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1. Students successfully completing this graduate degree will be able to apply the 4 program pillars to inform their research project.
2. Students successfully completing this graduate degree will be able to leverage educational theories to create anti-racist, community-oriented spaces.
3. Students successfully completing this graduate degree will conceptualize, construct, and defend an inquiry project that conveys their agency as an educational leader in classroom or community spaces.

1. Students will be able to describe and utilize theories and principles of justice and equity relevant to the problems of P-12 educational institutions.
2. Students will be able to articulate concepts and multiple perspectives on democratic life and democratic governance as related to P-12 institutions and communities.
3. Students will be able to use conceptions of cultural identity and cultural diversity to collaborate with diverse individuals, families, and communities in their school or district.
4. Students will be able to collaborate and communicate across diverse contexts to work with multiple constituencies and communities in partnerships.
5. Students will be able to relate theory and abstract thinking with concrete, applied analysis of problems of practice.
6. Students will be able to utilize tools to generate knowledge that can transform educational organizations within cultural, political, and policy contexts.
7. Students will be able to demonstrate an understanding of technological literacies for school and community leadership.

1. Describe and interpret the foundations of democratic education
2. Explain and assess the social-cultural context of schooling. including contemporary educational policy and reform.
3. Connect issues of power, diversity, and equity to social justice education.
4. Integrate dimensions of leadership, culture, and curriculum through comprehensive exams or key benchmark assessments.
5. Design, propose, and write an independent research or inquiry project.

Our program is aligned with the International Literacy Association’s 2017 Revised Standards. The following provides alignment for the five major program outcomes that are used for the assessment of ºÚÁÏÉçÇøs’ mastery.

• Students will identify and explain various literacy roles using personal experience and relevant research. (ILA Standards 1.4, 6.3, 6.4, 7.4)
• Students will integrate theory and practice into high-quality literacy instruction by providing concrete examples that support practices. (ILA Standards 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 5.3, 6.2, 7.1)
• Students will communicate with others using convincing reasoning, concrete examples, and connections to relevant research in order to participate and lead others to focus on culturally-relevant pedagogy. (ILA Standards 2.4, 3.3, 5.1, 5.2)
• Students will use literacy assessments to support instructional decisions based on current literacy research. (ILA Standards 3.1, 3.2, 4.1)
• Students will use a scholarly voice to communicate literacy practices in a professional and effective manner that advocates for the professional growth of self and others. (ILA Standards 3.4, 4.2, 4.3, 4.4, 5.4, 6.1, 7.2, 7.3)

Students with this M.S. degree will be able to:

• Understand multiple theories and educate readers about their importance.
• Understand multiple roles of inquiry and methods of research and apply them to investigate questions.
• Demonstrate an understanding of personal and professional knowledge and skills related to ºÚÁÏÉçÇø affairs practice and apply them to campus phenomena.
• Understand and convey the complexities of integrating theory, practice, and inquiry and demonstrate that integration by addressing campus issues.
• Convey ideas that are based on one’s own beliefs, perspectives, identity, and sense of self in relation to others.
• Produce writing that is organized, conceptualized and reflective of ideas, conveys clear and sound arguments, and few grammatical and APA errors.

1. Students will be able to design and develop inclusive instructional media, methods, and systems that integrate data-driven research in the diverse disciplines that inform instructional design.
2. Students will be able to conduct analyses (needs, learner, and task) for a learning environment and target learners to inform the design, development, evaluation, and selection of instructional media, materials, methods, and systems to meet instructional needs.
3. Students will be able to design, develop, and evaluate inclusive instructional media, materials, methods, and systems which integrate various types of technology and technology media to meet instructional needs.
4. Students will be able to develop formative and summative evaluations for models and methods of instructional design integrating emerging innovations in technology to meet instructional needs.

1. Understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
2. Create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
3. Use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
4. Use multiple methods of assessment and data sources in making educational decisions.
5. Select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
6. Use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
7. Collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

1. Students will be able to design and develop inclusive instructional media, methods, and systems that integrate data-driven research in the diverse disciplines that inform instructional design.
2. Students will be able to conduct analyses (needs, learner, and task) for a learning environment and target learners to inform the design, development, evaluation, and selection of instructional media, materials, methods, and systems to meet instructional needs.
3. Students will be able to design, develop, and evaluate inclusive instructional media, materials, methods, and systems which integrate various types of technology and technology media to meet instructional needs.
4. Students will be able to develop formative and summative evaluations for models and methods of instructional design integrating emerging innovations in technology to meet instructional needs.

• Apply varied methods of assessment for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
• Provide direct and indirect intervention services to support ºÚÁÏÉçÇø social-emotional and academic functioning.
• Demonstrate core foundational knowledge in research, program evaluation, and legal, ethical and professional practice.
• Use principles and research related to diversity factors for children, families, and schools, and evidence-based strategies to enhance services.
• Apply varied methods of consultation and collaboration applicable to individuals, families, groups, and systems.
• Demonstrate an understanding of school and system structures and preventive and responsive services.

1. Propose an age-appropriate intervention using their understanding of child development from age 12 through young adulthood.
2. Critique social science research reports related.
3. Create and present a technique for therapeutic play to be used by child life specialists.

1. Apply understanding of child development from conception through young adulthood.
2. Demonstrate ability to read and understand social science research reports.
3. Understand the principles of Patient and Family-Centered Care, including principles of respect and dignity, information sharing, supporting participation in care, and collaboration between families and members of the health care team.
4. Demonstrate understanding of Therapeutic Play, including benefits of play, medical play, and specific modalities of play that are effective within the clinical setting.
5. Students will meet the eligibility requirements to apply academic knowledge in a professional setting in a 600-hour final internship.

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

1. Students will demonstrate ethical and professional behavior.
2. Students will advance human rights and social, racial, economic, and environmental justice.
3. Students will engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
4. Students will engage in practice-informed research and research-informed practice.
5. Students will engage in policy practice.
6. Students will engage with individuals, families, groups, organizations, and communities.
7. Students will assess individuals, families, groups, organizations, and communities.
8. Students will intervene with individuals, families, groups, organizations, and communities.
9. Students will evaluate practice with individuals, families, groups, organizations, and communities.

1. Students will construct a confident educational foundation of the knowledge necessary in performing the duties of an Athletic Trainer.
2. Students will employ evidence-based practice in athletic training.
3. Students will demonstrate competence in the practical skill necessary for performing the duties of an Athletic Trainer.
4. Students will integrate educational foundation and practical skill in clinical practice.
5. Students will model the appropriate behavioral and social attitudes necessary in an athletic training practice environment.
6. Students will develop the competence needed for the care of culturally diverse patients.

1. Assess, interpret, and synthesize data related to the measurement of coronary heart disease (CHD) risk factors, physical activity, the health-related components of physical fitness (i.e., cardiorespiratory function, body composition, muscular strength and endurance, flexibility, and range of motion) and functional movement patterns.
2. Develop specific, individualized, and quantified structured and non-structured (i.e., home-based) exercise/physical activity prescriptions based on assessment and interpretation of relevant data.
3. Demonstrate the application of theoretical knowledge, practical skills, and knowledge of basic physiological responses to physical activity/exercise and the physiological adaptations to exercise training in the development of an exercise prescription.

Students with a public health major will be able to:

• Locate, use, evaluate, and synthesize valid and reliable public health information.
• Communicate evidence-based public health information in either oral or written forms.
• Apply public health information to planning the design, implementation, and evaluation of public health programs.

