Student Learning Clause Samples

Student Learning. The curriculum revision is the result of strategic planning sessions conducted by the SAHE instructional faculty in Spring 2007. Using professional standards for competencies of student affairs professionals as proposed by the American College Personnel Association and the Council for the Advancement of Standards in Higher Education, the faculty determined how best to meet professional standards through the SAHE curriculum. This revision will bring the SAHE program in line with current best practices in student affairs professional preparation programs. The elimination of the requirement for coursework in behavioral sciences results from its lack of usefulness in admission decisions. This requirement is a holdover from the SAHE program’s previous alignment with the former Department of Counseling; its inclusion in the SAHE admission standards was reasonable in alliance with the other programs in counseling. With our shift to the ELAF department and our shift in focus away from counseling and toward administration, the coursework that undergraduates complete as part of a general education program are sufficient prerequisites for success in the SAHE program. The master’s degree program in Student Affairs Administration is designed to provide professional training for entry positions in the student affairs field at university, college, and two-year post-secondary levels. Focus areas of performance include residence halls, student development, management, admissions, financial aid, student activities, student health promotion, career development, non- traditional student populations, and other areas. A corollary purpose is to provide a foundation for advanced work in this field and the closely related fields of counseling, guidance, and higher education. The program is offered on-campus and as distance education, although SAHE 533, SAHE 641, and SAHE 652 or their equivalent must be taken in a traditional classroom.

Student Learning. This is a new program, therefore no specific outcomes assessments are available. The purpose of this program is to provide didactic and skill preparation for post-professional education in allied health care fields. This program will enhance the use of current university resources to fit a need for students. Consistent input from students and faculty indicates an underserved population of students seeking post-professional education in allied health care fields, yet do not fit into any current program and therefore extend their education by 12-18 months to acquire pre-requisite coursework. This pre-professional program includes courses specifically devised to provide a foundation in allied health care and requisite hands-on skills in addition to the pre-requisites required for professional health care programs. Unlike pre-medicine which requires students to declare a major and add up to 63 additional credits dependant on the major chosen, the applied medicine studies program provides directed studies to meet the foundation knowledge needs and pre-requisite coursework. Students who seek to enter allied health care fields are often a mismatch for pre-medicine where the coursework is often more science-based versus the patient-based courses which will better prepare allied health professionals. Pre-medicine students seeking allied health care programs could possibly be eliminated based on grade point average, when more pointed coursework would have allowed these students to enter post-professional programs. In addition the current pre-medicine program does not provide all the pre-requisite coursework needed for allied health care fields such as physical therapy, physician assistant or occupational therapy (e.g. Nutrition, Pathophysiology, Abnormal Psychology, Biostatistics, Kinesiology). The applied medicine studies curriculum would provide 27-42 credits of pre-requisite coursework (dependant on post-professional allied health care program) specifically for post-professional programs that students would otherwise have to take in addition to current majors and/or pre-medicine courses, extending their education several semesters. Likewise, the pre-medicine program required 23 credits of coursework which are not pre-requisites for post-professional programs in allied medicine and therefore not productive for students in the pursuit of post-professional education in allied health care fields. The applied medicine studies program is intended to provide a 4-year pr...

Student Learning. A. Program Activities Activities will be accomplished in accordance with the student’s Learning Plan & Participation Guidelines, reviewed and agreed upon by the STUDENT, SJSU and Learning Site prior to the start of the experience. The STUDENT will: 1. Participate in all relevant trainings by the Learning Site as stated in Section III-A-2, Training and Orientation of this document. 2. Model professional, ethical and appropriate behavior when working with clients and when at the Learning Site. 3. Support the Learning Site that is a part of the student’s learning experience as specified by the Learning Plan & Participation Guidelines. 4. Meet the goals of the Learning Site and the related University program in which the STUDENT is enrolled. 5. Fulfill the specific scope of work duties, identified in the student’s Learning Plan & Participation Guidelines. B. Safe and Productive Environment The Learning Site is committed to providing a safe and productive environment for STUDENTS in the field program. 1. The Learning Site will: a. Give STUDENT a complete tour of the site, and ensure that STUDENT is aware of all relevant safety policies and emergency procedures and is able to act responsibly in case of an emergency. b. California law may require the Learning Site to obtain fingerprints of STUDENT and submit them to the Department of Justice, and/or the Federal Bureau of Investigation, for a criminal background check. It is the Learning Site’s responsibility to: 1) Determine whether such fingerprinting is required; 2) obtain the STUDENT’S fingerprints; and 3) obtain criminal background clearance from the appropriate Learning Site. c. California law may require the Learning Site to require STUDENT to submit results of a Tuberculosis (TB) Test. It is the Learning Site’s responsibility to: 1) Determine whether such TB testing is required; (2) to notify SJSU in writing of this requirement in advance of the student’s placement at the worksite and; (3) obtain results from STUDENT. d. The Learning Site representative will notify the appropriate SJSU program coordinator in writing, within 24 hours of any health & safety hazards and/or incidents of violence that occur at the Learning Site worksite during the contract period. 2. SJSU will ensure that STUDENT agrees to the following: a. Abide by the Learning Site rules and regulations while on site and working with the Learning Site clients and staff. b. Ensure that his or her actions with the Learning Site are safe, positi...

