Student Learning Outcomes by Insitution, Department, and Program



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Institution-wide Learning Competencies

Fundamental Learning Competencies
What matters about college? What will students know and be able to do upon completing their degrees at California State University, Northridge? What difference can college make in the lives students as diverse as the pathways of their education? Fundamental Learning Competencies are the skills, knowledge, and abilities which every student can expect to have the opportunity to achieve through their college experience: from learning opportunities in their major academic programs, from breadth and connections made within and through their general education choices, as well as through co-curricular learning experiences. Major programs, general education choices and co-curricular experiences build on what the student brings to college to uniquely shape the student who emerges. California State University, Northridge is committed to Fundamental Learning Competencies as fundamental goals of the collegiate experience. Fundamental Learning Competencies define the skills, knowledge and abilities which every student can expect to have the opportunity to achieve upon completing their degrees, regardless of major. The student will find these goals embedded and inter-connected throughout the entire curriculum, in general education and major fields of study, and in the many co-curricular opportunities the campus affords.

  • Knowledge of Human Cultures and the Physical and Natural World: CSUN graduates understand the history and scope of human knowledge in the natural and social sciences and appreciate the diversity of aesthetic and cultural achievements throughout the world.
  • Intellectual and Practical Skills: CSUN graduates can effectively engage in inquiry and problem-solving, critical analysis, and creative thinking; they have quantitative literacy, are information competent and appreciate the role of these as life-long learning skills.
  • Communication Skills: CSUN graduates can communicate effectively through written, signed or spoken languages, through visual and audio media using text, video, graphics, and quantitative data, both individually and as a member of a team.
  • Personal and Social Responsibility: CSUN graduates are actively engaged in diverse local and global communities, have multi-cultural knowledge, and use ethical principles in reasoning and action when solving real-world challenges.

The Big 5 Competencies, a subset of the FLC, are:
  • Critical Thinking
  • Written Communication
  • Oral Communication
  • Quantitative Literacy
  • Information Literacy

Departments and colleges are free to assess any of the longer list of the FLC, any of the Big 5 and/or any disciplinary specific learning outcomes as they deem appropriate and relevant to the information they wish to collect.

General Education

University GE SLOs
  • To help students develop academic competencies, professional skills, critical and creative abilities, and ethical values of learned persons who live in a democratic society, and interdependent world, and a technological age.
  • Placement of a course into a specific section of the General Education program signifies that the course will emphasize the learning goals and student learning outcomes of that section
  • All General Education courses should meet the student-learning goals of the GE section they are in
  • All CSUN students are responsible for pursuing the following twelve learning goals in the General Education program at CSUN. These goals are grouped into four categories: basic skills, subject explorations, United States History and Local Government (Title V), and special designations
  • Each graduate from CSUN is expected to master the student learning outcomes that are identified for each goal.
  • Undergraduate Learning Goals and Student Learning Outcomes

Basic Skills

1. Analytic Reading and Expository Writing

Goal: Students will analyze and reflect on complex topics and appropriately synthesize their own and others’ ideas in clearly written and well organized edited American English.

Student Learning Outcomes
Students will:

  1. Analyze and compare perspective, meaning, and style in different texts, including those that reflect multicultural images and voices;
  2. Construct a theme or thesis and organize and develop a substantial, balanced and convincing defense of it in a voice, tone, language, and format (e.g., essay autobiography, report, editorial, case study, inquiry, and research) appropriate to the purpose of the writing;
  3. Use logical support, including informed opinion and fact, as well as their interpretations, to develop ideas, avoiding fallacies, biased language, and inappropriate tone;
  4. Demonstrate satisfactory competence in the conventions of Edited American English and the elements of presentation (including layout, format, and printing);
  5. Select and incorporate ideas derived from a variety of sources, such as library electronic and print resources, books, journals, the Internet, and interviews, and document them responsibly and correctly;
  6. Apply a variety of strategies for planning, outlining, drafting, revising and editing written work.

2. Critical Thinking

Goal: Students will analyze information and ideas carefully and logically from multiple perspectives and develop reasoned solutions to problems.

Student Learning Outcomes
Students will:

  1. Explain and apply the basic concepts essential to a critical examination and evaluation of argumentative discourse;
  2. Use investigative and analytical thinking skills to examine alternatives, explore complex questions and solve challenging problems;
  3. Synthesize information in order to arrive at reasoned conclusions;
  4. Evaluate the logic and validity of arguments, and the relevance of data and information.
  5. Recognize and avoid common logical and rhetorical fallacies.

3. Mathematics

Goal: Students will gain competence in mathematical reasoning necessary for informed judgment and decision making.

Student Learning Outcomes
Students will:

  1. Represent, understand and explain mathematical information symbolically, graphically, numerically and verbally;
  2. Develop mathematical models of real-world situations and explain the assumptions and limitations of those models;
  3. Use models to make predictions, draw conclusions, check whether the results are reasonable, and find optimal results using technology when necessary and appropriate;
  4. Demonstrate an understanding of the nature of mathematical reasoning including the ability to prove simple results and/or make statistical inferences.

4. Oral Communication

Goal: Develop mathematical models of real-world situations and explain the assumptions and limitations of those models;

Student Learning Outcomes
Students will:

  1. Apply critical thinking skills when listening, reading, thinking, and speaking;.
  2. Create, organize, and support ideas for various types of oral presentations.
  3. Evaluate contexts, attitudes, values, and responses of different audiences;
  4. Identify, evaluate, and apply different styles of presentation utilizing effective delivery techniques in public speaking ;
  5. Demonstrate acceptable ethical standards in research and presentation of materials, including proper verbal citations.

Basic Explorations

5. Natural Sciences

Goal: Students will develop basic knowledge and learn key principles in the natural sciences, including an understanding of the methods of scientific inquiry through laboratory, activity and/or field-based study.

Student Learning Outcomes
Students will:

  1. Demonstrate an understanding of basic knowledge, principles, and laws in the natural sciences;
  2. Explain how the scientific method is used to obtain new data and advance knowledge;
  3. Demonstrate an understanding of the logical foundations and boundaries of science;
  4. Recognize the contribution and potential of science in human society and everyday life;
  5. Demonstrate competence in applying the methods of scientific inquiry ;
  6. Demonstrate an ability to apply scientific knowledge and to critically assess real world issues and make sound decision.

6. Arts and Humanities

Goal: Students will understand the rich history and diversity of human knowledge, discourse and achievements of their own and other cultures as they are expressed in the arts, literatures, religions, and philosophy.

Student Learning Outcomes
Students will:

  1. Explain and reflect critically upon the human search for meaning, values, discourse and expression in one or more eras/stylistic periods or cultures;
  2. Analyze, interpret, and reflect critically upon ideas of value, meaning, discourse and expression from a variety of perspectives from the arts and/or humanities;
  3. Produce work/works of art that communicate to a diverse audience through a demonstrated understanding and fluency of expressive forms;
  4. Demonstrate ability to engage and reflect upon their intellectual and creative development within the arts and humanities;
  5. Use appropriate critical vocabulary to describe and analyze works of artistic expression, literature, philosophy, or religion and a comprehension of the historical context within which a body of work was created or a tradition emerged;
  6. Describe and explain the historical and/or cultural context within which a body of work was created or a tradition emerged.

7. Social Sciences

Goal: Students will understand the complexities of social relations and human experiences and the ways in which they have changed over time, as well as the nature, scope, and the systematic study of human behaviors and societies.

Student Learning Outcomes
Students will:

  1. Explain how social scientists conduct the systematic study of social relations, human experiences and patterns of change over time;
  2. Analyze and explain the multiple perspectives found in the social sciences that underlie debates on important historical and contemporary issues;
  3. Apply appropriate social scientific methods to collect data, analyze, evaluate, explain, and/or solve problems in social relations and human behavior;
  4. Demonstrate an understanding of how social problems impact individuals, communities and societies.

8. Lifelong Learning

Goal: Students will develop cognitive, physical and affective skills which will allow them to become more integrated and well-rounded individuals within various physical, social, cultural, and technological environments and communities.

Student Learning Outcomes
Students will:

  1. Identify and actively engage in behaviors conducive to individual health, well-being, or development, and understand the value of maintaining these behaviors throughout their lifespan;
  2. Identify and apply strategies leading to health, well-being, or development for community members of diverse populations;
  3. Apply the knowledge and skills of science and technology and evaluate how they impact individuals, the community, and/or society.

9. Comparative Cultural Studies/ Gender, Race, Class, Ethnicity Studies and Foreign Languages

Comparative Cultural Studies/ Gender, Race, Class, Ethnicity Studies and Foreign Languages

Student Learning Outcomes
Students will:

  1. Describe and compare different cultures
  2. Comparative Cultural Studies/ Gender, Race, Class, Ethnicity Studies and Foreign Languages
  3. Describe and explain how race, ethnicity, class, gender, religion , sexuality and other markers of social identity impact life experiences and social relations;
  4. Analyze and explain the deleterious impact and the privileges sustained by racism, sexism, ethnocentrism, classism, homophobia, religious intolerance or stereotyping on all sectors of society;
  5. Demonstrate linguistic and cultural proficiency in a language other than English.