Graduates will be able to apply the principles of each of the five domains below into the practice of nutrition/dietetics:

• Domain 1: Scientific and Evidence Base of Practice: Graduates will be able to demonstrate the integration of scientific information and translation of research into practice.
• Domain 2: Professional Practice Expectations: Graduates will be able to demonstrate the beliefs, values, attitudes, and behaviors for the nutrition and dietetics practitioner level of practice.
• Domain 3: Clinical and Customer Services: Graduates will be able to demonstrate the development and delivery of information, products, and services to individuals, groups, and populations.
• Domain 4: Practice Management and Use of Resources: Graduates will be able to demonstrate the strategic application of principles of management and systems in the provision of services to individuals and organizations.
• Domain 5: Leadership and Career Management: Graduates will be able to demonstrate the skills, strengths, knowledge, and experience relevant to leadership potential and professional growth for the nutrition and dietetics practitioner

1. Interpret and explain the managerial and promotional principles, ecosystem, governance structure specific to the esports industry.
2. Identify, articulate, and analyze social, economic, and cultural impacts of the esports on the gaming, sport and business environments.
3. Critically examine esports management issues and explain and demonstrate ethical best practices in the decision-making process.
4. Develop a diverse set of skills in economics, business, marketing, broadcasting, coaching, and event management used for developing a successful career in esports management.
5. Plan, organize, execute, and evaluate an esports event through employing principles of strategic planning, marketing, public relations, and financial management.

1. Examine the purpose and application of data analytics in sport.
2. Demonstrate an understanding of the key techniques and theory used in sport data visualization.
3. Apply programming languages and analytics procedures to provide solutions to contemporary issues in sport.
4. Use appropriate techniques for regression modeling using programming languages with sport-based databases.

1. Make use of a range of leadership frameworks and theories to analyze, understand, and implement effective leadership (including advocacy) in sport and physical activity settings.
2. Display working knowledge of how persistent belief systems and inequitable social relations shape experiences and opportunities in sport and physical activity.
3. Develop a critical understanding of management approaches and essentials within sport organizations and have the ability to analyze governance structures and functions within local, regional, national, and international sport bodies.  
4. Demonstrate a comprehensive integration and application of sport leadership knowledge and skills.  

1. Make use of a range of leadership frameworks and theories to analyze, understand, and implement effective leadership (including advocacy) in sport and physical activity settings.
2. Display working knowledge of how persistent belief systems and inequitable social relations shape experiences and opportunities in sport and physical activity.
3. Develop a critical understanding of management approaches and essentials within sport organizations and have the ability to analyze governance structures and functions within local, regional, national, and international sport bodies.  
4. Demonstrate a comprehensive integration and application of sport leadership knowledge and skills.  

1. Make use of a range of leadership frameworks and theories to analyze, understand, and implement effective leadership (including advocacy) in sport and physical activity settings.
2. Display working knowledge of how persistent belief systems and inequitable social relations shape experiences and opportunities in sport and physical activity.
3. Develop a critical understanding of management approaches and essentials within sport organizations and have the ability to analyze governance structures and functions within local, regional, national, and international sport bodies.  
4. Demonstrate a comprehensive integration and application of sport leadership knowledge and skills.  

1. Evaluate and critique examples of structured and unstructured data to produce data sets for analytical purposes.
2. Exhibit an understanding of how to analyze, interpret, and make application of data analysis including descriptive, predictive, and prescriptive methods.
3. Effectively analyze and critically apply sport analytics knowledge and skills to address real-world sport performance and sport business issues.

1. Students will be able to synthesize and discover gaps in the literature to develop evidence-based research questions and a research proposal that demonstrates their understanding of the sport studies, sport science, or sport management literature.
2. Students will conduct and orally defend a research project designed to create new knowledge for the sport studies, sport science, or sport management field.
3. Students will be able to integrate and practically apply their knowledge of the sport studies, sport science, and/or sport management literature toward the development of strategies to enhance participation and performance in sport, and/or to enhance the management or culture of sport.

