Skip to main content

College of Liberal Arts and Communication – Student Learning Outcomes

Degree Program Table

Program Outcomes Undergraduate Graduate
Humanities and Social Sciences
Criminal Justice   See Outcomes
Criminology See Outcomes  
English See Outcomes See Outcomes
Heritage Studies   See Outcomes
History See Outcomes See Outcomes
Philosophy See Outcomes  
Political Science See Outcomes See Outcomes
Public Administration   See Outcomes
Social Science See Outcomes See Outcomes
Sociology See Outcomes See Outcomes
World Languages and Cultures (French & Spanish emphases)
 See Outcomes  
Communication
Communication Studies See Outcomes  
Creative Media See Outcomes  
Multimedia Journalism See Outcomes  
Strategic Communication See Outcomes  
Fine Arts
Art See Outcomes  
Music See Outcomes See Outcomes
Theatre See Outcomes  

Graduate

Criminal Justice

The following outcomes describe the expected competencies for students completing the graduate Criminal Justice program.

  • Content Knowledge - A graduate with the MA in Criminal Justice will be able to explain major criminological concepts.
  • Theory - A graduate with the MA in Criminal Justice will be able to apply major criminological theories to real world phenomenon.
  • Research Methods - A graduate with the MA in Criminal Justice will be able to properly utilize research methods.

English, MA and MSE

The following outcomes describe the expected competencies for students completing the graduate English program.

  • Content Knowledge—A graduate with the M.A. in English will be able to demonstrate breadth of knowledge of major movements, themes, trends, and literary figures in British, American, and World literature.
  • Critical Thinking Skills—A graduate with the M.A. in English will be able to demonstrate an understanding of the conventions of literary genres (fiction, poetry, non-fiction, drama, and their various subgenres) and be able to readily identify these conventions in close reading and analysis of diverse texts and to apply different critical and theoretical approaches to these works.
  • Analytical Skills—A graduate with the M.A. in English will be able to demonstrate an in-depth knowledge of close reading, explication, and literary analysis.
  • Diversity—A graduate with the M.A. in English will be able to demonstrate an understanding of the ways in which literary texts are written and received within diverse cultural and sociohistorical contexts, including global and multicultural perspectives.
  • Effective written and oral communication—A graduate with the M.A. in English will develop and enhance effective interpersonal, oral and written communication skills demonstrated through analysis of literary texts.
  • Research competence—A graduate with the M.A. in English will be able to synthesize various primary and secondary sources in support of a persuasive and coherent analytical argument about texts and will work toward presenting and publishing their work in various scholarly forums.

Heritage Studies

The following outcomes describe the expected competencies for students completing the graduate Heritage Studies program.

  • Research competence—A graduate with the Ph.D. in Heritage Studies will be able to undertake intensive research in cultural heritage topics.
  • Effective written communication—A graduate with the Ph.D. in Heritage Studies will be able to write clearly and effectively about the topic of their intensive research.
  • Critical thinking skills—A graduate with the Ph.D. in Heritage Studies will be able to use critical and creative thinking to demonstrate their ability to understand the interrelationships of history, culture, and geography in distinctive regions.
  • Effective oral communication—A graduate with the Ph.D. in Heritage Studies will be able to communicate effectively in speech, to a variety of audiences about programs that engage cultural heritage topics.

History, MA

The following outcomes describe the expected competencies for students completing the graduate History program.

  • Research Skills: A graduate with an MA in History will be able to utilize effective historical research skills.
  • Critical Thinking: A graduate with an MA in History will be able to produce an original historical research paper.
  • Content Knowledge: A graduate with an M.A. in History will be able to articulate historical content and broader historiographical trends as evaluated by the comprehensive examination committee.

Music

The following outcomes describe the expected competencies for students completing the graduate Music programs.

