrate effective communication with varied public health audiences (including Deaf people) and media by: providing clear explanations of complicated health and medical information; demonstrating substantial understanding via research, credible sources and supporting evidence; demonstrating audience-appropriate cultural competence, purpose, agenda, language, and style.
• demonstrate preparation for future career and educational goals by: awareness of personal competencies (strengths and weaknesses); ability work in a team to accomplish a goal; understanding of professional and ethical behavior.

1. Accurately apply fundamental business concepts, models and principles to address hypothetical or real-world business issues. (Common Business Knowledge & Inquiry)

2. Communicate effectively in both American Sign Language and written English in various formats and styles to a variety of audiences in multiple business contexts. (Communication)

3. Apply technological tools, and statistical and quantitative reasoning skills in analyzing and evaluating numerical information to support evidence-based business decisions. (Quantitative Reasoning & Technological Skills)

4. Critically assess business problems and develop well-supported solutions. (Critical Thinking & Problem Solving)

5. Critically evaluate all business opportunities and challenges using a global business perspective. (Global Dimension)

6. Foster personal growth by acting in a professional, ethical, and socially responsible manner, and collaborate effectively in teams as required. (Wellness, Ethics & Social Responsibility)

7. RMI Discipline Specialty Knowledge and Inquiry

7a. Analyze and assess coverage adequacy in common insurance policies.

7b. Apply RMI knowledge and technical tools in evaluating, treating, and monitoring risk factors facing various business entities.

7c. Articulate effective insurance policy recommendations based on critical analysis in written reports and presentations

Describe the relationships between climate change, disasters, and human adaptation and resilience with respect to international research findings and policy recommendations.

Identify the needs of deaf, hard of hearing, and deaf-disabled people and communities in disaster planning and relief.

Describe the theory, practice, and purpose of Disability Inclusive Disaster Risk Reduction.

Demonstrate knowledge of government systems and international treaties and mechanisms governing Disability Inclusive Disaster Risk Reduction and Emergency Planning (e.g. IASC, UN Security Council Resolution on PWD in situations of conflict).

Conduct community participatory disaster risk assessment and mitigation planning with deaf, deafblind, hard of hearing people and people with disabilities, their families, and communities.

Advocate for development of information and communication materials, mitigation planning and response protocols, disability inclusive policy guidance, and hiring of deaf DRR trainers and specialists with organizations and government entities.

1. The students will acquire a foundational knowledge of the educational, neurological, behavioral, and cognitive determinants, and sociocultural practices that impact all human learning, especially learning in the young deaf visual learner.

2. The students will be exposed to a range of specialized topics, principles, and scientific methods and understand the ethical principles of research conducted with participants.

3. The students will develop knowledge of the meaningful and principled, mutually beneficial, two-way means and methods to translate scientific discoveries to education and education to science.

4. The students will develop professional communication and technology skills.

Transformational Leadership and Administration in Deaf Education Program Learning Outcomes (Based on the National Educational Leadership Preparation (NELP) 2018 standards required for beginning educational leaders)

Candidates who successfully complete the Transformational Leadership and Administration in Deaf Education Education Doctorate program understand and demonstrate the capacity to promote the current and future success and well-being of each deaf and hard-of-hearing student, as well as each teacher and professional working with deaf and hard-of-hearing students by applying the knowledge, skills, and commitments necessary to:

Program Learning Outcome 1: Vision, Mission and Continuous Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous school improvement designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Program Learning Outcome 2: Reflection and Professional Learning
Engage in ongoing reflection and communicate about, cultivate, and model professional dispositions and norms (i.e. fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, lifelong learning) that will support the success and well-being of the students, teachers and professionals in deaf schools and programs.

Program Learning Outcome 3: Ethics
Evaluate, communicate about, and advocate for legal and ethical decisions, particularly those that impact deaf and hard-of-hearing students.

Program Learning Outcome 4: Equity, Inclusiveness and Cultural Responsiveness
Develop and maintain a supportive, equitable, inclusive, and culturally responsive school culture by advocating for equitable access to educational resources, technologies, and opportunities that support the diverse students, teachers and professionals in deaf schools and programs.

Program Learning Outcome 5: Learning and Instruction
Apply the knowledge and skills necessary to collaboratively evaluate, develop and implement high-quality, technology-rich, culturally responsive, and accessible systems of curriculum, instruction, data systems, resources and assessment that support the school’s academic and non-academic programs.