Students will be able to:

1. effectively analyze and critically apply sport analytics knowledge and skills to address real-world sport performance and sport business issues.
2. demonstrate an understanding of how to analyze, interpret, and make application of data analysis including descriptive, predictive, and prescriptive methods.
3. apply data decision-making skills to existing careers in fields such as sport management, coaching, sport marketing, sales and sponsorship, strength and conditioning, and sport administration.

1. Students will be able to explain what motivates individuals to engage in sport related consumer behavior and the unique characteristics of sport marketing.
2. Students will be able to analyze how to use strategic theories and principles to improve organizational efficiency and success within the sport industry.
3. Students will be able to explain the depth and breadth of the business of athletics, including pertinent issues facing community, interscholastic, intercollegiate, professional, and international sport businesses.

1. Students will be able to identify psychological theories that explain sport and physical activity participation and performance.
2. Students will be able to evaluate the psychological needs of athletes and plan appropriate interventions that can enhance the performance of sport participants, as well as their personal development and experience of physical activity.
3. Students will be able to explain sport as a social phenomenon that involves group processes, coaching, and leadership effectiveness.

At the end of this program ºÚÁÏÉçÇøs will be able to:

1. Demonstrate interpersonal, interpretive, and presentational proficiency as they communicate information, use connected ideas, are spontaneous, create with language, and answer questions.
2. Use the World Readiness Standards and the three modes of communication to design, implement, assess, and reflect on language instruction and ºÚÁÏÉçÇø learning.
3. Use Second Language Acquisition research and theory to design, implement, assess, and reflect on language instruction and ºÚÁÏÉçÇø learning.
4. Use social justice, diversity, equity issues around the world to design, implement, assess, and reflect on language instruction and ºÚÁÏÉçÇø learning.
5. Design, implement, assess, and reflect on language instruction that increases the language proficiency and cultural competence of their ºÚÁÏÉçÇøs.

Integrated Language Arts:

1. Candidates will be able to identify examples of best practice from research and experience that enhance ºÚÁÏÉçÇøs' growth and development as writers in grades 7-12.
2. Candidates will be able to communicate orally and in a range of written genres.
3. Candidates will be able to conduct and summarize research into the theory underlying course content and explain how that theory informs teaching and ºÚÁÏÉçÇøs’ learning.
4. Candidates will be able to identify examples of best practice from research and
   experience that enhance ºÚÁÏÉçÇøs' growth and development as readers in grades 7-12.

Integrated Social Studies:

1. Students will be able to judge components of democratic education philosophy and apply them to social studies content knowledge to construct a unit plan.
2. Students will be able to design lesson plans which integrate aspects of democratic education philosophy and social studies content knowledge.
3. Students will be able to create lesson plans which reflect on and apply historical and present-day connections of science, technology and society.
4. Students will be able to write lesson plans which evaluate global connections and interdependence.
5. Students will be able to synthesize educational theory and research demonstrated through writing and a Master’s defense. 

Integrated Mathematics:

1. Students will be able to apply knowledge of mathematics content to critique the reasoning of others.
2. Students will be able to use the language of mathematics to express mathematical ideas to multiple audiences.
3. Students will be able to make instructional decisions using formative assessments.
4. Students will be able to create new knowledge related to instructional planning.
5. Students will be able to create resources for professional mathematics education organizations to inform others' practice.
6. Students will be able to create professional development resources to inform others' lesson planning.

Science:

1. Students will be able to demonstrate safe practice in the 7-12 classroom and create a plan for safety in their own future science classrooms.
2. Students will be able to create an innovative unit plan and prepare a detailed reflection that synthesizes the science education research that supports the construction of the unit plan.
3. Students will apply their developing content and pedagogical knowledge by participating in university-wide seminars and preparing detailed reflections on how the seminars will relate to their future science teaching as well as create and provide a seminar for the undergraduates in their cohort about a pertinent science education topic.
4. Students will apply and integrate their knowledge of exemplary science teaching practices during their teaching experiences in the field experiences and prepare a detailed reflection about their teaching using science education research to back up their teaching practices.