Master of Music

  • Develop advanced capacities to work independently and make effective artistic and intellectual judgments and professional decisions in the area of specialization
  • Demonstrate professional capability in the area of specialization
  • Write effectively and professionally on a subject that is relevant to one’s specialization
  • Demonstrate competency in repertory and historical performance practices
  • Demonstrate proficiency in one or more fields of music outside the major area

Master of Music Education

  • Create a performance assessment to be used in the music classroom
  • Demonstrate professional competence before peers and faculty with a high level of academic rigor and scholarly contribution to the field of music education
  • Write effectively and professionally on a subject that is relevant to one’s specialization

Political Science - MA

The following outcomes describe the expected competencies for students completing the graduate Political Science program.

  • Students will be able to think critically and analytically.
  • Students will be able to analyze and interpret quantitative and qualitative data used in political science.
  • Students will be able to write effectively in the discipline and enhance one’s research skills.
  • Students will be able to evaluate theories used in the discipline of political science systematically and to critique them effectively.

Masters Public Administration

The following outcomes describe the expected competencies for students completing the graduate Public Administration program.

  • Leadership
    MPA students will be able to evaluate different leadership patterns within an organization and determine appropriate strategies to enhance organizational performance.
  • Analysis
    MPA students will demonstrate the ability to analyze, synthesize, think critically, and make decisions as public and nonprofit managers.
  • Communication
    MPA students will determine an appropriate communication style, research and develop content, and deliver content using the appropriate communication channel for various managerial situations that may arise in public or nonprofit organizations.
  • Ethics
    MPA students will create a personal code of ethics and be able to apply that code to complex managerial situations.

Social Science, MSE 

The following outcomes describe the expected competencies for students completing the graduate Social Science program.

  • Content Knowledge: A graduate with an MSE in Social Science Education will evaluate the major historical patterns and historiographical debates in World and U.S. History.
  • Teaching & Pedagogy Competency: A graduate with an MSE in Social Science Education will apply content knowledge and best pedagogical practices in the creation of a comprehensive technology MSE Teaching Portfolio.
  • Communication & Teaching Effectiveness Competency: A graduate with an MSE will teach engaging and effective social studies lessons at the community college and secondary school levels.

Sociology

The following outcomes describe the expected competencies for students completing the graduate Sociology program.

  • Content Knowledge ‐ A graduate with the MA in Sociology will be able to explain major sociological concepts.
  • Theory ‐ A graduate with the MA in Sociology will be able to apply major sociological theories.
  • Research Methods ‐ A graduate with the MA in Sociology will be able to properly utilize research methods.

Undergraduate

Art

The following outcomes describe the expected competencies for students completing the undergraduate Art programs.

BA – Art – Art History Emphasis

  • Students will be able to identify major artists, works of art and stylistic periods.
  • Students will be able to critically evaluate a work of art.
  • Students will create a research paper that includes a thesis and assumptions in an argument.

BFA – Art – Art Education Emphasis

  • Students will have a working knowledge of historical and contemporary art education theory and practice.
  • Students will create lessons that appropriately incorporate state and national standards using contemporary art education pedagogy for children and young adults.
  • Students will demonstrate their ability to act in a legal, professional, and compassionate manner while teaching a studio‐based art lesson using art history, art criticism and aesthetics in both the elementary and secondary classroom.

BFA – Art – Studio Art Emphasis

  • Subject Knowledge ‐ Students will be able to apply a working knowledge of aesthetic, conceptual, and technical issues in art (contemporary and historical) to the conceptualization, development and completion of professional works of art.
  • Critical thinking Skills ‐ Students will be able to apply strong critical, analytic and communication skills required to advance in academic and professional fields.
  • Problem Solving Skills ‐ Students will be able to apply problem identification, research and analysis to generate a professional exhibition and evaluate the work based on critical, historical and aesthetic issues.
  • Technical Competence - Students will create a body of work in a specific media that culminates in a professional exhibition

BFA – Graphic Design

  • Subject Knowledge ‐ Students will have working knowledge of aesthetic, conceptual, and technical issues in art (contemporary and historical) and conceptualize and develop professional work that answers project objectives.
  • Critical Thinking Skills ‐ Students will be able to apply strong critical, analytic and communication skills required to advance in academic and professional fields.
  • Problem Solving Skills ‐ Students will be able to apply problem identification, research and analysis to generate a professional portfolio and evaluate the work based on critical, historical and aesthetic issues.
  • Technical Competence ‐ Students will be able to complete a body of work in a visual communication that culminates in a professional portfolio.