United States History and Local Government (Title V)

United States History and Local Government (Title V)

Goal: Students will understand and reflect upon United States history, institutions, and ideals; the Constitution of the United States; and the principles of state and local government as established in California.

Student Learning Outcomes
Students will:

  1. Describe and analyze the histories of the United States and California over significant time periods;
  2. Explain the principles and major provisions of the Constitutions of the United States and California;
  3. Compare United States and California political institutions and practices;
  4. Describe and examine the histories and development of political institutions as related to diverse peoples in the United States and California.

Designations

11. Information Competence (GE Designation IC)

Goal: Students will progressively develop information competence skills throughout their undergraduate career by developing a basic understanding of information retrieval tools and practices as well as improving their ability to evaluate and synthesize information ethically.

Student Learning Outcomes
Students will:

  1. Determine the nature and extent of information needed;
  2. Demonstrate effective search strategies for finding information using a variety of sources and methods;
  3. Locate, retrieve, and evaluate a variety of relevant information including print and electronic formats.
  4. Organize and synthesize information in order to communicate effectively;
  5. Explain the legal and ethical dimensions of the use of information.

12. Writing Intensive (GE Intensive Designation WI)

Goal: Students will develop their abilities to express themselves and the knowledge they have obtained through practicing various forms of writing within different disciplinary contexts. Writing intensive courses will build upon the skills gained in the Analytical Reading and Expository Writing section of Basic Skills. In each WI course students will be required to complete writing assignments totaling a minimum of 2500 words.

Student Learning Outcomes
Students will:

  1. Develop and clearly define their ideas through writing;
  2. Ethically integrate sources of various kinds into their writing;
  3. Compose texts through drafting, revising, and completing a finished product;
  4. Express themselves through their writing by posing questions, making original claims, and coherently structuring complex ideas;
  5. Revise their writing for greater cogency and clarity;
  6. Utilize adopted communication modes and documentation styles of specific disciplines (MLA, APA, Chicago, CBE, etc) where appropriate.

Degree-Granting Programs

Anthropology

B.A., Anthropology

Students completing the undergraduate degree program in Anthropology will be able to:

  1. Recognize characteristics of human diversity across space and time from an anthropological perspective
  2. Explain the evolutionary process, particularly as it relates to primat and specifically hominin evolution
  3. Describe biological and behavioral variation among human and non-human primates in context
  4. Discuss the concept of culture as a fundamental principle in anthropology
  5. Identify the causes and consequences of cultural diversity, social inequalities and change in human societies
  6. Discuss anthropological theories and paradigms, how they have changed over time and how they are applied to explain fundamental aspects of the human condition, such as cultural diversity and social change
  7. Demonstrate the ability to conceptualize, collect, describe, ana lyze and interpret anthropological evidence according to generally accepted professional practice
  8. Discuss ethics as they pertain to 21st century anthropology
  9. Explain how anthropology may be used to engage in contemporary issues
  10. Develop effective communication using anthropological standards

M.A. Anthropology

Students completing the Master's degree program in Anthropology should be able to:

  1. Analyze characteristics of human diversity across space and time from an anthropological perspective
  2. Analyze the evolutionary process particularly as it relates to primate and specifically hominin evolution
  3. Analyze biological and behavioral variation among human and non-human primates in context
  4. Analyze the concept of culture as a fundamental principle in anthropology
  5. Analyze the causes and consequences of cultural diversity, social inequalities and change in human societies
  6. Analyze anthropological theories and paradigms, how they have changed over time and how they are applied to explain fundamental aspects of the human condition such as cultural diversity and social change
  7. Independently conceptualize, collect, describe, analyze and interpret anthropological evidence according to generally accepted professional practice
  8. Analyze ethics as they pertain to 21st century anthropology
  9. Examine how anthropology may be used to engage in contemporary issues
  10. Communicate effectively using anthropological standards
  11. Synthesize and evaluate current issues and debates in the subfields of anthropology
Art
  1. Acquire a basic knowledge, theories, and concepts about art; develop a foundation of art skills and a high level of craftspersonship; communicate ideas and concepts through writing, speaking and art making; acquire a competency with the tools and technologies associated with the visual arts.
  2. Broaden knowledge of ancient through contemporary art; develop an understanding of the theoretical, cultural, and historical contexts of art.
  3. Apply processes of generating and solving problems in art; analyze, interpret and question traditional methodologies and preconceived notions of art and art making.
  4. Explore and engage in interdisciplinary forms of art making.
  5. Develop an appreciation and tolerance of diverse perspectives dealing with art, culture, teaching and learning.
  6. Become involved in both individual and collaborative art experiences with other students, faculty, and community.
  7. Develop a career path for an art profession or an art-related field; develop an understanding of the demands and expectations of that area of art profession or art field.

Student Learning Outcomes of the Master of Arts and Master of Fine Art in Visual Arts Program

All students will learn:

  1. Basic Skills:
  2. Master advanced knowledge, theories, and concepts about art; communication ideas and concepts through writing, speaking, and art making.
  3. Art Knowledge:
  4. Broaden the knowledge of contemporary art and the understanding of the theoretical, cultural and historical contexts of art through writing, speaking, and art making on advanced levels.
  5. Critical Thinking:
  6. Master processes of generating and solving problems in art; analyze, interpret, and question traditional methodologies and preconceived notions of art and art making on an advanced level.
  7. Interdisciplinary Connections:
  8. Explore and engage in interdisciplinary forms of art making.
  9. Global Perspectives:
  10. Develop an appreciation and tolerance of diverse perspectives dealing with art, culture, teaching, and learning.
  11. Collaboration:
  12. Become involved in both individual and collaborative art experiences among students, faculty, and community.
  13. Professional Preparation:
  14. Master an understanding of what it means to be a professional artist; develop an advanced understanding of the demands and expectations of the art profession and art field.

Student Learning Outcomes of the Master of Arts in Art History Program

All students will learn:

  1. Basic Skills:
  2. Master advanced knowledge, theories, and concepts about art history; acquire the ability to develop a research topic in a specific field of art history.
  3. Art Knowledge:
  4. Broaden the knowledge of historical and contemporary art and the understanding of the theoretical, cultural and historical contexts of art through researching, speaking, and writing on advanced levels.
  5. Critical Thinking:
  6. Master processes of generating and solving problems in art history writing; analyze, interpret, and question traditional methodologies and preconceived notions of art and art making on an advanced level.
  7. Interdisciplinary Connections:
  8. Explore and engage in interdisciplinary methodologies through art writing, conversing, or curating.
  9. Global Perspectives:
  10. Develop an appreciation and tolerance of diverse perspectives dealing with art, culture, teaching and learning.
  11. Collaboration:
  12. Become involved in both individual and collaborative art experience among students, faculty, and community.
  13. Professional Preparation:
  14. Master an understanding of what it means to be a professional art historian; develop an advanced understanding of the demands and expectations of the art profession and art field.

We teach our students to experience and value visual thinking and creative problem solving in art, as well as recognize the concurrent importance of perception, experimentation, innovation and critical thinking. Understand the history and traditions of art with their relevance to social and community concerns as well as the art of different cultures. Utilize and interact with the services, facilities and technologies offered throughout the University as well as those provided by the Art Department.

Asian American Studies
  1. Students will develop a core competency in the history, culture and experience of Asian Pacific American communities in the United States.
  2. Working from a social justice approach to race, class, ethnicity, gender and sexuality, students will develop and apply their critical thinking skills as demonstrated through written assignments, oral presentations, class discussion and examinations.
  3. Students will acquire and develop effective communication skills.
  4. Students will develop and demonstrate basic research skills as they learn about the particular dynamics of working with Asian Pacific American communities.
  5. Students will demonstrate an applied knowledge and practical application of their acquired skills through student and community work, in the process, learning the value and importance of community service.
Athletic Training

The Department of Kinesiology is a learning-centered community that educates and inspires its students to understand and appreciate human movement for personal expression and wellness throughout the lifespan. In doing so, students and faculty work together to improve quality of life for themselves and their community. The Department values and respects the spectrum of human diversity. An integrated approach to the teaching, learning and application of human movement provides opportunities and experiences to achieve the following learning outcomes:

  1. Apply an integrated kinesiological approach to encourage the adoption of healthy and physically active lifestyles, across diverse populations;
  2. Apply evidence-based practices to enhance the study of human movement;.
  3. Demonstrate competent problem solving strategies through intentional practices; and
  4. Demonstrate knowledge of kinesthetic forms, processes and structures as they apply to the personal expression and culture of human movement.
Biology

B.S., Biology

The Biology Department has identified five learning outcomes to be achieved by its students as a result of completing one of its baccalaureate degree programs.