Foreign Language:

1. Candidates will demonstrate interpersonal, interpretive, and presentational proficiency as they deliver detailed and organized material, use connected ideas and probing questions, maintain spontaneous communication, and discuss with language.
2. Candidates will be able to identify examples of best practice from research and experience to enhance lessons and units centered around the World Readiness Standards and the three modes of communication.
3. Candidates will be able to conduct and summarize Second Language Acquisition research as it applies to language teaching.
4. Candidates will be able to conduct and summarize social justice, diversity, equity research in the field of language teaching.

1. Candidates demonstrate knowledge of literature, multimedia texts, language, and writing and knowledge of adolescents as readers and language users.
2. Candidates are able to plan instruction and design assessments for reading and the study of literature and for composing oral, written, and visual texts to promote learning for all ºÚÁÏÉçÇøs.
3. Candidates are able to plan, implement, assess, and reflect on research-based instruction that increases motivation and active ºÚÁÏÉçÇø engagement, builds sustained learning of English language arts, and responds to diverse ºÚÁÏÉçÇøs’ context-based needs.
4. Candidates are prepared to interact knowledgeably with ºÚÁÏÉçÇøs, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English language arts learning communities, and actively develop as professional educators.

With a major in Integrated Mathematics, ºÚÁÏÉçÇøs will be able to:

• Apply knowledge of mathematics content to critique the reasoning of others.
• Use the language of mathematics to express mathematical ideas to multiple audiences.
• Make instructional decisions using formative assessments.
• Analyze and apply existing research in planning instruction.
• Utilize resources from professional mathematics education organizations to inform practice.
• Utilize professional development resources to inform lesson planning.

With an Integrated Science Major, ºÚÁÏÉçÇøs will:

• Demonstrate safe practice in the 7-12 science classroom.
• Create an innovative science unit plan surrounding exemplary science teaching practices, including inquiry, making thinking visible practices, and other key models of science education.
• Apply their continued content knowledge and pedagogical knowledge by participating in university-wide seminars and preparing detailed reflections on how the seminars will relate to their future science teaching.
• Apply and integrate their knowledge of exemplary science teaching practices during their teaching experiences in the field experiences.

With an Integrated Social Studies Major, ºÚÁÏÉçÇøs will be able to:

• Apply components of democratic education philosophy and social studies content knowledge to designing a unit plan.
• Design lesson plans which apply aspects of democratic education philosophy and social studies content knowledge.
• Integrate historical and present-day connections of science, technology, and society into lesson planning.
• Construct lesson plans which integrate global connections and interdependences.

• Candidates will understand, apply and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice. 
• Candidates will understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter content. 
• Candidates will understand the major concepts, principles, theories, and research underlying middle level philosophy and school organization.
• Candidates will understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. 
• Candidates will understand and engage in practices and behaviors that develop their competence as middle level professionals.

At the end of this program ºÚÁÏÉçÇøs will be able to:

• Describe and utilize theories and principles of justice, equity, and democratic life relevant to the problems of P-5 classrooms, schools, families, and community.
• Develop and articulate to others an intellectual/scholarly identity toward various ways of knowing, learning, reflecting and acting as pedagogues. 
• Use conceptions of cultural identity and cultural diversity to work in solidarity with diverse individuals, families, and communities in their school and community.
• Critically examine theories of critical literacies toward applied analysis of problems of practice.
• Demonstrate an understanding of technological literacies for school and community leadership.
• Select, develop and implement formative and summative assessments to evaluate ºÚÁÏÉçÇø understandings to inform instruction.
• Apply critical lens to see power & privilege and the consequences within and beyond educational contexts

1. Use knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum
2. Know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and identify resources to deepen understanding
3. Use knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child
4. Identify and conduct themselves as members of the early childhood profession by knowing and using ethical guidelines and other professional standards related to early childhood practice
5. Demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources
6. Use a child development knowledge base, and demonstrate understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.