BFA – Graphic Design – Digital Design Emphasis

  • Subject Knowledge ‐ Students will be able to apply a working knowledge of digital design principles to conceptualize, develop and complete professional work that answers project objectives and responds to audience and context.
  • Critical Thinking Skills ‐ - Students will be able to apply the critical, analytic and communication skills required of an academic and professional designer; and will be able to present their work in a competent and professional manner.
  • Problem Solving Skills ‐ Students will be able to apply the concepts of problem identification, research, prototyping, user testing and analysis to generate multiple valid solutions to a digital design problem and evaluate their outcomes based on contemporary critical, ethical, and aesthetic issues.
  • Technical Competence ‐ Students will display competency in the various skills of the contemporary digital designer culminating in a portfolio of professional quality work.

BS – Digital Technology and Design

  • Student will be able to apply a working knowledge of digital design to create a professional portfolio.
  • Student will be able to apply the aesthetic skills required of a professional designer

Communication Studies, BA - All Emphases

The following outcomes describe the expected competencies for students completing the undergraduate Communication Studies program.

  • SLO 1 - Employ communication theories, perspectives, principles, and concepts
  • SLO 2 - Engage in Communication Inquiry
  • SLO 3 - Create messages appropriate to the audience, purpose, and context
  • SLO 4 - Critically analyze messages

Creative Media Production, BS

The following outcomes describe the expected competencies for students completing the undergraduate Creative Media program.

  • Students will create media messages appropriate to the audience, purpose, and context using clear and appropriate forms of writing, tools, technology, and research.
  • Students will embrace free expression to adapt media messages to diverse and global audiences.
  • Students will apply professional ethical principles and practices appropriate to the audience, purpose, and context.
  • Students will utilize creative critical thinking, concepts, perspectives and theories in the creation, interpretation, and evaluation of media messages and practices.

Criminology

The following outcomes describe the expected competencies for students completing the undergraduate Criminology program.

  • Ethical Responsibility ‐ A graduate with the BA in Criminology will be able to comprehend the importance of ethics in a variety of criminal justice settings.
  • United States Criminal Justice System ‐ A graduate with the BA in Criminology will be able to describe the United States criminal justice system.
  • Theory ‐ A graduate with the BA in Criminology will be able to identify major criminological theories.
  • Research ‐ A graduate with the BA in Criminology will be able to apply criminological empirical research skills.

English

The following outcomes describe the expected competencies for students completing the undergraduate English programs.

English BA

  • Students will be able to discuss the conventions of literary genres (poetry, fiction, non-fiction, and drama) in close reading and analysis of diverse texts.
  • Students will demonstrate breadth of knowledge regarding literary traditions of British, American, and world texts and also regarding different theoretical approaches to the study of literature, language, and writing.
  • Students will explain how texts are written and received within diverse cultural and sociohistorical contexts, including global and multicultural perspectives.
  • Students will develop effective oral and written communication skills, including using primary and secondary sources.

English BSE

as prescribed by the specialized accreditor, CAEP

  • Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.
    • Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and
      critique a range of texts.
    • Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments.
  • Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users.
    • Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.
    • Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.
    • Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments.
  • Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.
    • Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning  backgrounds, those designated as high achieving, and those at risk of failure.
    • Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.
    • Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.
    • Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.
    • Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
    • Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.
  • Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.
    • Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
    • Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
    • Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
    • Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.
  • Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.
    • Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.
    • Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.
    • Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.
    • Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.
  • Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.
    • Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.
    • Candidates use knowledge of theories and research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they
      affect students’ opportunities to learn in ELA.
  • Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.
    • Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.
    • Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.

History, BA

The following outcomes describe the expected competencies for students completing the undergraduate History program.