Program Learning Outcome 6: Building Professional Capacity with Effective Supervision
Build the school’s professional capacity by engaging in effective, collaborative, and professional staff supervision, evaluation, support, and professional learning practices

Program Learning Outcome 7: School, Family and Community Partnerships
Utilize a variety of avenues to engage families, communities, and school personnel to strengthen student learning in and out of school, support school improvement, and advocate for the needs of their school and community.

Program Learning Outcome 8: External Leadership
Engage and cultivate relationships with diverse community members, partners, and other constituencies, political or otherwise, for the benefit of school improvement and student development.

Program Learning Outcome 9: Operations and Management
Seek ways to improve management, communication, technology, school-level governance, and operations systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

Program Learning Outcome 10: Communication
Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.

Wellness:Recognize how my choices can transform my health, well-being, and ability to thrive; seek support and utilize resources for personal growth; and work collaboratively to promote wellness on campus and within myself.

Bilingualism:Use American Sign Language (ASL) and written English to communicate effectively with diverse audiences for a variety of purposes.

Career Readiness:Develop career decision-making skills and competencies by engaging in theoretical and experiential learning.

Critical Thinking:Think critically and innovatively, and express myself creatively, making connections within and across disciplines.

Digital Awareness:Employ data and technology in effective, competent, fair, accountable, transparent, and responsible (ethical) ways.

Ethics:Formulate reasoned decisions about ethical issues that lead to wise action.

Science Literacy:Evaluate evidence derived from systematic analysis of quantitative and qualitative data to address issues that pertain to the experiences of individuals in societies.

Global Citizenship:Articulate knowledge of intersectional identities within a global society and demonstrate intercultural knowledge, cultural competence, and skills in constructive civic discourse on the local, national, and global levels.

Language and Communication

Honors students will excel in applying conventions of academic and professional discourse.

Critical Thinking

Honors students will learn to analyze, synthesize, and evaluate multiple perspectives and facts, ideas, and interpretations from various sources—particularly academic and professional sources—at an advanced undergraduate level.

Knowledge and Inquiry

Honors students will discuss and apply modes of inquiry of humanities, social sciences, and natural sciences using entry-level professional or graduate school practices.

Attitudes and Values

Honors students will develop dispositions and abilities conducive to strong cognitive skills.

Honors Students will demonstrate professional behavior consistent with the expectations of graduate schools or professional employers.

Honors students describe and evaluate the perspectives of diverse groups.

Honors students value and participate in civic-minded service as a way to improve society.

Students will be able to articulate the elements related to professional identity including the history and philosophy of the counseling profession, the value of professional organizations, the need for legal and ethical practice, and advocating for the profession and clients that are served. (CACREP 2.F.1)

Students will demonstrate multicultural awareness, knowledge, and skills necessary for competency in working with a diverse population. (CACREP 2.F.2)

Students can demonstrate an understanding of development across the lifespan and the impact on normal and abnormal functioning. (CACREP 2.F.3)

Students can utilize career development theory in the development of individualized and developmentally appropriate career development activities and interventions. (CACREP 2.F.4)

Students can demonstrate the skills necessary to engage in an effective and therapeutic helping relationship. (CACREP 2.F.5)

Students demonstrate competency in preparing for and facilitating group counseling. (CACREP 2.F.6)

Students demonstrate the ability to identify effective assessment strategies to facilitate treatment planning. (CACREP 2.F.7)

Students will demonstrate an understanding of research methods to inform evidence-based practice. (CACREP 2.F.8)

Clinical Mental Health students will develop effective treatment plans utilizing the diagnostic process, assessment data, and evidence-based practices (CACREP 4.F.7. F.8, 5.2.d, 3.a)

School Counseling students will develop a comprehensive school counseling program based on data and utilizing a program model for their state of residence (CACREP 5.G.1.b, 3.a.,b.,n)

Students will show sensitivity, genuineness, and positive regard for others, practice high levels of self-awareness and demonstrate a commitment to personal growth and on-going professional development. (CACREP 4.G)

Students will be able to articulate the elements related to professional identity including the history and philosophy of the counseling profession, the value of professional organizations, the need for legal and ethical practice, and advocating for the profession and clients that are served. (CACREP 2.F.1)

