Outcomes and Assessment

1. 80% of students will achieve a B+ on the macronutrient research paper.
2. 85% of students will earn a grade of B or higher on their Sustainable Foods independent research paper and presentation.
3. 80% of students will earn a B on a social media nutrition project to improve technology use and writing skills when communicating with the public.
4. 80% of students will earn a B or higher on the counseling project and demonstrate techniques of effective counseling methods.
5. 85% of students will use the Nutrition Care Process to create an appropriate ADIME note related to the final MNT case study.
6. 80% of the students working in a small group will develop an appropriate nutritional educational activity demonstration related to a Health Promotion/Wellness theme.
7. 80% of students working in a small group will assess, develop and deliver a nutritional education plan for a group in the community.
8. 80% of students working in a small group will earn a B on their food service design project.
9. 80% of students will earn a B or higher on the major meal planning project (includes budget, human resources, marketing and evaluation components).
10. 80% of students will earn a B+ on their (in class) debate about a nutrition related public policy.
11. 80% of students will earn a B or higher on the quiz over the health care delivery systems content of the course.
12. 85% of students will correctly identify the steps needed to become a provider for Medicare, Medicaid and Insurance.

1. Be exposed to the areas of knowledge and professional preparation required to pursue a variety of career options within the field of Exercise Science.
2. Have written and verbal communication skills needed to function successfully in the field of Exercise Science.
3. Be able to accurately describe human movement with specific reference to the musculoskeletal system.
4. Be able to accurately describe acute and chronic adaptations to human movement with reference to the physiological systems of the body.
5. Be able to accurately describe human movement with reference to applied mechanics.

Healthy lifestyles and concepts are achieved through skillful movement with an emphasis on physical fitness, healthy lifestyle management skills, and understanding of the total self (physical, intellectual, emotional, and social).  In addition to the traditional approach to teaching fundamental movement, skills, games, and dance, this curriculum emphasizes the overall health of the individual as a value in life and enhances critical thinking, decision-making and problem-solving skills of future teachers and their students.  Courses within this curriculum represent a combination of content knowledge (health enhancement, health education, and physical education) along with a strong background in pedagogical content knowledge (teaching methods and curriculum).  Students majoring in health enhancement develop a professional development portfolio based on national beginning teacher standards.  The final semester consists of student teaching in two public school placements.

1. Have problem solving skills.  This will be demonstrated in experiential coursework, internships, and in team projects in upper division coursework.
2. Have practical skills.  For example, students will know how to produce, distribute, and market food in addition to skills specific to a chosen career path, and have an appreciation for the importance of service learning.
3. Be capable of critical thinking.  For example, students will evaluate scientific and popular literature, generate investigative questions, understand implications of current events, evaluate sources of information for accuracy and bias, apply current scientific information to research projects, and understand power relationships in the dissemination of knowledge.
4. Be effective communicators.  Students will develop effective oral communication skills, effective written communication skills, and develop effective and professional nonverbal communication skills.
5. Have developed skills related to professionalism and customer service, core hospitality values, and demonstrate the capacity to make choices and act in a society framework.  Students will learn how to advocate a position, be empowered and confident, will be entrepreneurial, be able to identify their own values, and act like professionals.
6. Have a body of knowledge related to hospitality concepts.  Concepts include food safety and sanitation, culinary fundamentals, financial management, organizational management, customer service, facilities management, and sustainability elements in the hospitality sector.

1. Be capable of Systems Thinking.  This will be demonstrated by using vocabulary appropriately, analyzing issues, problems and subsystems using a systems approach and an interdisciplinary perspective.
2. Have problem solving skills.  This will be demonstrated in experiential coursework, internships, and in-team projects in upper division coursework.
3. Have practical skills.  For example, students will know how to produce, distribute, and market food in addition to skills specific to a chosen career path, and have an appreciation for the importance of service learning.
4. Be capable of critical thinking. For example, students will evaluate scientific and popular literature, generate investigative questions, understand implications of current events, evaluate sources of information for accuracy and bias, apply current scientific information to research projects, and understand power relationships in the dissemination of knowledge.
5. Be effective communicators.  Students will develop effective oral communication skills, effective written communication skills, and develop effective and professional nonverbal communication skills.
6. Have developed agency, or the capacity to make choices and act in a society framework.  For example, students will learn how to advocate a position, will be empowered and confident, will be entrepreneurial, be able to identify their own values, and act like professionals.
7. Have a body of knowledge related to SFBS concepts.  For example, through courses in a  variety of disciplines, students will understand key concepts in human nutrition, food systems, bioenergy, ecology, economics, sustainability, plant science, crop science, animal science, food security, food safety, community supported agriculture, policy etc.