  • Research Skills: A graduate with a BA in History will be able to utilize effective historical research skills.
  • Critical Thinking: A graduate with a BA in History will be able to synthesize primary and secondary historical sources.
  • Content Knowledge: A graduate with a BA in History will be able to articulate historical content and broader historiographical trends.

Multimedia Journalism, BS

The following outcomes describe the expected competencies for students completing the undergraduate Multimedia Journalism program.

  • Students will apply the principles and laws that underlie different media systems.
  • Students will apply concepts and theories in the use and presentation of images and information.
  • Students will summarize the history and role of professionals and institutions in shaping communications.
  • Students will apply current tools and technologies in the production and evaluation of media content for different platforms.
  • Students will conduct research to write and produce content for a wide variety of media platforms.
  • Students will write and edit in forms and styles appropriate for the communications professions.
  • Students will explain how domestic and international diversity influence the production, dissemination, and consumption of mass communications in a global society.
  • Students will explain the legal and professional codes of ethics and conduct that undergird mass communications in a global society.

Music

The following outcomes describe the expected competencies for students completing the undergraduate Music programs.

Bachelor of Music Degree

  • Work independently to prepare performances at the highest possible level as a performer or a composer
  • Apply aural, improvisational, and language skills, knowledge of styles and performance practices, and general historical and cultural knowledge as required by the focus of the major
  • Utilize basic concepts, tools, techniques, and procedures to perform and/or develop a composition

Bachelor of Arts Degree in Music

  • Read and realize musical notation
  • Hear, identify, and work conceptually with the elements of music such as rhythm, melody, harmony, structure, timbre, texture
  • Recognize a wide selection of musical literature, the principal eras, genres, and cultural sources

Bachelor of Instrumental Music Education Degree

  • Demonstrate rehearsal skills required of public school teachers in the area of concentration
  • Demonstrate conducting skills required of public school teachers in the area of concentration
  • Interpret music from a cross‐section of musical styles in the major performance area
  • Perform music from a cross‐section of musical styles in the major performance area
  • Display instructional skills sufficient to teach and/or assist instrumentalists in public school ensembles

Bachelor of Vocal Music Education Degree

  • Demonstrate rehearsal skills required of public school teachers in vocal music
  • Demonstrate conducting skills required of public school teachers in vocal music
  • Interpret music from a cross‐section of musical styles in vocal performance
  • Perform music from a cross‐section of musical styles in vocal performance
  • Display instructional skills sufficient to teach use of the voice

Philosophy

The following outcomes describe the expected competencies for students completing the undergraduate Philosophy program.

  • Students will understand central issues and theories in philosophy (from among the major areas of metaphysics, epistemology, and value theory).
  • Students will be able to analyze and explain complicated ideas.
  • Students will be able to analyze arguments.
  • Students will be able to evaluate arguments.

Political Science

The following outcomes describe the expected competencies for students completing the undergraduate Political Science program.

  • Effective Written Communication: A graduate with the BA in Political Science will be able to communicate effectively, in writing, to a variety of audiences and for a variety of purposes.
  • Effective Oral Communication: A graduate with the BA in Political Science will be able to communicate effectively, in speech, to a variety of audiences and for a variety of purposes.
  • Critical Thinking Skills: A graduate with the BA in Political Science will be able to demonstrate the critical thinking skills necessary to understand and evaluate what they hear, see, and read.
  • Awareness of Global Issues: A graduate with a BA in Political Science will be able to demonstrate a broad awareness of the political and economic dimensions of the global environment.
  • Problem Solving Skills: A graduate with a BA in Political Science will be prepared to play an active role in finding solutions to the problems which present direct threats to the global environment.

Social Science, BSE

Program-Level Student Learning Outcomes adapted from NCSS Standards.

  • NCSS Standard 1. Content Knowledge
    Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation
  • NCSS Standard 2. Application of Content Through Planning
    Candidates plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners
  • NCSS Standard 3. Design and Implementation of Instruction and Assessment
    Candidates design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promote civic competence.
  • NCSS Standard 4. Social Studies Learners and Learning
    Candidates use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for an inclusive and equitable society.
  • NCSS Standard 5. Professional Responsibility and Informed Action
    Candidates reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities.