Students will demonstrate multicultural awareness, knowledge, and skills necessary for competency in working with a diverse population. (CACREP 2.F.2)

Students can demonstrate an understanding of development across the lifespan and the impact on normal and abnormal functioning. (CACREP 2.F.3)

Students can utilize career development theory in the development of individualized and developmentally appropriate career development activities and interventions. (CACREP 2.F.4)

Students can demonstrate the skills necessary to engage in an effective and therapeutic helping relationship. (CACREP 2.F.5)

Students demonstrate competency in preparing for and facilitating group counseling. (CACREP 2.F.6)

Students demonstrate the ability to identify effective assessment strategies to facilitate treatment planning. (CACREP 2.F.7)

Students will demonstrate an understanding of research methods to inform evidence-based practice. (CACREP 2.F.8)

Clinical Mental Health students will develop effective treatment plans utilizing the diagnostic process, assessment data, and evidence-based practices (CACREP 4.F.7. F.8, 5.2.d, 3.a)

School Counseling students will develop a comprehensive school counseling program based on data and utilizing a program model for their state of residence (CACREP 5.G.1.b, 3.a.,b.,n)

Students will show sensitivity, genuineness, and positive regard for others, practice high levels of self-awareness and demonstrate a commitment to personal growth and on-going professional development. (CACREP 4.G)

Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.

Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.

Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.

Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.

Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.

Standard 7: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.

Standard 9: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.

Standard 10: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

Standard 11: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.

Standard 12: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.

Conceptual Framework

All school preparation programs share four key principles:

1. Promotes Bilingual/Bicultural Competence

a) Fluent in ASL (S)

b) Competent in written English (S)

c) Creates a visual learning environment (S)

d) Knows the histories, cultures, and contexts of deaf/Deaf people (K)

e) Assures access to language through a variety of strategies (S)

f) Develop lessons that address diverse linguistic backgrounds of students (S)

g) Communicates effectively across diverse cultures, varying education & cognitive levels (S)

h) Works effectively within a culturally diverse team of professionals (S)

i) Values and responds to language diversity and development in students (S, D)

j) Demonstrates leadership, advocacy and the ability to navigate biculturally (S, D)

2. Engages in Theory-Based Practice

a) Shows knowledge of subject matter (K)

b) Utilizes subject matter knowledge to prepare and teach curriculum that supports learning of content by all students (S)

c) Knows how children and youth develop and the implications of that development for teaching and learning (K)

d) Modifies professional practice to be appropriate for diverse students including multiple language, ethnicity, multiple and varied intelligences, gender, and abilities (S)

e) Uses knowledge of learners and learning to assess, plan professional practice, respond, assess, and revise professional practice (action research) (S)

f) Locates professional resources for self, students, families, and communities through a variety of technologies (S, D)

g) Critically examines theory and research in order to apply to professional practice (S, D)

h) Models a passion for learning and teaching (D)

3. Acts as a Reflective Change Agent

a) Identifies one’s own strengths, weaknesses, and learning needs and is resourceful in building their capacity as a professional (S,D )

b) Gathers evidence of the impact of their professional practice; analyzes evidence, reflects, decides what to do next (S)

c) Identifies own biases, values, beliefs, worldview, and the impact of these on their relationships with learners (S, D)

d) Collaborates with others in ways that enhance their knowledge, skills, and dispositions as a professional (S)

e) Interacts ethically and professional at all times with students, families, colleagues and community members (D)

f) Advocates for learners and for social justice (S, D)

4. Promotes the intellectual, linguistic, and social potential of all children with a particular focus on deaf and hard-of-hearing children and youth.

a) Understands learners in the context of their environment and culture and modifies professional practices to be culturally appropriate to learners (K, S)

b) Monitors and evaluates one’s own values and their effects on practice and diverse groups (S, D)

c) Shows respect and sensitivity in words and actions towards those who are culturally different from self (D)

d) Demonstrates a belief that all children and families can learn and a commitment to enabling learning for all (D)

e) Demonstrates a rapport with diverse students that reflects respect for and acceptance of their potential for improvement and success (S, D)

f) Shows a commitment to continue to learn new knowledge and skills in order to work effectively with diverse learners (D)

Will acquire knowledge and develop methods of critique and research relating to the historical, cultural, and linguistic dimensions of Deaf communities.

Graduates from the MA Program in Deaf Studies will produce graduate-level ASL and English texts that demonstrate knowledge of, and critical inquiry into, key concepts of Deaf studies.