  • 1. Students will demonstrate knowledge of a) the structure and metabolism of cells; b) the transmission and expression of genetic information; and c) the immediate and long-term (evolutionary) consequences of interactions between organisms and their environment.
  • 2. Students will demonstrate specialized knowledge in one or more disciplines of biology.
  • 3. Students will be aware of and/or capable of using new and existing methods and technologies in these disciplines.
  • 4. Students must demonstrate facility in applying the methods of scientific inquiry, including observation, hypothesis testing, data collection and analysis.
  • 5. Students will have the ability to engage the biology literature and to communicate scientific information verbally and/or in writing.

B.A., Biology

The Biology Department has identified five learning outcomes to be achieved by its students as a result of completing one of its baccalaureate degree programs.

  1. Students will demonstrate knowledge of a) the structure and metabolism of cells; b) the transmission and expression of genetic information; and c) the immediate and long-term (evolutionary) consequences of interactions between organisms and their environment.
  2. Students will demonstrate specialized knowledge in one or more disciplines of biology.
  3. Students will be aware of and/or capable of using new and existing methods and technologies in these disciplines.
  4. Students must demonstrate facility in applying the methods of scientific inquiry, including observation, hypothesis testing, data collection and analysis.
  5. Students will have the ability to engage the biology literature and to communicate scientific information verbally and/or in writing.
Chemistry and Biochemistry

B.A. Chemistry

Student Learning Outcomes of the Undergraduate Program

  1. Demonstrate basic knowledge in the following areas of chemistry: analytical, biochemistry inorganic, organic and physical.
  2. Organize and communicate scientific information clearly and concisely, both verbally and in writing.
  3. Effectively utilize the scientific literature, including the use of modern electronic search and retrieval methods, to research a chemistry topic or to conduct chemical research.
  4. Work effectively and safely in a laboratory environment, including the ability to follow experimental chemical procedures and maintain a proper lab notebook.
  5. Effectively utilize modern chemical instrumentation to obtain data and perform research.
  6. Perform qualitative and quantitative chemical analysis, including the application of computer technology for such analyses.
  7. Describe the impact of chemistry on our world, including the environment, the economy and medicine.
  8. Demonstrate an ability to determine the scientific validity of a claim that pertains to consumer products, the environment or the life sciences.
Business—Accounting
  1. have a conceptual understanding of accounting for external financial reporting managerial applications tax planning and preparation and the attest function;
  2. apply their conceptual understanding to both structured and unstructured problems;
  3. research accounting literature for both structured and unstructured problems in external financial reporting tax and auditing;
  4. have the necessary knowledge and skills required to sit for a certifying examination;
  5. recognize and analyze ethical problems in practical accounting situations select and defend a course of action;
  6. effectively communicate complex accounting concepts both orally and in writing; and
  7. apply critical thinking skills when analyzing and solving problems.
Business—Business Law
Classes are taught using the Socratic method with its goal of participatory learning and the development of reasoning skills. This active learning process requires students to articulate their analysis, to develop and defend positions, to think critically and to engage in problem-solving. Students learn to formulate an effective legal analysis by synthesizing information, identifying legal issues, distinguishing relevant from irrelevant facts, using facts and law to support argument, reasoning by analogy, and reaching conclusions based on analysis. In addition, students in all courses study ethical issues in a business context, with actual topics dependant on course content.
Business—Economics
The analytical framework of economics promotes critical thinking skills valued by employers. Students are exposed to concepts that help them to understand consumer behavior and business decisions. Students learn how individual industries function and gain an understanding of how the market economy functions as a whole. The field of economics emphasizes that the behavior of individual decision makers (for example, consumers, firms, government agencies) adjusts in response to changes in their incentives. With this framework, students learn to evaluate how changes in technology, government regulation, and market circumstances will impact their own lives, the industries and organizations of which they are a part, and society. The Economics program demands strong quantitative and communication skills.
Business—Finance, Real Estate and Insurance
Business—Information Systems
  1. Our graduates are able to recognize and analyze ethical problems in organizational situations and select and defend a course of action.
  2. Our graduates are able to effectively communicate complex information system and business concepts orally and in writing.
  3. Our graduates are able to apply critical thinking and problem-solving skills when analyzing and solving information system and business problems.
  4. Our graduates understand the individual and group dynamics of project teams.
  5. Our graduates have knowledge of IS technology components and their interrelations.
  6. Our graduates have the knowledge to implement information systems that support an organization’s strategic objectives.
  7. Our graduates develop skills through research in IS literature that will prepare them for life-long learning in the field.
Business—Management
The Department of Management provides conceptual foundations and behavioral skills needed to manage successfully in today’s increasingly complex environment. Our faculty is committed to the transference of learning across disciplines through our Management Major and through our contributions to other College of Business and Economics and CSUN degree and non-degree programs. Our contributions are focused on teaching, research and service that are: ethical and value-based, applied and practical, interdisciplinary, relevant across sectors and cultures, and valued by our on-campus and off-campus communities. In recognition of its responsibility to add value to all programs at the College of Business and Economics including our own, the Management Department faculty share the objective of measurably enhancing students’ skills and abilities in the areas of: leadership, critical and strategic thinking, interpersonal skills, creative and ethical problem solving, decision making, written and oral communication, and becoming effective, contributing members of society.
Business—Marketing

In recognition of its responsibility to support the programs at the College of Business and Economics, the goal of marketing department faculty is to measurably enhance students’ skills and abilities in the area of:

  1. problem solving and critical thinking
  2. written and oral communication
  3. the application of information and research technology
  4. long range strategic planning and implementation
  5. tactical marketing and/or supply chain management expertise

Our mission is accomplished not only by teaching and research efforts, but also through faculty guidance and community involvement activities including: the Wells Fargo Center for Small Business and Entrepreneurship and its Small Business Institute, and other partnerships with the community; continuous encouragement and sponsorship of marketing internships for students; continuous involvement with the College of Business and Economics’ chapter of the American Marketing Association; and continuous enhancement of the Marketing Laboratory, which gives students and other constituents access to education and training in the use of cutting edge information research technology.

Business—Systems and Operations
Classes are taught using the Socratic method with its goal of participatory learning and the development of reasoning skills. This active learning process requires students to articulate their analysis, to develop and defend positions, to think critically and to engage in problem-solving. Students learn to formulate an effective legal analysis by synthesizing information, identifying legal issues, distinguishing relevant from irrelevant facts, using facts and law to support argument, reasoning by analogy, and reaching conclusions based on analysis. In addition, students in all courses study ethical issues in a business context, with actual topics dependant on course content.
Central American Studies
  1. Students will develop critical thinking, writing, and reading skills.
  2. Students will acquire an awareness of the complexity of the historical, social, and cultural developments in Central America as well as an understanding of the diverse Central American cultures, ethnicities, experiences, and worldviews.
  3. Students will expand their understanding of the transnational Central American community’s experience, and its economic and cultural contributions to the US and Central America.
  4. Students will develop the intellectual and social foundations, and leadership skills necessary for promoting social change in US society, especially, in relation to Central American peoples in the US.
  5. Students will recognize, understand, evaluate, and change the culture of exclusion that has been prevalent in Central America and the United States.
Chicana/o Studies

Student Learning Outcomes of the Undergraduate Program, B.A.

  1. Demonstrate an ability to think critically, analytically, and creatively about the Chicana/o experience in the local and global society.
  2. Demonstrate competency in oral, written, and research skills.
  3. Demonstrate an understanding of creative and performance arts.
  4. Acquire a comprehensive knowledge and understanding of Chicana/o Studies history, culture, arts, language, and socio-political issues.
  5. Acquire the leadership skills that will promote social change in Chicana/o communities and the broader society.
Child and Adolescent Development
  1. Demonstrate knowledge of the theories, concepts, and methodology that underlie the study of the physical, cognitive, and social development of children and adolescents and the multiple contexts in which they live.
  2. Apply developmental theories in community settings.
  3. Write critically about theories and constructs of child and adolescent development.
  4. Orally deliver information in a manner that engages an audience.
  5. Facilitate the development of humans from birth through adolescence in a culturally pluralistic society.
  6. Gain knowledge of culture, race and ethnicity while increasing their personal self-awareness and discovering strategies for implementing social justice within the larger community.
  7. Demonstrate technological literacy that allows both access to and dissemination of information electronically. Demonstrate effective management of information by utilizing media sources and complying with the ethics of manipulating and presenting information.
  8. Describe, critique, and practice various empirical methodologies used to study child and adolescent development including design, data analysis, and interpretation.
  9. articulate and participate in the importance of developing professionalism including the areas of career exploration, ethical issues of direct services to youth, and service learning in the community.
Cinema and Television Arts
  1. understand and articulate the history, theories, and critical models of cinema and the electronic media;
  2. research, structure, and write dramatic and non-dramatic scripts for cinema, television, and multimedia;
  3. employ pre-production, production, and post-production techniques for all electronic and digital media formats in both the studio and the field;
  4. conceptualize, produce, direct, edit, and distribute cinema projects for both entertainment and informational purposes;
  5. operate and manage business structures, personnel, budgets, advertising, sales, research, and regulation of independent, studio, and network electronic media.
Communication Disorders and Sciences

Undergraduate Student Learning Outcomes

  1. Demonstrate basic knowledge of the theories and principles of acoustics and anatomy and physiology of normal speech, language and audition.
  2. Demonstrate basic knowledge of normal speech, language and auditory development and function as well as an understanding of the theories and principles of their acquisition.
  3. Demonstrate basic knowledge of speech, language and auditory disorders, including etiologies and characteristics.
  4. Demonstrate basic knowledge and application of diagnostic and therapeutic techniques for speech, language and auditory disorders.
  5. Demonstrate application of evidence based practice and clinical problem-solving skills to defend assessment and treatment choices.