Sociology

The following outcomes describe the expected competencies for students completing the undergraduate Sociology program.

  • Social Inequality ‐ A graduate with the BA in Sociology will be able to describe social inequality.
  • Social Construction ‐ A graduate with the BA in Sociology will be able to explain the concept of social construction.
  • Theory ‐ A graduate with the BA in Sociology will be able to identify major sociological theories.
  • Research ‐ A graduate with the BA in Sociology will be able to apply sociological empirical research skills.

Strategic Communication

The following outcomes describe the expected competencies for students completing the undergraduate Strategic Communication program.

  •  

Theatre, BA

The following outcomes describe the expected competencies for students completing the undergraduate Theatre program.

  • The ability to think conceptually and critically about text, performance, and production
  • An understanding of playwriting and production processes, aesthetic properties of style, and the way these shape and are shaped by artistic and cultural forces
  • An acquaintance with a wide selection of theatre repertory including the principal eras, genres, and cultural sources
  • The ability to develop and defend informed judgments about theatre
  • The skills necessary for professional and/or post‐graduate placement in the student’s chosen emphasis.

World Languages and Cultures (French & Spanish emphases)

World Languages, BA

  • Oral Proficiency Converse in the target language on everyday topics such as weather, friends and family; topics pertinent to his/her personal and future professional life; and topics related to the analysis of social and cultural issues with sufficient grammatical, lexical, and phonetic accuracy to be understood by a monolingual native speaker and at minimally the Advanced Low level on the ACTFL scale.
  • Listening Comprehension Understand the main ideas and significant details of spoken and recorded materials, such as films, interviews, and live presentations.
  • Cultural Competence Interact in a culturally appropriate manner with native speakers of the target language from various backgrounds.
  • Reading Proficiency Read and understand the main ideas of authentic materials such as magazine articles and books related to social and cultural issues; read and understand main themes and techniques of literary texts.
  • Writing Proficiency Write on everyday topics, topics pertinent to his/her personal and future professional life, as well as topics related to the analysis of social and cultural issues, including those in literature and film, in multiple-paragraph, coherent, and cohesive form with sufficient grammatical and lexical accuracy to be understood by a monolingual native speaker.
  • Critical Thinking Identify, analyze, evaluate, and compare themes, ideas, and perspectives related to the cultural products of speakers of the target language.

World Languages, BSE

as prescribed by specialized accreditor, American Council on the Teaching of Foreign Languages