Students in concentration studies will work toward individual, institutional and ideological change through leadership, advocacy, and dissemination of new perspectives on Deaf communities and signed languages.

Students in concentration studies will be prepared to undertake further work in research, teaching, or related scholarly and creative activities in higher education.

Will acquire knowledge and develop methods of critique and research relating to the historical, cultural, and linguistic dimensions of Deaf communities.

Graduates from the MA Program in Deaf Studies will produce graduate-level ASL and English texts that demonstrate knowledge of, and critical inquiry into, key concepts of Deaf studies.

Students in concentration studies will work toward individual, institutional and ideological change through leadership, advocacy, and dissemination of new perspectives on Deaf communities and signed languages.

Students in concentration studies will be prepared to undertake further work in research, teaching, or related scholarly and creative activities in higher education.

Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.

Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.

Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.

Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.

Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.

Standard 7: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.

Standard 9: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.

Standard 10: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

Standard 11: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.

Standard 12: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.

Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.

Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.

Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.

Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.

Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.

Standard 7: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.

Standard 9: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.

Standard 10: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

Standard 11: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.

Standard 12: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.

1. Students will engage in critical study of international development theories and methods with an emphasis on collaborative advocacy, program and project development, and research to address social inequalities and promote social justice efforts pursued by Deaf, DeafBlind, and Hard of Hearing communities and people with disabilities.

2. Students will evaluate existing laws, policies, and programming in relation to international development agendas to examine intersections between sociocultural features, language, political and economic structures and forces; conduct situation analyses to identify factors that influence the design and implementation of projects and programs; and develop a plan for monitoring and evaluation taking into consideration both internationally recognized standards and local/national context.

3. Students will demonstrate their understanding of how national and international development assistance networks and international relations impact the sociocultural, political, and economic conditions of local communities, regions, and countries.

4. Students will design and carry out projects that demonstrate their understanding of the sociopolitical and socioeconomic dimensions of language usage, rights, programming, and/or policy with an emphasis on understanding the barriers and opportunities that specific communities’ encounter, especially with respect to use of signed languages.

5. Through practical experience (practicum, internship, conferences, professional networking), students will apply international development theories and methods to promote the participation and leadership of Deaf, DeafBlind, and Hard of Hearing people, and people with disabilities, within organizational structures and activities, as well as related professional networks.

Graduates of the MA in Interpretation Program will be able to:

1, Employ academic, professional, and world knowledge in the choices and decisions they make while interpreting.

2. Support and justify the use of points of view representing multi-cultural approaches in the work of interpretation.

3. Evaluate their own competencies for interpreting in relation to a variety of interpreting settings and participants in interpreted interactions.

4. Effectively interpret face-to-face encounters in dialogic settings with a variety of participants

5. Effectively interpret face-to-face encounters in monologic settings with a variety of participants.

6. Evaluate professional standards, practices, and ethics, not limited to the tenets of the Code of Professional Conduct, for use in their interpreting practice.

7. Appraise theoretical knowledge of interpretation studies in their interpreting practice, analyses, and research questions.

8. Effectively design and carry out all phases of small-scale research.

Graduates of the MA in Interpretation Program will be able to employ academic, professional, and world knowledge in the choices and decisions they make while interpreting.

Graduates of the MA in Interpretation Program will be able to support and justify the use of points of view representing multi-cultural approaches in the work of interpretation.

Graduates of the MA in Interpretation Program will be able to evaluate their own competencies for interpreting in relation to a variety of interpreting settings and participants in interpreted interactions.

Graduates of the MA in Interpretation Program will be able to effectively interpret face-to-face encounters in dialogic settings with a variety of participants

Graduates of the MA in Interpretation Program will be able to effectively interpret face-to-face encounters in monologic settings with a variety of participants.

Graduates of the MA in Interpretation Program will be able to evaluate professional standards, practices, and ethics, not limited to the tenets of the Code of Professional Conduct, for use in their interpreting practice.

Graduates of the MA in Interpretation Program will be able to appraise theoretical knowledge of interpretation studies in their interpreting practice, analyses, and research questions.

Graduates of the Interpretation Program will be able to effectively design and carry out all phases of small-scale research.

1. Accuracy and automaticity of foundational knowledge:

a. Accurate and automatic explanation of foundational concepts in the program’s core areas of phonology, generative linguistics, and cognitive linguistics.