Graduate Student Learning Outcomes

  1. Demonstrate appropriate comportment and knowledge of professional standards:
    1. show professional and ethical behavior with superiors, clients and colleagues in clinical settings.
    2. demonstrate understanding of professional practice patterns and ethical standards.
  1. Demonstrate cultural sensitivity and knowledge of the effects of cultural difference on communication.
  2. Demonstrate professional entry level knowledge and clinical application of:
    1. the theories and models underlying typical and atypical speech, language, cognition, auditory and swallowing processes, as well as changes associated with normal aging.
    2. diagnostic and therapeutic techniques for speech, language, cognition, swallowing and auditory disorders across the lifespan.
  1. Integrate theoretical knowledge with clinical experience and application of research literature in clinical practice in order to problem solve clinical cases.
Communication Studies

Bachelor of Arts

Students receiving a Bachelor's degree from the Communication Studies Department will be able to:

  1. Identify, descibe and explain the role of communication in constructing reality through concepts, practices and rituals;
  2. Analyze communication practices, structures, messages and effects in a vari- ety of contexts;
  3. Describe and explain the relationship between communication and culture;
  4. Appropriately identify effective and ethical communication;
  5. Identify and apply techniques for effectively communicating in a multicultural global society.

Master of Arts

Students receiving a Master's degree from the Communication Studies Department will be able to:

  1. Critically examine how communication affects the social construction of reality.
  2. Define and discuss some basic tenets or theories of human communication from the perspective of one or more specific areas of the field (Rhetoric, Communication Theory, and Performance, Language and Cultural Studies).
  3. Critically assess and analyze scholarly writing in the field.
  4. Analyze and critically interpret/evaluate communication practices and research.
  5. Analyze and critically evaluate the relationship between communication and culture.
Computer Science
  1. Apply knowledge of computing and mathematics appropriate to the discipline
  2. Analyze a problem, and identify and define the computing requirements appropriate to its solution
  3. Design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs
  4. Function effectively on teams to accomplish a common goal
  5. Understand professional, ethical, legal, security and social issues and responsibilities
  6. Communicate effectively with a range of audiences
  7. Analyze the local and global impact of computing on individuals, organizations, and society
  8. Recognize the need for and engage in continuing professional development
  9. Use current techniques, skills, and tools necessary for computing practice
  10. Apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices
  11. Apply design and development principles in the construction of software systems of varying complexity
Deaf Studies
  1. Demonstrate ability to communicate in American Sign Language (ASL) with Deaf people.
  2. Identify the major features of and issues in the Deaf Community and Deaf Culture.
  3. Demonstrate an understanding of the impact of power, privilege, and oppression on the Deaf Community that result in Deaf people’s experience of prejudice, discrimination, and inequity.
  4. Demonstrate an understanding of how the study of Deaf Studies enables individuals to make informed judgments that strengthen the Deaf Community.
  5. Demonstrate an appreciation of the contributions of Deaf arts and humanities for shedding light on what it means to be deaf.
  6. Describe communication between hearing people and Deaf people that is vital to society.
  7. Analyze critically how a Deaf person’s socio-cultural history affects one’s sense of self and relationship to others.
  8. Reflect critically on one’s abilities to interact with Deaf individu¬als socially, and professionally, and evaluate the level of integration achieved.
Education—Educational Leadership and Policy Studies
  1. Planning systemic reform and managing the change process in collaboration with fellow educators and other stakeholders, based on a shared vision of learning.
  2. Guiding and supporting staff in nurturing a school, district or community college culture and program conducive to the effective instruction of all students and to the professional growth of all employees.
  3. Using data and technology effectively to assess student achievement, evaluate staff and programs, and plan and implement accountability systems.
  4. Becoming critical consumers of educational research and producers of action research who apply the lessons of research to student, school/district or community college improvement.
  5. Promoting culturally proficient policies and practices that recognize and value difference and ensure equity.
  6. Managing fiscal, physical, and human resources to ensure an effective, safe learning and working environment.
  7. Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources at the local, state, and federal level.
  8. Modeling ethical practice, strong skills in communication and collaboration, and the development of leadership capacity in themselves and others.
  9. Understanding, navigating, responding to, and influencing the larger policy environment and the political, social, economic, legal, and cultural context of education.
Education—Educational Psychology and Counseling
  1. Develop and apply expertise in their fields of study.
  2. Think critically and engage in reflective ethical and legal practice throughout their education and professional lives.
  3. Develop empathic respectful and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational community and mental health settings.
  4. Communicate effectively using oral written listening and non-verbal attending and observational skills.
  5. Become information competent scholars and researchers capable of utilizing current technology in work environments while engaging in and disseminating creative empirical and applied research studies and program evaluations.
  6. Collaborate skillfully and respectfully as leaders consultants and team members in a variety of settings.
  7. Develop skills necessary to assess and evaluate individuals and groups and to utilize current technology in work environments.
  8. Maintain a multicultural and global perspective emphasizing social justice gender and educational equity access and support.
  9. View their roles as preventative educative and therapeutic in promoting well-being healthy relationships academic success and career mastery.
  10. Provide service through a wide variety of field-based partnerships informed by theory research and practice.
  11. Act as advocates with initiative perception and vision to lead and transform the practices and policies of those who provide services to individuals families schools organizations community and policymakers.
  12. Pursue lifelong professional and personal development through such mediums as continuing education information technology psychological counseling participation and leadership in professional organizations and doctoral study.
Education—Elementary Education
  1. Reflective practice by examining their pedagogical content knowledge, and skills to improve diverse students’ learning needs.
  2. Theoretical understanding by reading, synthesizing, and evaluating educational theory and research and applying research findings to their practice in diverse classroom settings .
  3. Research skills by designing and conducting research and presenting their findings at a professional level in oral and written forms.
  4. Educational awareness by knowing current educational issues and how those impact schools.
  5. Leadership by influencing policy and practice in educational communities through advocacy and example.
Education—Secondary Education
  1. Reflective practice by critically examining their subject knowledge, pedagogical content knowledge, and pedagogical skills to improve their diverse students’ learning;
  2. Theoretical Understanding by reading, synthesizing, and evaluating educational theory and research in their field and applying research findings to their practice in diverse classroom settings;
  3. Research Skills by designing and conducting research ethically and effectively and presenting their findings at a professional level in oral and written forms;
  4. Educational Awareness by knowing current discipline-based and general educational issues and how those impact schools; and
  5. Leadership by influencing policy and practice in educational communities through advocacy and example.
Education—Special Education
  1. Demonstrate competencies as a scholar in the field of special education.
  2. Exhibit leadership skills in the field of special education.
  3. Serve as an advocate for students with disabilities and their families.
Engineering—Civil Engineering and Applied Mechanics
  1. an ability to apply knowledge of mathematics, science, and engineering;
  2. an ability to design and conduct experiments, as well as to analyze and interpret data;
  3. an ability to design a system, component, or process to meet desired needs;
  4. an ability to function on multi-disciplinary teams;
  5. an ability to identify, formulate, and solve engineering problems;
  6. an understanding of professional and ethical responsibilities;
  7. an ability to communicate effectively;
  8. the broad education necessary to understand the impact of engineering solutions in a global and societal context;
  9. a recognition of the need for, and an ability to engage in lifelong learning;
  10. a knowledge of contemporary issues;
  11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice;
  12. a proficiency in a minimum of four (4) recognized major civil engineering areas;
  13. an ability to perform civil engineering design by means of design experiences integrated throughout the professional component of the curriculum; and
  14. an understanding of professional practice issues such as: procurement of work; bidding versus quality based selection processes; how the design professionals and the construction professions interact to construct a project; the importance of professional licensure and continuing education; and/or other professional practice issues.
Engineering—Electrical and Computer Engineering

Electrical Engineering Objectives

The electrical engineering program strives to prepare graduates that will:

  1. have professional careers in electrical engineering or related technical fields, or continue their studies at the graduate level; and
  2. continue their professional development throughout their careers.