Student Learning. School districts will offer an online learning platform for parents who do not wish to send their child to school. • Parents may choose two options:

Student Learning. The proposed changes will achieve several goals. The program meets the accreditation standards set forth by the National Association of lndustrial Technology (NAIT). It will allow us better articulation opportunities with two-year schools. It includes content input from our industrial advisory board that will better help students in the program pass the SME and NAIT certification exams and above all will create a program that will better serve students and employers. Student outcomes assessment from alumni surveys, internship and employer surveys have identified necessary skills for a successful functioning professional in manufacturing management. Our 2004 reaccreditation by NAIT of both programs suggested some changes that would increase student learning and program effectiveness. 480—3 hrs or 444—3 hrs. 473—3 hrs; 478—3 hrs; 492—3 hrs; 497—3 hrs. The revisions to this program are primarily due to prefix changes made when the College of Technology was reorganized. Some of the courses previously required in the program were eliminated because the material is covered adequately in other courses. The changes made will enhance student learning and program effectiveness. hrs.; 486—3 hrs.; 489—3 hrs. hrs.; 473—3 hrs.; 478—3 hrs.; 492—3 hrs. The primary revision is to change course prefixes due to the recent reorganization of the College of Technology. The change in the number of hours required was recommended by the Packaging Advisory Committee to better prepare students for their roll in the Packaging industry. The change provides students with more Packaging courses to better prepare them for their roll in industry. hrs., 484—3 hrs., 486—3 hrs., or 489—3 hrs. *Not open to Packaging majors.

Student Learning. How have the results of student outcomes assessment and program or accreditation review been used on the proposed change? How will this change increase student learning and program effectiveness? Proposed Catalog Copy: Financial Services Major (71 semester hours) Economics: 200—3 hrs.; 201—3 hrs. Finance: 320--3 hrs. Required courses: Accounting 301—3 hrs, 302—3 hrs, 404—3 hrs. Elective: One from Accounting 313—3 hrs, 405—3 hrs, 415—3 hrs, or 499—-3 hrs; or an internship in financial services --3 hrs. Required courses: Economics 321—-3 hrs, Finance 400—3 hrs, 441—3 hrs. Elective: One from Economics 341—3 hrs or an internship in financial services—3 hrs. Required courses: Insurance 341—3 hrs, 343—3 hrs, 432—3 hrs. Elective: One from Insurance 435—3 hrs, 436—3 hrs; Accounting 404—3 hrs; or an internship in financial services—3 hrs. Required courses: Finance 400—3 hrs, 434—3 hrs, 435--3 hrs. Elective: One from Finance 436—3 hrs, 437—3 hrs, or an internship in financial services—3 hrs. COLLEGE OF BUSINESS: Analytical Financial Services Minor (15 semester hours) CIP CODE: 520801 Minor Code Brief Summary:

Student Learning. This is an administrative change that clarifies responsibility for the program; there is no anticipated impact on student learning. We do anticipate that greater clarity about the administration of the Liberal Studies program will contribute to a better sense of the program as part of the academic enterprise of the College of Arts and Sciences.

Student Learning. The Human Resource Development major will provide students in the HRD major with an opportunity to gain an overview of the discipline through course assignments, in-class discussions, group projects, and self-exploration. These experiential learning opportunities will allow the students to examine how the functions of HRD can be applied. hrs.; 473—3 hrs.; 480—3 hrs.; 489—3 hrs.; 495—3 hrs. 468—3 hrs. The proposed suspension of the sociology major represents a redefinition of the role of sociology at Indiana State University, not the elimination of the discipline, curriculum, or associated programming. The proposed suspension (or internal elimination) is the result of a lengthy process within the Department of Sociology to explore the ability of the program’s existing faculty to deliver a quality undergraduate major. This project began with a 2002 program revision that sought to address staffing pressures associated with retirements and resignations. In 2005, the ability to deliver the revised curriculum and other obligations (GenEd, Social Science Education, and select courses in other major/minors) was further challenged as a result of two faculty departures. In the spring of 2006, three of the four sociology faculty forwarded a memorandum to Interim ▇▇▇▇ ▇▇▇▇▇ requesting that the undergraduate major be suspended. The memorandum noted staffing issues and the inability of the current faculty to deliver the major’s required 30 hours of sociology, increased substitutions, and growing number of TBA courses. Additionally, sociology enrollments have been experiencing a decline in recent years. In the fall of 2006, the sociology major was ranked in “Category III—Realign, Reorganize, or Integrate”: thus reinforcing the need to reposition the role of sociology at ISU and underscoring that future investment is unlikely. In response to the challenges facing the major, the results of prioritization, and faced with administrative issues, (e.g., external interim chair and 4 faculty) the faculty have agreed to pursue a curricular and administrative integration with the Department of Psychology. In December 2006, the faculty voted (3- 1-0) to approve an administrative and curricular reorganization that would include eliminating the current major and the creation of a new social psychology teaching and research cluster within the current Department of Psychology. The sociology faculty—in consultation with the Department of Psychology—are committed to a two year “teach out...

Student Learning. 1. The teacher diagnoses students………………. 2. The teacher formulates long-range objectives for students…. 3. The teacher uses appropriate lesson objectives for students. 4. The teacher uses skills sentencing within a subject area….. 5. The teacher evaluates student progress………………………