2. Ability to identify generalizations:

a. Ability to identify and describe recurring patterns in linguistic data.

3. Intermediate theoretical awareness:

a. Ability to identify claims made in the sign language linguistics literature and articulate their primary, “trademark features”.

4. Ability to clearly present linguistic information:

a. Clear presentation of material in ASL and written English, demonstrating how such material relates to critical issues in linguistics and the Deaf communities.

5. Ethical conduct as students and student researchers:

a.Demonstrating academic integrity and responsible conduct in their research practices with transparency and respect to the communities involved.

Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles

Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.

Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.

Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.

Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.

Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.

Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.

Standard 7: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.

Standard 9: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.

Standard 10: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.

Standard 11: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.

Standard 12: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.

Graduates from the MA program in Sign Language Education:

Will demonstrate theoretical knowledge and display competence in classroom settings regarding methodological and socio-political issues involved in sign language teaching, curriculum development, and assessment.

Will produce graduate-level Sign Language and English texts that demonstrate knowledge of and critical inquiry into key concepts in the Sign Language teaching field.

Will recognize the importance of the Sign Language teacher as a system change agent and apply this in practice by utilizing effective leadership, advocacy, consultation, and collaboration to influence change on the individual, group, organizational, and systemic levels.

Will demonstrate preparedness to seek and obtain employment as a teaching professional in the field of sign language education.

Upon graduation, AHCC graduates will possess the knowledge and expertise to:

Communicate effectively with a range of audiences using both written English and American Sign Language.

Analyze an accessibility problem, identify, and define the accessibility requirements, usability specifications, and/or policy requirements appropriate to its solution.

Design, implement, and evaluate accessibility in an accessible system, process, component, or program.

Collaborate effectively on teams to accomplish a common goal.

Demonstrate understanding of the deaf, hard of hearing, and DeafBlind target audiences and ways to engage with them in accessible design.

Recognize the importance of professional, ethical, legal, security, inclusion, and social issues, and adhere to the best practices of the accessibility profession.

SLP students will demonstrate the knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases (ASHA IV-B)

SLP Students will demonstrate knowledge of communication and swallowing disorders and differences, including appropriate etiologies, characteristics, anatomical/ physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in:

1. Articulation

2. Fluency

3. Voice and resonance, including respiration and phonation

4. Receptive and expressive language (phon, morp, syn, sem, prag, prelinguistic and paralinguistic comm) in speaking, listening, reading and writing

5. Hearing, including the impact on speech and language

6. Swallowing (oral, pharyngeal, esophageal, and related functions feeding and orofacial myology)

7. Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning)

8. Social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities)

9. Augmentative and alternative communication modalities (Standard IV-C).

SLP students will demonstrate current knowledge of the principles and methods, and clinical skills in prevention, assessment, and intervention for people with communication and swallowing disorders (listed in 1 through 9) across the lifespan, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates. (Standards IV-D and V-B)

SLP students will demonstrate knowledge and skills in oral, written and other forms of communication sufficient for entry into professional practice, including skills in communicating effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, and other professionals involved in case management. (Standard V-A)

SLP students will demonstrate knowledge of research processes and integration of research principles into evidence-based clinical practice. (Standard IV-F)

SLP students will demonstrate knowledge of ASHAs current Code of Ethics and ethical conduct standards, professional contemporary issues, including entry level and advanced credentialing, regulations and policies relevant to professional practice. (Standards IV-E, G and H)

Domain 1 - Leadership and Management: Students will demonstrate the ability to lead and manage in public governance;

Domain 2 - Public Policy Process: Students will demonstrate the ability to participate in and contribute to the policy process;

Domain 3 - Critical Thinking and Decision-Making: Students will demonstrate the ability to analyze, synthesize, think critically, solve problems and make decisions;

Domain 4 - Public Service Advocacy: Students will demonstrate the ability to articulate and apply a public service perspective; and,

Domain 5 - Communication: Students will demonstrate the ability to communicate and interact productively with a diverse and changing workforce and citizenry.

Generalist Year Competencies:

Competency 1: Demonstrate Ethical and Professional Behavior
PBF1: make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
PBF2: use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
PBF3: demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
PBF4: use technology ethically and appropriately to facilitate practice outcomes; and
PBF5: use supervision and consultation to guide professional judgment and behavior.