Graduates of the Bachelor of Science in Electrical Engineering program at California State University, Northridge will have:

An ability to apply knowledge of math, science, and engineering to the analysis of electrical engineering problems.

  1. An ability to design and conduct scientific and engineering experiments, as well as to analyze and interpret data.
  2. An ability to design systems which include hardware and/or software components within realistic constraints such as cost, manufacturability, safety and environmental concerns.
  3. An ability to function in multidisciplinary teams.
  4. An ability to identify, formulate, and solve electrical engineering problems.
  5. An understanding of ethical and professional responsibility.
  6. An ability to communicate effectively through written reports and oral presentations.
  7. An understanding of the impact of engineering in a social context.
  8. A recognition of the need for and an ability to engage in life-long learning.
  9. A broad education and knowledge of contemporary issues.
  10. An ability to use modern engineering techniques for analysis and design.
  11. Knowledge of probability and statistics.
  12. An ability to analyze and design complex devices and/or systems containing hardware and/or software components.
  13. Knowledge of math including differential equations, linear algebra, complex vari¬ables and discrete math.

The computer engineering program strives to prepare graduates that will:

  1. have professional careers in computer engineering or related technical fields, or continue their studies at the graduate level; and
  2. continue their professional development throughout their careers.

Graduates of the Bachelor of Science in Computer Engineering program at California State University, Northridge will have:

  1. An ability to apply knowledge of math, science, and engineering to the analysis of computer engineering problems.
  2. An ability to design and conduct scientific and engineering experiments, as well as to analyze and interpret data.
  3. An ability to design systems which include hardware and/or software components within realistic constraints such as cost, manufacturability, safety and environmental concerns.
  4. An ability to function in multidisciplinary teams.
  5. An ability to identify, formulate, and solve computer engineering problems.
  6. An understanding of ethical and professional responsibility.
  7. An ability to communicate effectively through written reports and oral presentations.
  8. An understanding of the impact of engineering in a social context.
  9. A recognition of the need for and an ability to engage in life-long learning.
  10. A broad education and knowledge of contemporary issues.
  11. An ability to use modern engineering techniques for analysis and design.
  12. Knowledge of probability and statistics.
  13. An ability to analyze and design complex devices and/or systems containing hardware and/or software components.
  14. Knowledge of math including differential equations, linear algebra, complex vari¬ables and discrete math.
Engineering—Manufacturing Systems Engineering and Management
  1. an ability to apply knowledge of mathematics, science and engineering;
  2. an ability to design and conduct experiments, as well as to analyze and interpret data;
  3. an ability to design and manage effective systems, processes, and environments for contemporary manufacturing enterprises;
  4. an ability to function productively on multicultural and multidisciplinary teams;
  5. an ability to identify, formulate, and solve manufacturing systems engineering problems;
  6. an ability to understand, practice, and nurture professional and ethical responsibilities;
  7. an ability to communicate effectively in both the written and spoken modes;
  8. the intellectual and educational breadth necessary for understanding the impact of manufacturing systems engineering solutions in a global and societal context;
  9. a recognition of the need for professional currency, and an ability to engage in perpetual learning;
  10. a knowledge of contemporary issues in society, as well as those of the profession;
  11. an ability to use the contemporary techniques, skills, and tools necessary for effective manufacturing systems engineering practice;
  12. an understanding of the behavior and properties of materials as they are altered and influenced by processing in manufacturing;
  13. an understanding of the design of products, and the equipment, tooling and environment necessary for their manufacture;
  14. an understanding of the creation of competitive advantage through effective management of contemporary manufacturing enterprises;
  15. an ability to apply advanced methods to the analysis, synthesis, and control of manufacturing systems; and
  16. an ability to measure manufacturing process variables and draw credible technical inferences.
Engineering—Mechanical Engineering
  1. an ability to apply knowledge of mathematics, science, and engineering
  2. an ability to design and conduct experiments, as well as to analyze and interpret data
  3. an ability to design a mechanical/thermal system, component, or process to meet desired needs
  4. an ability to function on multidisciplinary teams
  5. an ability to identify, formulate, and solve engineering problems
  6. an understanding of professional and ethical responsibility
  7. an ability to communicate effectively
  8. the broad education necessary to understand the impact of engineering solutions in a global and societal context
  9. a recognition of the need for, and an ability to engage in lifelong learning
  10. a knowledge of contemporary issues
  11. an ability to use the techniques, skills and modern engineering tools necessary for engineering practice
  12. a knowledge of chemistry and calculus-based physics with depth in at least one
  13. applied advanced mathematics through multivariate calculus and differential equations
  14. familiarity in statistics and linear algebra
  15. ability to work professionally in both thermal and mechanical areas including the design and realization of such systems
English

B.A., English

Common Undergraduate Program Student Learning Outcomes

  1. Students will demonstrate critical reading skills.
  2. Students will demonstrate effective writing skills.
  3. Students will demonstrate knowledge of creative, literary, linguistic, and/or rhetorical theories.
  4. Students will analyze British and American cultural, historical and literary texts.
  5. Students will analyze culturally diverse texts.

Creative Writing Undergraduate Option Student Learning Outcomes:

  1. Students will create and revise original writing by practicing techniques and strategies employed by experienced writers.
  2. Students will analyze drama, narrative and/or poetry to identify writerly strategies.
  3. Students will assess their own creative writing in relation to relevant literary and theoretical traditions.
  4. Students will demonstrate advanced creative writing skills by applying contemporary methods in at least one genre in a final portfolio for a capstone course.

Honors Undergraduate Option Student Learning Outcomes:

  1. Students will articulate clear interpretations of cultural texts.
  2. Students will conduct independent research and scholarship.
  3. Students will present their research as a scholarly paper in a colloquium or conference setting.

Subject Matter Undergraduate Option Student Learning Outcomes:

  1. Students will demonstrate their knowledge of the nature and structure of the English language and of its relationship to other human languages.
  2. Students will apply rhetorical and composition theory.
  3. Students will demonstrate fluency in the discourses pertaining to the disciplines of English.

Four Year-Integrated and Junior-Year Integrated Undergraduate Option Student Learning Outcomes:
(As determined by the Department of Secondary Education)

  1. Students will develop the ability to engage and support all secondary students (grades 6-12) in learning.
  2. Students will develop the ability to create and maintain effective environments for secondary student learning.
  3. Students will develop the ability to make subject matter comprehensible for student learning.
  4. Students will develop the ability to plan instruction and design learning experiences for all secondary students.
  5. Students will develop the ability to assess secondary students’ learning.
  6. Students will give evidence of the ability to develop as a professional educator.

M.A., English

Common Graduate Program Student Learning Outcomes

  1. Students will demonstrate knowledge of creative, cultural, linguistic, literary, performative, and/or rhetorical theories.
  2. Students will conduct research and/or produce creative work appropriate to their Option.
  3. Students will produce advanced analyses that take into account current schools of aesthetic, critical and historical methodology and are informed by disciplinary standards appropriate to their option.
Environmental and Occupational Health

B.S., Environmental and Occupational Health

Graduates of the undergraduate program in Environmental and Occupational Health will be able to:

1. Demonstrate a comprehensive knowledge of the recognition, evaluation and control of biological, chemical and physical factors that can impact human health and safety, and the environment.
2. Demonstrate knowledge of how to work in interdisciplinary teams to promote public and private action to protect public health and the environment.
3. Communicate environmental and occupational health concepts and programs to a variety of audiences, using both written and verbal forms of communication.
4. Apply mathematical and critical reasoning to understand and incorporate new concepts in the field.
5. Demonstrate knowledge of organizational management and leadership skills.
6. Demonstrate knowledge of current regulatory and policy issues.

M.S., Environmental and Occupational Health

Graduates of the graduate program in Environmental and Occupational Health will learn:

1. Research design and analytical skills needed to critically evaluate scientific, technical and regulatory documents.
2. Oral, written and electronic communication skills to present information to professional groups, regulatory agencies and lay audiences.
3. Sufficient level of technical expertise in environmental and occupational health to competently solve general EOH problems.
4. A broad set of management skills to:
a. Competently manage an environmental or occupational program; and
b. Initiate program planning and critical analysis of environmental or occupational health and safety programs

Family and Consumer Sciences
  1. Demonstrate knowledge of human ecological theory and the integrative nature of the family and consumer sciences profession.
  2. Demonstrate and apply knowledge from their program of study to issues of well-being of individuals, families, and communities.
  3. Demonstrate and apply appropriate research, technology and skills in professional practice.
  4. Demonstrate knowledge and application of ethical and professional standards.
Geography
We strive to help our students become persons of intellectual maturity by building a solid foundation of knowledge concerning the discipline of geography, the main features of earth’s environment, and the various processes giving rise to these features; developing skills necessary to access, acquire, and synthesize new information and ideas so as to become lifelong learners; establishing understanding of the theories, tools, and techniques necessary to become effective problem solvers; and finally practicing the facilities needed to become articulate communicators of their knowledge, opinions, and ideas.
Geological Sciences

B.S., Geology

Student Learning Outcomes

Undergraduate majors will receive instruction of sufficient breadth, depth and currency to prepare them for successful appointment to entry-level professional work or graduate school. At the time of graduation, they will be able to:

1) Demonstrate conceptual understanding of different earth materials and the processes that shape them throughout their history;

2) Identify geologic problems and develop testable hypotheses that aid in their solution, both independently and in collaboration with others;

3) Demonstrate skills in standard data-gathering and data-analysis methods in both lab and field settings; and

4) Present polished summaries, both written and oral, of their geological discoveries.