  • Language Proficiency: Interpersonal, Interpretive, and Presentational
    Candidates in foreign language teacher preparation programs possess a high level of proficiency in the target languages they will teach. They are able to communicate effectively in interpersonal, interpretive, and presentational contexts. Candidates comprehend and interpret oral, printed, and video texts by identifying the main idea(s) and supporting details, inferring and interpreting the author's intent and cultural perspectives, and offering a personal interpretation of the text.
    • Pre-service teachers will:
      • Speak in the interpersonal mode of communication at a minimum level of "Advanced Low" or "Intermediate High" (for Arabic, Chinese, Japanese and Korean) on the ACTFL Oral Proficiency Interview (OPI) according to the target language being taught.
      • Interpret oral, printed, and video texts by demonstrating both literal and figurative or symbolic comprehension.
      •  Present oral and written information to audiences of listeners or readers, using language at a minimum level of "Advanced Low" or "Intermediate High" according to the target language being taught.
  • Cultures, Linguistics, Literatures, and Concepts from Other Disciplines
    Candidates demonstrate understanding of the multiple content areas that comprise the field of foreign language studies. They demonstrate understanding of the interrelatedness of perspectives, products, and practices in the target cultures. Candidates know the linguistic elements of the target language system, and they recognize the changing nature of language. Candidates identify distinctive viewpoints in the literary texts, films, art works, and documents from a range of disciplines accessible to them only through the target language.
    • Pre-service teachers will:
      • Demonstrate target cultural understandings and compare cultures through perspectives, products, and practices of those cultures.
      • Demonstrate understanding of linguistics and the changing nature of language, and compare language systems.
      • Demonstrate understanding of texts on literary and cultural themes as well as interdisciplinary topics.
  • Language Acquisition Theories and Knowledge of Students and Their Needs
    Candidates demonstrate an understanding of the principles of language acquisition and use this knowledge to create linguistically and culturally rich learning environments. Candidates demonstrate an understanding of child and adolescent development, the context of instruction, and their students’ backgrounds, skills, and learning profiles in order to create a supportive learning environment that meets individual students’ needs.
    • Pre-service teachers will:
      • Demonstrate an understanding of key principles of language acquisition and create linguistically and culturally rich learning environments.
      • Demonstrate an understanding of child and adolescent development to create a supportive learning environment for each student.
  • Integration of Standards in Planning and Instruction
    Candidates in foreign language teacher preparation programs understand and use the national Standards for Foreign Language Learning in the 21st Century (2006) or their recently refreshed version World-Readiness Standards for Learning Languages (2015) and their state standards to make instructional decisions. Candidates demonstrate an understanding of the standards and integrate them into their curricular planning. They design instructional practices and classroom experiences that address these standards. Candidates use the principles embedded in the standards to select and integrate authentic materials and technology, as well as to adapt and create materials, to support communication in their
    classrooms.
    • Pre-service teachers will:
      • Demonstrate an understanding of the Standards for Foreign Language Learning in the 21st Century or their recently refreshed version World-Readiness Standards for Learning Languages (2015) and their state standards and use them as the basis for instructional planning.
      • Integrate the goal areas of the Standards for Foreign Language Learning in the 21st Century or their recently refreshed version World-Readiness Standards for Learning Languages (2015) and their state standards in their classroom practice.
      • Use the Standards for Foreign Language Learning in the 21st Century or their recently refreshed version World-Readiness Standards for Learning Languages (2015) and their state standards to select and integrate authentic texts, use technology, and adapt and create instructional materials for use in communication.
  • Assessment of Languages and Cultures – Impact on Student Learning
    Candidates in foreign language teacher preparation programs design ongoing assessments using a variety of assessment models to show evidence of P-12 students’ ability to communicate in the instructed language in interpretive, interpersonal, and presentational modes; and to express understanding of cultural and literary products, practices, and perspectives of the instructed language. Candidates reflect on results of assessments, adjust instruction, and communicate results to stakeholders.
    • Pre-service teachers will:
      • Design and use ongoing authentic performance assessments using a variety of assessment models for all learners, including diverse students.
      • Reflect on and analyze the results of student assessments, adjust instruction accordingly, and use data to inform and strengthen subsequent instruction.
      • Interpret and report the results of student performances to all stakeholders in the community, with particular emphasis on building student responsibility for their own learning.
  • Professional Development, Advocacy, and Ethics
    Candidates engage in ongoing professional development opportunities that strengthen their own linguistic, cultural, and pedagogical competence and promote reflection on practice. Candidates articulate the role and value of languages and cultures in preparing all students to interact successful in the global community of the 21st century. They understand the
    importance of collaboration to advocate for the learning of languages and cultures. Candidates understand and explain the opportunities and responsibilities inherent in being a professional language educator and are committed to equitable and ethical interactions with all stakeholders.
    • Pre-service teachers will:
      • Engage in ongoing professional development opportunities that strengthen their own linguistic, cultural and pedagogical competence and promote reflection on practice.
      • Articulate the role and value of languages and cultures in preparing all students to interact in the global community of the 21st century through collaboration and advocacy with all stakeholders.
      • Use inquiry and reflection to understand and explain the opportunities and responsibilities inherent in being a professional language educator and demonstrate a commitment to equitable and ethical interactions with all students, colleagues and other stakeholders.
Back to top