Competency 2: Engage Diversity and Difference in Practice
PBF6: apply and communicate an understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
PBF7: present themselves as learners and engage clients and constituencies as experts of their own experiences; and
PBF8: apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
PBF9: apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
PBF10: engage in practices that advance social, economic, and environmental justice.

Competency 4: Engage In Practice-informed Research and Research-informed Practice
PBF11: use practice experience and theory to inform scientific inquiry and research;
PBF12: apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
PBF13: use and translate research evidence to inform and improve practice, policy, and service delivery.

Competency 5: Engage in Policy Practice
PBF14: Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
PBF15: assess how social welfare and economic policies impact the delivery of and access to social services;
PBF16: apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
PBF17: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
PBF18: use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
PBF19: collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
PBF20: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
PBF21: develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies;
PBF22: select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
PBF23: critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;|
PBF24: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
PBF25: use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
PBF26: negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
PBF27: facilitate effective transitions and endings that advance mutually agreed-on goals.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
PBF28: select and use appropriate methods for evaluation of outcomes;
PBF29: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
PBF30: critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
PBF31: apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

E.P. 2.1: Concentration year specialization builds on foundation year generalist practice as described in EP 2.0, adapting and extending the social work competencies for social work practice with Deaf and Hard of Hearing populations.Deaf and Hard of Hearing

Specialization Year Competencies:

Competency 1: Demonstrate Ethical and Professional Behavior
SB1: practice personal reflection, self-correction, effective communication in American Sign Language and English, and ethical reasoning to ensure continual professional development in advocacy and practice with deaf and hard-of-hearing populations.
SB2: use advanced differential assessments, interventions, and evaluations responsive to changing technological developments and emerging evidence-based models of practice in diverse contexts for deaf and hard-of-hearing populations.

Competency 2: Engage Diversity and Difference in Practice
SB3: understand diversity in a broad sense that recognizes the ways in which a culture’s structures and values may oppress, marginalize, alienate, or enhance privilege and power among deaf and hard-of-hearing people.
SB4: gain sufficient self-awareness to minimize the influence of personal biases and values in working with diverse groups of deaf and hard-of-hearing people.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
SB5: understand the forms and mechanisms of oppression and discrimination impacting deaf and hard-of-hearing populations.
SB6: work with deaf and hard-of-hearing populations to advocate for human rights and social and economic justice.

Competency 4: Engage In Practice-informed Research and Research-informed Practice
SB7: Integrate practice experience to inform scientific inquiry in designing and implementing research studies with deaf and hard-of-hearing populations.
SB8: apply research findings to support evidence-based practices with deaf and hard-of-hearing populations.

Competency 5: Engage in Policy Practice
SB9: analyze, formulate, collaborate, and advocate for disability policies that advance societal well-being within deaf and hard-of-hearing populations.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
SB10: apply theories, models, and the best available evidence in assessment with deaf, hearing, and hard-of-hearing systems of all sizes to understand strengths, problems, and social justice issues in systems of all sizes, locally and globally.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
SB11: utilize theoretical frameworks to guide differential assessments for effective social work practice with deaf, hearing, and hard-of-hearing people in systems of all sizes.
SB12: identify and analyze evidence-based interventions designed to meet the unique needs of deaf and hard-of-hearing populations.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
SB13: implement evidence-informed prevention interventions using theoretical frameworks that meet the needs and enhance the capacities of deaf and hard-of-hearing systems.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
SB14: utilize theoretical frameworks, models, and research for guiding differential assessments and practice evaluation with deaf, hearing, and hard-of-hearing people in systems of all sizes.
SB15: evaluate evidence-based interventions designed to meet the unique needs of deaf and hard-of-hearing populations and use critical thinking to evaluate the appropriateness, adapt, and modify assessment tools and approaches.

1: Identify the underlying philosophies, history, and processes across the three components of the criminal justice system (law enforcement, courts, corrections) (GU SLO: Critical thinking)

2: Identify the nature, extent, causation, and prevention of deviance and crime and understand of the major theories that are used to explain deviance and criminal behavior (GU SLO: Critical thinking)

3: Critically interpret and synthesize research related to the criminal justice field and criminological theory (GU SLO: Science literacy, Critical Thinking)

4: Employ effective communication and presentation skills when discussing criminal justice-related issues (GU SLO: Bilingualism)

5: Understand and apply criminal justice concepts and theories to contemporary social issues and events (GU SLO: Career Readiness)

6: Identify and understand ethical considerations in policy construction and implementation (GU SLO: Career Readiness, Ethics)

7: Identify how the criminal justice system is differentially experienced based on social status and identity. (GU SLO: Critical Thinking)

SLO 1: Students will examine the field of documentary studies and identify the principal ethics and theories regarding the study of lived experience and the processes of documentary creation.