Graduates of the Master of Science Program will be well prepared to:

1) Assume responsible positions in industry or in government agencies;

2) Serve as instructors in secondary-school or community college classrooms; or

3) Enter Ph.D. programs at other universities.

At the time of graduation, they will be able to:

1) Demonstrate content knowledge appropriate to professional career goals;

2) Frame novel questions or problems in geology and determine the data required to answer them;

3) Collect high-quality geologic data using standard techniques and begin to develop state-of-the-art methods;

4) Apply theoretical, conceptual and observational knowledge to the analysis and interpretation of geologic data;

5) Compile and critique geologic literature pertinent to original research; and

6) Communicate geologic knowledge, findings and interpretations in reports, both written and oral, that are well-organized, well-illustrated and professionally presented.

Health Administration

Health Administrations, B.S. (Effective Fall 2011, formerly an option under Health Science)

The major provides a curriculum contemporary and relevant to evidence-based health administration practice and that meets national standards for excellence. Graduates of the undergraduate program in Health Sciences with the Option in Health Administration will:

  1. Demonstrate mastery of the conceptual and technical knowledge and skills relevant to successful health administration practice and which meet national standards for certification by the Association of University Programs in Health Administration.
  2. Demonstrate mastery of the analytical, written and oral communication, and interpersonal skills required for successful practice.
  3. Demonstrate an ability to integrate classroom knowledge and skills and be able to bridge the gap to the professional practice of health administration.
  4. Demonstrate an appreciation of the importance of professional ethics and continual professional growth.
  5. Demonstrate an ability to assume entry level staff and management positions in health services organizations.

M.S., Health Administration

Graduates of the Graduate Program in Health Administration will:

  1. Demonstrate mastery of the conceptual and technical knowledge and skills relevant to successful health administration practice.
  2. Demonstrate mastery of the analytical, written and oral communication and interpersonal skills required for successful practice.
  3. Demonstrate an ability to integrate classroom knowledge and skills, and be able to bridge the gap to the professional practice of health administration.
  4. Demonstrate an appreciation of the importance of professional ethics and continual professional growth.
  5. Demonstrate the knowledge, skills and professionalism to assume mid-level and leadership positions in health-care organizations.
Health Education

M.P.H., Health Education

Student Learning Outcomes of the MPH Program

Graduates of the Master of Public Health Program in Health Education will:

  1. Demonstrate a mastery of public health and health education knowledge and skills, including community health program planning, implementation and evaluation; theories and application of health behavior change assessment and intervention; community organization; curriculum design; administration of health education programs and services; epidemiology; environmental health; research design; and biostatistics.
  2. Apply knowledge and skills necessary for program planning, implementation and evaluation of health education programs in a variety of practice settings.
  3. Demonstrate understanding of public health research methodology, including study design, hypotheses testing, data collection and analysis appropriate for health education practice, and the competent use of computer tools for analysis and presentation.
  4. Demonstrate the professional knowledge necessary to assume staff and leadership positions in the practice of public health education.
History
  1. To analyze and explain problems of historical interpretation;
  2. To comprehend, articulate, and apply the various approaches to historical analysis;
  3. To learn to read and interpret historical sources critically and analytically;
  4. To express orally and exchange historical ideas;
  5. To select a research problem and search for relevant primary and secondary sources;
  6. To write a research essay using a scholarly format that includes footnotes and bibliography;
  7. To demonstrate a complex understanding of the history of the United States, Europe, and one other region or culture over a period of time;
  8. To understand historical subjects that transcend regional boundaries.
Humanities Program
  1. knowledge of the diversity of world cultures;
  2. ability to draw on the insights of various Humanities and Humanities-related disciplines;
  3. knowledge of and ability to apply cultural theory;
  4. ability to write effective analysis of multiple forms of cultural expression and creativity;
  5. ability to define a precise research project, choose an appropriate methodology, articulate clear analytical goals, and achieve those goals.
Jewish Studies
  1. define and analyze significant Jewish religious beliefs, ethics, religious practices, philosophies, and cultural expressions;
  2. demonstrate an ability to speak, comprehend, and write Modern Hebrew at an elementary level;
  3. identify the major events of modern Jewish history and articulate the internal (within the Jewish community) and external (outside of the Jewish community) forces that lead up to and shaped these events;
  4. describe the principal social contours of modern Jewish communities and families, and give examples of the complex and multifaceted forms of modern Jewish identity.

Student Learning Outcomes for the Minor:

Students minoring in Jewish Studies will be able to identify major themes, characters, literary works, and events of Jewish life in different international settings and in different historical periods. A Jewish Studies Minor will be able to articulate the significant interactions between Jewish culture and the surrounding cultures over time, as well as the changes within the Jewish community, and describe Jewish cultural developments as a function of a dynamic created by political, economic, and cultural forces.

Journalism
  1. Attain competency in writing basics such as grammar and punctuation, word usage and spelling, sentence and story structure and journalistic style;
  2. Attain competency in the gathering and critical analysis of information using such techniques as interviewing, observation and researching primary and secondary sources.
  3. Acquire expertise in thinking critically and creatively, while exercising news judgment, the organization and presentation of information in multiple journalistic forms (i.e., print, visual and electronic, and public relations).
  4. Develop an ethical basis for making journalistic and public relations decisions;
  5. Develop flexibility in working in evolving mass communication media and environments using a variety of technologies and techniques;
  6. Understand the historical, theoretical, legal and societal contexts within which journalists and public relations practitioners work.
Kinesiology

B.S., Kinesiology

Student Learning Outcomes of the Undergraduate Program

The Department of Kinesiology is a learning-centered community that educates and inspires its students to understand and appreciate human movement for personal expression and wellness throughout the lifespan. In doing so, students and faculty work together to improve quality of life for themselves and their community. The Department values and respects the spectrum of human diversity. An integrated approach to the teaching, learning and application of human movement provides opportunities and experiences to achieve the following learning outcomes:

  1. Apply an integrated kinesiological approach to encourage the adoption of healthy and physically active lifestyles, across diverse populations.
  2. Apply evidence-based practices to enhance the study of human movement.
  3. Demonstrate competent problem solving strategies through intentional practices.
  4. Demonstrate knowledge of kinesthetic forms, processes and structures as they apply to the personal expression and culture of human movement.

M.S. Kinesiology

The Department of Kinesiology is a learning-centered community that educates and inspires its students to understand and appreciate human movement for personal expression and wellness throughout the lifespan. In doing so, students and faculty work together to improve quality of life for themselves and their community. The Department values and respects the spectrum of human diversity. An integrated approach to the teaching, learning and application of human movement provides opportunities and experiences to achieve the following learning outcomes:

  1. Demonstrate a comprehensive and theoretical understanding of kinesiology through oral and written expression.
  2. Synthesize and apply theoretical concepts from the kinesiology research literature to the student’s chosen area of study.
  3. Conceptualize, plan and conduct a scholarly research or professional project based on a review of appropriate literature and utilizing appropriate methodologies.
Liberal Studies Program
  1. Students will acquire a breadth of knowledge across the range of disciplines included in the major and will pursue greater depth in their area of specialization.
  2. Students will explore how knowledge across multiple disciplines can be connected.
  3. Students will develop the ability to formulate their own goals for continued learning and inquiry based on a foundation of intellectual curiosity.
  4. Students will understand and appreciate the positive value and essential role of diversity.
  5. Students will be able to think critically and creatively.
  6. Students will be able to write and speak clearly, coherently, and thoughtfully.
  7. Students will be able to read, understand, and evaluate all forms of text.

In addition, as described in the California Standards for the Teaching Profession, Liberal Studies ITEP teacher candidates working with K-12 Students will be able to:

  1. Make subject matter comprehensible to students.
  2. Assess student learning.
  3. Engage and support students in learning.
  4. Plan instruction and design learning experiences for students.
  5. Create and maintain effective environments for student learning.
  6. Develop as professional educators.
Linguistics/TESL
  1. Express what linguists mean by “knowing a human language” by demonstrating knowledge of such core fields as phonetics, phonology, morphology, syntax, semantics, and pragmatics.
  2. Verbalize what is involved in the acquisition and development of language and discuss its biological and social foundations.
  3. Describe key concepts from such fields as pragmatics and discourse analysis and relate them to language data.
  4. Verbalize how sociocultural diversity manifests itself in language using methods and concepts from the field of sociolinguistics.
  5. Read, evaluate, and write effectively about linguistic topics.
  6. Define the connections between linguistic study and its practical applications.