1. Have the knowledge and skills to apply counseling theories in the addiction setting
2. Have the ethical knowledge and skills to enter clinical practice in addictions setting
3. Develop and apply multicultural competence in the addiction setting  
4. Demonstrate knowledge and application skills in diagnosis, treatment planning, and case management in the addiction setting   
5. Demonstrate knowledge and skills in chemical dependency counseling in the addiction setting   
6. Have the knowledge and skills in alcohol and drug studies in addiction setting
7. Possess knowledge and facilitation skills necessary for group counseling in the addiction setting   
8. Demonstrate knowledge and skills in Psychopharmacology in the addiction setting
9. Demonstrate knowledge and skills to understand, recognize, and treat co-occurring disorders in the addiction setting   
10. Demonstrate knowledge and skills in Gambling and Gaming addiction diagnosis, assessment, and treatment in addiction setting

1. Have the knowledge and skills to assess needs, resources, and capacity for health education.
2. Have the knowledge and skills to plan health programs.
3. Have the knowledge associated with health program individuals involved in the implementation process.
4. Develop an evaluation plan for health education programs.
5. Develop a research plan for community health/health education.
6. Have the knowledge and skills to administer and manage health programs.
7. Have the knowledge and skills to act as health resource person.
8. Develop the knowledge to communicate, promote, and advocate for health and health education. 
9. To develop cultural awareness and sensitivity.
10. To develop and apply communication and professional skills.

1. Program objectives and outcomes are based on the 8 core areas of study as designated by the Council for Accreditation of Counseling and Related Educational Programs (CACREP):  Professional Identity, Social and Cultural Diversity, Human Growth and Development, Career Development, Helping Relationships, Group Work, Assessment, and Research and Program Evaluation.
2. Be able to conceptualize clients and apply concepts from the 8 common core areas in their work with clients.
3. Learn to be effective counselors in schools, community agencies, and private practices.
4. Learn to provide leadership in educational and human service settings.
5. Learn to implement effective programs and interventions for individuals, families, groups and organizations.
6. Learn to enhance the worth, dignity, self-respect, and positive development of themselves, individuals, and groups within their employment context.

1. Demonstrate mastery of subject matter in exercise and nutrition sciences.
2. Demonstrate the ability to conduct scholarly or professional activities in an ethical manner.
3. Conduct research in the area of exercise science and nutrition, producing an original research product to demonstrate the ability to create knowledge and apply that knowledge to practice.
4. Demonstrate the ability to communicate the subject matter in exercise and nutrition sciences in written and oral forms.

1. Students will be able to write a professional research paper.  One of the goals of this graduate degree is to increase students’ ability to integrate research into professional written products.  Students complete a Research Methods course that requires a final written product that will be used to evaluate this objective.
2. Students will be able to apply family research and theory effectively with the audience of their choice.  Students in this program will be preparing for a variety of careers targeting children, families, policy, or professionals.  In order to be effective, students must be able to translate research/theory in the area they are working.  The Contemporary Family Issues course has a final project that allows students to choose an audience (e.g., family, public, policy makers) and a medium to communicate/interact with that audience (e.g., video presentation, fact sheet, lesson plan).  These projects will be used to evaluate this objective.
3. Students will be able to use theory to explain human development.  Students complete a course in Developmental Theory Across the Lifespan.  The final project requires students to apply developmental theory and will be used to evaluate this objective.

1. Construct a professional, comprehensive financial plan.  This is accomplished in the Case Studies class where all students individually write a financial plan.
2. Recognize the ethical standards for financial planners as prescribed by the CFP Board.  Ethics, while addressed in all of the financial planning courses, is measured by a multiple choice quiz administered in the Case Studies class.
3. Demonstrate listening and counseling skills needed to help families with financial management.  This topic, while marginally addressed in the financial planning courses, is focused on in Financial Counseling.

1. Students will examine the continuum of mental health in current society and identify the role it plays in the general population.
2. Students will identify issues related to life span and development that impact mental health.
3. Students will examine and learn to recognize signs of distress and crisis.
4. Students will synthesize and assess theories and practice related to mental health and helping professions.
5. Students will better understand how mental health professionals utilize theories and facilitate changes.
6. Students will learn how the changes process works within the mental health professions.
7. Students will learn self-care and stress reduction strategies to implement within their scope of practice.
8. Students will exemplify competency and formulate procedures for assessment, assisting, and referral processes.
9. Students will learn referral processes within their own communities and the resources available.
10. Students will learn how to discuss and talk with people about mental health referrals.
11. Students will form their own network through this certificate of other people engaged in helper roles to call upon for support.

1. Be able to describe and discuss the social, economic, and environmental implications of food systems.
2. Be able to address a food systems issue by collecting, analyzing, assessing, and communicating valid, reliable, and evidence-based data.
3. Be able to communicate research in both written and oral formats to diverse audiences.