SLO 2: Students will integrate methodologies of critical inquiry from across disciplines to produce and present effective research projects using various forms of media.

SLO 3: Students will demonstrate competence in the use of media technologies to produce and present visual (ASL) and written (English) ideas for diverse audiences and contexts.

SLO 4: Students will produce a portfolio of documentary work as evidence of creative, technical, and critical skills, which include film, photography, digital media, oral history and/or other forms of documentary expression.

In line with APA accreditation standards and our program mission, the following are the expected student learning outcomes upon completion of the program:

1. Graduates will conduct themselves in a manner that reflects the values and attitudes of psychology; demonstrate awareness and sensitivity in working professionally with diverse individuals, groups, and communities; apply ethical and legal concepts in professional activities; and practice personal and professional self-awareness.
2. Graduates will relate effectively and meaningfully with individuals, groups, and/or communities.
3. Graduates will demonstrate knowledge of the science of psychology and of research/analytic methods.
4. Graduates will demonstrate integration and application of research, theory, and methods of practice in clinical psychology.
5. Graduates will demonstrate knowledge of professional consultation and clinical supervision.
6. Graduates will demonstrate competence to work with deaf and hard of hearing people across the lifespan.

Critical Studies

Analyze, critically evaluate, and utilize educational theories, policies, research and practices intended to improve equity and social justice for deaf individuals.

Apply a critical stance toward theories and practices related to language and literacy learning of diverse children and adults.

Research

Apply established criteria or standards to evaluate the quality of research. (This includes, but is not limited to: the What Works Clearinghouse criteria, Council for Exceptional Children criteria, Standards for Reporting Qualitative Research, or Consolidated Criteria for Reporting Qualitative Research.)

Design, conduct, and disseminate research.

Professionalism

Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.

Demonstrate professional behavior, ethical practices, and collaborative leadership that promote social justice.

Participate in continuous inquiry and reflection that enhances scholarly knowledge, professional practice, and leadership.

Describe and integrate key concepts and methodologies in hearing, speech, and language.

Analyze, synthesize, and apply literature in the area of specialization.

Design, implement, and disseminate research projects with increasing independence and rigor.

Demonstrate knowledge of higher education pedagogical techniques and mentorship principles.

Demonstrate mastery of scientific and professional writing and presentations.

Articulate key features of academic life, including ethical, professional, and bilingual/multicultural concerns.

1. Specialized knowledge:

a. Demonstration of in-depth familiarity with current literature relevant to their chosen topic of research.

2. Critical evaluation:

a. Ability to critically compare and evaluate claims from the linguistics literature and argue for or against them in a coherent manner.

3. Formulation of research questions:

a. Ability to independently formulate clear and tractable research questions related to their individual projects, and develop a systematic and culturally responsible plan for answering them, including identification of data needed to further the investigation.

4. Dissemination and communication:

a. Ability to communicate information about sign language linguistics competently and respectfully to the field, the Deaf communities, and the greater public.

5. Ethical conduct as researchers

a. Demonstrating academic integrity and responsible conduct in their research practices with transparency and respect to the communities involved.

Graduates of the Ph.D. in Translation and Interpreting Studies program will demonstrate critical thinking skills in the reading, discussion, analysis, and writing of the core constructs and claims within the interdisciplinary field of Translation and Interpreting Studies.

Graduates of the Ph.D. in Translation and Interpreting Studies program will apply theoretical, academic, professional, and world knowledge of Translation and Interpreting Studies to research and pedagogy.

Graduates of the Ph.D. in Translation and Interpreting Studies program will justify multi-cultural approaches to interpretation and/or translation by demonstrating effective practice within their scholarly and pedagogical work.

Graduates of the Ph.D. in Translation and Interpreting Studies program will demonstrate theoretical and applied knowledge to pedagogical issues in Translation and Interpreting Studies.