Student Learning Outcomes of the Graduate Program

Graduates of the M.A. in Linguistics will:

  1. Demonstrate a solid knowledge of the core of linguistic theory.
  2. Demonstrate understanding of how linguistics applies to a range of professional settings and to general issues at large.
  3. Demonstrate understanding of how such fundamental knowledge in core disciplines of linguistics can be applied to a range of issues such as teaching language.
  4. Demonstrate the ability to read, analyze and critically evaluate linguistic research and demonstrate a high level of critical thinking and problem solving.
  5. Demonstrate the ability to conduct original research, analyze data, and make appropriate conclusions.
Mathematics

B.A. Mathematics

At the end of their program of study, students will be able to

  1. Demonstrate a command of the content usually associated with an undergraduate degree in mathmatics;
  2. Communicate mathematical ideas clearly and cogently, both orally and in written form;
  3. Present clear and rigorous proofs;
  4. Build mathematical models and demonstrate problem solving skills, including proper use of mathematical software;
  5. Understand the principles underlying various branches of mathematics and recognize their interrelationship;
  6. Experience mathematical discovery and independently read and understand mathematical articles or texts written at an undergraduate level.
Modern and Classical Languages and Literatures (MCLL)
  1. Demonstrate fluency in listening, speaking, reading and writing in the target language.
  2. Demonstrate ability to reason and present sound arguments in both oral and written discourse.
  3. Demonstrate critical thinking in the analysis of traditions, cultures, and civilizations.
  4. Understand the nature of language, its function, structure, and interactional (social) purposes.
  5. Analyze and clearly articulate interpretations of literary texts.
Music
  1. demonstrate the ability to hear, identify, and work conceptually with the elements of music, through sight-reading, basic keyboard proficiency, and musical analysis.
  2. perform standard repertoire appropriate to their performance area, as individuals, members of ensembles, and/or conductors.
  3. demonstrate a working knowledge of music history within their area of specialization and an acquaintance with the history, cultural background and repertories beyond that area, including a wide selection of Western and world music literature.
  4. demonstrate a working knowledge of music technology and its application to their area of specialization.
  5. develop pedagogical and/or clinical skills fundamental to their area of specialization for application across a variety of music and music-related professions.
  6. demonstrate professional competence in the execution of business processes and practices commonly employed within their area of specialization.
  7. create derivative or original music in both extemporaneous and written form.

Student Learning Outcomes of the Graduate Program

After successful completion of all requirements for the Master of Arts in Music or the Master of Music degree, students will:

  1. demonstrate continuing development of professional and scholarly competence within their area of specialization.
  2. demonstrate continuing development of individual talent, musical interests, and philosophies to be used creatively to preserve and extend the cultural heritage of music.
  3. demonstrate artistic and intellectual rigor in the organization, interpretation, communication, and dissemination of musical knowledge.
  4. demonstrate pedagogical skills fundamental to their area of specialization applicable across a variety of music and music-related professions.
  5. demonstrate professional competence in the execution of business processes and practices commonly employed within their area of specialization.

Student Learning Outcomes for the M.A. in Music Industry Studies

  1. Obtain knowledge and identification of facts, terms, concepts, principles and theories within the Music Industry.
  2. Justify the purpose, importance, and critical function of copyright within the Music Industry.
  3. Demonstrate professional competence and intellectual rigor in the execution of business practices and procedures common to the Music Industry.
  4. Develop interpersonal skills and leadership qualities necessary for effectiveness in mixed artistic and non-artistic team-based business environments.
  5. Develop interdisciplinary skills and entrepreneurial qualities necessary for career effectiveness within an evolving global Music Industry.
  6. Recognize the importance of remaining both inquisitive and adaptable as the Music Industry continues to evolve.
  7. Demonstrate the principles of exceptional character and assess the advantages, to both the individual and Music Industry alike, of incorporating them into one’s personality.
Nursing (Effective Summer 2011, formerly an option under Health Science)
  1. Use nursing systems to promote health and prevent disease & injury among diverse communities, families, and individuals across the life span.
  2. Translate current, best evidence into practice that meets professional standards.
  3. Demonstrate competence in information management and patient care technology.
  4. Function collaboratively as a member within an inter-professional healthcare community to improve health outcomes.
  5. Provide direct and indirect care within legal and ethical professional standards.
  6. Demonstrate leadership skills in providing safe, quality, patient-centered care to individuals, families, groups, communities and populations.
  7. Serve as a patient advocate locally, nationally, and globally.
  8. Demonstrate characteristics of a life-long learner.
Pan African Studies
The interdisciplinary degree program in Pan African Studies enables the graduate to gain an understanding of the political-social-historical-cultural perspectives of the African-American and African experience, including key concepts and fundamental literature, a knowledge of the broad cultural, political, and historical contexts in which the African-American experience took place, and to develop appropriate skills in research design and methodology used to examine the various interdisciplinary areas (e.g., political-historical; humanities; socio-psychological) of Pan African Studies.
Philosophy
  1. Students will develop a critical understanding of the work of central thinkers in the Western philosophical tradition.
  2. Students will read and comprehend philosophical texts.
  3. Students will respond critically and analytically to philosophical positions, arguments, and methodologies, including positions, arguments, and methodologies involved in the investigation of significant issues in epistemology, metaphysics, and value theory.
  4. Students will defend their own philosophical positions and arguments.
  5. Students will write well-organized philosophical essays in which they clearly articulate philosophical positions and arguments.
  6. Students will write well-organized philosophical essays in which they clearly and effectively present and defend their own philosophical positions and arguments.
  7. Students will apply the basic concepts essential to a critical examination and evaluation of argumentative discourse, where this includes learning how to determine whether an argument is valid and whether it is sound.
Physical Therapy, Master of (MPT)
  1. Demonstrate comprehension of the foundational sciences of anatomy, physiology, neurology and pathology for application to the physical therapy clinical setting
  2. Communicate in a professional manner to a diverse population in classroom activities and in clinical settings
  3. Practice in an independent and interdependent role in providing physical therapy services
  4. Practice as a reflective and competent clinician whose clinical decision making skills are guided by ethical practice standards
  5. Apply the principles of evidence-based practice to clinical decision making
Physics and Astronomy
  1. Demonstrate knowledge of physical principles used to model natural phenomena.
  2. Demonstrate ability to convey physical concepts with mathematical expressions, and effectively derive quantitative predictions from a model through mathematical analysis.
  3. Demonstrate understanding of scientific methodology, including:
    1. data collection from observations, setting up laboratory experiments and data collection from experiments,
    2. analysis of data,
    3. testing of a model or hypothesis by comparing with data.
  1. Demonstrate competency in using computer tools, including:
    1. use of software programs for data analysis and presentation,
    2. numerical analysis,
    3. computer simulations.
  1. Demonstrate special knowledge of their subprogram.
  2. Communicate clearly and articulately physical concepts, findings, and interpretations in oral presentations.
  3. Acquire ability to write clear, organized and illustrated technical reports with proper references to previous work in the area.
Political Science
  1. Professional Interaction and Effective Communication - Students will demonstrate persuasive and rhetorical communication skills for strong oral and written communication in small and large groups.
  2. Develop a Global Perspective - Students will demonstrate knowledge and theories relevant to global politics and policies. This includes knowledge of Western and non-Western political systems, processes, values and models of politics and patterns of interaction among them. Students will demonstrate an understanding and respect for economic, socio-cultural, political and environmental interaction of global life.
  3. Active Citizenship and Civic Engagement -Students will demonstrate a knowledge and awareness of contemporary issues, political institutions, and problems in the community and their historical contexts. Students will demonstrate an understanding of the importance of community involvement and leadership.
  4. Critical Thinking - Students will demonstrate increasingly sophisticated skills in reading primary sources critically. Students will be able to research and evaluate the models, methods, and analyses of others in the field of Political Science, and critically integrate and evaluate others' work.
  5. Political Decision Making- Students will demonstrate an in-depth understanding and knowledge of the political institutions through which public policies are formulated, modified, and implemented.
  6. Political Analytical Skills - Students will demonstrate a working knowledge of research designs, hypothesis formulation, measurement of variables, data collection, and analysis.
Psychology

B.A. Psychology

Student Learning Outcomes of the Undergraduate Program

Goal 1.Knowledge Base of Psychology
Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Goal 2. Research Methods in Psychology
Students will understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.
Goal 3. Critical Thinking Skills in Psychology
Students will respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.
Goal 4. Application of Psychology
Students will understand and apply psychological principles to personal, social, and organizational issues.
Goal 5. Values in Psychology
Students will be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a discipline.

Knowledge, Skills, and Values Consistent with Liberal Arts Education that
are Further Developed in Psychology

Goal 6. Information and Technological Literacy
Students will demonstrate information competence and the ability to use computers and other technology for many purposes.
Goal 7. Communication Skills
Students will be able to communicate effectively in a variety of formats.
Goal 8. Sociocultural and International Awareness
Students will recognize, understand, and respect the complexity of sociocultural and international diversity.
Goal 9. Personal Development
Students will develop insight into their own and others’ behavior and mental processes and apply effective strategies for self-management and self-improvement.
Goal 10. Career Planning and Development
Students will emerge from the major with realistic ideas about how to implement their psychological knowledge, skills, and values in occupational pursuits in a variety of settings.

Public Administration, Master of (MPA)
  1. Acquire a sophisticated and thorough understanding of the unique challenges obligations and opportunities of public sector administration in a diverse dynamic urban context.
  2. Develop a foundation of financial management skills required to critically calibrate analyze develop implement and manage budgets and resources in the public sector in an open and ethical manner.
  3. Develop the foundational skills and abilities needed to address the essential issues of human resources management to build a strong and effective team in the public sector through effective recruitment that results in sound hiring retention techniques staff development performance evaluation and improvement progressive discipline and appropriate termination procedures.
Collective Decision-Making Skills:
  1. Develop the skills and theoretical knowledge needed not only to redesign public sector organizations and staff and delivery systems but also to foster cooperation and collaboration across unit lines and with both internal and external community partners.
Community and Cultural Skills:
  1. Acquire an appreciation of civic engagement first through transition from personal development to the recognition that every decision has impact on the community.
  2. Develop skills to competently incorporate policy decisions affecting community issues.
  3. Understand the importance of service as a catalyst to the improvement of civic life in the public and not-for-profit organizational settings.
Synthesis Skills:
  1. Develop advanced communication skills essential for leadership in the public sector.
  2. Develop strong oral communication skills both in small groups and in larger public contexts.
  3. Develop strong written communication skills appropriate to write reports explain issues and policies persuasively present initiatives and correspond with colleagues and clients.
Public Health Promotion, B.S. (Effective Fall 2011, formerly an option under Health Science)
  1. Demonstrate knowledge of public health and health education program planning; theories of health behavior; change assessment and intervention and multicultural influences impacting the delivery of public health interventions.
  2. Apply knowledge and skills necessary of program planning, implementation and evaluation of health education programs in a variety of practice settings.
  3. Demonstrate a mastery of biostatistical and epidemiological methods appropriate to the health education practice.
Public Sector Management
  1. Communicate both orally and in written format in a clear succinct and persuasive manner public policy observations interpretations and ideas
  2. Analyze an issue and its causes and within the public policy process form implement and assess the effectiveness of appropriate strategies.
  3. Effectively articulate the mission and goals of their organizations aligning resources priorities and plans in support of those ideals
  4. Utilize effective management strategies and tools to deal with the social phenomena and challenges confronting the public sector
  5. Form alliances and connections across cultural boundaries uniting diverse perspectives into a common purpose for improvement within the organization and the community
  6. Succeed in supervisory/managerial roles leading by example to enhance work performance and accurately assessing agency and employee needs
  7. Managing conflict effectively encouraging a variety of ideas and opinions to guide others to reach consensus
  8. Ethically face issues and maintain the public trust
Radiologic Sciences, B.S. (Effective Fall 2011, formerly an option under Health Science)

Graduates of the Radiologic Sciences Program will:

  1. Demonstrate a mastery of basic radiographic medical-imaging skills and advanced medical imaging skills in MRI, CT, and Interventional Radiography.
  2. Demonstrate effective communication skills that provide compassionate and age appropriate patient care.
  3. Demonstrate problem-solving/critical thinking skills that provide ethical and safe patient care.
  4. Demonstrate the value of professional development for patient care and medical imaging through life-long learning that meet the needs of the medical imaging community.
  5. Maintain program effectiveness through continual assessment.
Recreation and Tourism Management
  1. Students will demonstrate critical thinking including analysis, synthesis and evaluation in the fields of play, leisure, recreation, parks and/or tourism through a variety of pedagogies.
  2. Students will practice and self-assess progress toward mastery of the standards and competencies of appropriate accrediting bodies through continual self-assessment and portfolio development.
  3. Students will demonstrate application and integration of theoretical knowledge in a practical setting through 600 hours of professional internship in preparation for pursuing employment.
  4. Students will demonstrate an increase in Emotional Intelligence while pursuing their degree(s) objectives as measured by an Emotional Intelligence survey instrument at point of entry and exit from the degree program.
Religious Studies
  1. Ability to interpret texts and other cultural phenomena that have religious presuppositions or implications (such as rituals, texts, architecture) in their historical, social, and political context.
  2. Think both empathetically and critically about conflicting religious claims.
  3. Acquire knowledge of the history of more than one major religious tradition.
  4. Apply intercultural methods to religious inquiry and analysis, and
  5. Articulate a perception of one’s role in society, in both career and public service options.
Social Work

The Social Work Department is required by our national accrediting body, the Council on Social Work Education (CSWE), to operational the following 10 competencies twice: once for our foundation year and once for our concentration year. CSWE uses the terminology EPAS or Educational Policies and Accreditation Standards in place of the CSUN wording of SLOs or student learning outcomes.

  • EP 2.1.1—Identify as a professional social worker and conduct oneself accordingly.
  • EP 2.1.2—Apply social work ethical principles to guide professional practice.
  • EP 2.1.3—Apply critical thinking to inform and communicate professional judgments.
  • EP 2.1.4—Engage diversity and difference in practice.
  • EP 2.1.5—Advance human rights and social and economic justice.
  • EP 2.1.6—Engage in research-informed practice and practice-informed research.
  • EP 2.1.7—Apply knowledge of human behavior and the social environment.
  • EP 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
  • EP 2.1.9—Respond to contexts that shape practice.
  • EP 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Sociology
Completion of the degree in Sociology should provide the student with a knowledge and understanding of the basic data, concepts, theories (classical and/or contemporary), and modes of explanation appropriate to the understanding of human societies; a basic knowledge of the four options offered in the department: general sociology; criminology/criminal justice; social welfare (method/practice); and work and society; and the statistical and methodological skills (both qualitative and quantitative) needed for sociological research, their application to real-work problems, and the appropriate interpretation of research results.
Theatre
  1. The student will know and be able to process sensory information and respond to sensory information through the language unique to theatre.
  2. The student will know and be able to apply their knowledge of artistic and theatre processes through production participation.
  3. The student will know and be able to apply historical, cultural, and literary understandings to the creation of theatre.
  4. The student will know and be able to apply appropriate criteria to make informed assessments of quality in works of theatre.
  5. The student will know and be able to develop intra and interpersonal skills essential to the collaborative process in theatre.
Urban Studies and Planning
  1. Students are expected to know the key forces responsible for urban development in the U.S. and elsewhere in the world.
  2. Students are expected to demonstrate knowledge of current principles and practices of urban planning relevant at multiple levels of government from local to global.
  3. Students are expected to demonstrate the ability to work with diverse communities to advance social justice.
  4. Students are expected to demonstrate knowledge of appropriate methods and techniques to accomplish urban-related research.
  5. Students are expected to demonstrate an ability to apply principles of sustainable development using a participatory approach to decision making.
  6. Students are expected to participate in various forms of civic engagement.
Womens Studies
  1. Students investigate the gender dimension of social, economic, cultural, historical, and political processes on women and men in U.S. and global contexts.
  2. Students will have a level of proficiency in the discipline of Gender and Women’s Studies, including knowledge of women’s movements, feminist theories, feminist research methods and women’s contributions to the production of different knowledges.
  3. Students will demonstrate the ability to critically analyze matrices of power like gender, race, class, and sexuality in ways that lay the groundwork for constructive social change.
  4. Students will develop a sense of agency grounded in the development of their skills in oral and written communication, critical thinking, media literacy, information competence and leadership.

Non-Degree-Granting Programs

Academic First Year Experiences - Univeristy 100
  1. Describe CSUN policies and resources central to your success as a student.
  2. Describe some of your strengths as a learner.
  3. Describe ways in which you are an agent in your own academic success.
  4. Find and use appropriate information resources to negotiate complex challenges (for example, ethical dilemmas, academic assignments, and/or issues of personal identity).
  5. Demonstrate your ability to use at least one time management technique.
  6. Name [at least] two people you have met at CSUN whom you can call on for help.
American Indian Studies
  1. To demonstrate the ability to further refine critical thinking, written, and oral communication skills and other creative endeavors.
  2. To develop a critical and reflective perspective on Western interpretations of the experiences of First Nation Peoples, in particular an understanding of internal colonialism.
  3. To demonstrate an appreciation of the commonalties and the uniqueness of indigenous cultures and nations.
  4. To demonstrate a commitment through effective community service to work cooperatively with indigenous peoples.
  5. Demonstrate an enhanced ability to respect indigenous communities.
Oviatt Library, Student Information Competence Outcomes
http://library.csun.edu/About/Assessment