Graduates of the Ph.D. in Translation and Interpreting Studies program will effectively design, carry out, and defend all phases of independent research projects, including original dissertation research on interpretation and/or translation-related topics.

Students will enrich their understanding of the translation process (research to practice/policy changes) through communicating and engaging in a variety of tasks and contributing within the placement site.

The students will evaluate the multiple ways that basic cognitive neuroscience and behavioral sciences research discoveries about children’s development may be translated into principles that guide the creation of public policy and laws for the benefit of young children.

Students will demonstrate critical thinking by reading and synthesizing key articles involving current culture, identity, and issues to this center they are involved with (which will be a part of the final paper).

Students will deepen their understanding of the challenges faced by the need to translate research discoveries for the benefit of education and society.

Students will demonstrate presentation and writing skills through a final paper and presentation to the PEN team at the beginning of fall semester.

Transformational Leadership and Administration in Deaf Education Program Learning Outcomes (Based on the National Educational Leadership Preparation (NELP) 2018 standards required for beginning educational leaders)

Candidates who successfully complete the Transformational Leadership and Administration in Deaf Education Education Doctorate program understand and demonstrate the capacity to promote the current and future success and well-being of each deaf and hard-of-hearing student, as well as each teacher and professional working with deaf and hard-of-hearing students by applying the knowledge, skills, and commitments necessary to:

Program Learning Outcome 1: Vision, Mission and Continuous Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous school improvement designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Program Learning Outcome 2: Reflection and Professional Learning
Engage in ongoing reflection and communicate about, cultivate, and model professional dispositions and norms (i.e. fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, lifelong learning) that will support the success and well-being of the students, teachers and professionals in deaf schools and programs.

Program Learning Outcome 3: Ethics
Evaluate, communicate about, and advocate for legal and ethical decisions, particularly those that impact deaf and hard-of-hearing students.

Program Learning Outcome 4: Equity, Inclusiveness and Cultural Responsiveness
Develop and maintain a supportive, equitable, inclusive, and culturally responsive school culture by advocating for equitable access to educational resources, technologies, and opportunities that support the diverse students, teachers and professionals in deaf schools and programs.

Program Learning Outcome 5: Learning and Instruction
Apply the knowledge and skills necessary to collaboratively evaluate, develop and implement high-quality, technology-rich, culturally responsive, and accessible systems of curriculum, instruction, data systems, resources and assessment that support the school’s academic and non-academic programs.

Program Learning Outcome 6: Building Professional Capacity with Effective Supervision
Build the school’s professional capacity by engaging in effective, collaborative, and professional staff supervision, evaluation, support, and professional learning practices

Program Learning Outcome 7: School, Family and Community Partnerships
Utilize a variety of avenues to engage families, communities, and school personnel to strengthen student learning in and out of school, support school improvement, and advocate for the needs of their school and community.

Program Learning Outcome 8: External Leadership
Engage and cultivate relationships with diverse community members, partners, and other constituencies, political or otherwise, for the benefit of school improvement and student development.

Program Learning Outcome 9: Operations and Management
Seek ways to improve management, communication, technology, school-level governance, and operations systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

Program Learning Outcome 10: Communication
Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.

School psychologists who demonstrate cultural competencies across multicultural, multiethnic, bilingual (ASL/English) contexts who have a subspecialty in working with children who are deaf, hard of hearing, and children and families of diverse backgrounds.

School psychologists who can demonstrate skills and apply scientifically based knowledge or theoretical and empirically-based data to conceptualize and solve increasingly complex academic or behavioral problems and who can design, implement, and appraise individual, group, family, or community mental health interventions and educational services to support and create safe and healthy environments.

School psychologists who demonstrate an understanding of mental health challenges in children, adolescents, and families, and develop psychological assessment and intervention plans to address these challenges while acknowledging the impact of biological, social, cultural, socioeconomic, and linguistic factors on the learning and behavior of children and their families.

School psychologists who can perform professional duties in accordance with NASP and APA ethical principles.

The specialist candidate exhibits knowledge of and applies theories, concepts, and instructional practices of the chosen specialization in ways that are meaningful for diverse learners.

The specialist candidate exhibits behavior that demonstrates a belief in continuous inquiry and reflection as an avenue for improving professional disposition and practice.

The specialist candidate communicates effectively in a variety of professional roles in ASL and English.

The specialist candidate engages in a process of inquiry in seeking knowledge and information in the area of specialization.