The Herbert H. and Grace A. Dow

College of Health Professions

Student Learning Outcomes by Department

Communications Disorders

Health Sciences

School of Rehabilitation and Medical Sciences

Physical Education and Sport

American Sign Language Minor

Upon graduation, students earning this degree will be able to:

1. Describe the group norms, social interaction patterns, and values that are characteristic of the American Deaf Community and important to the cultural Deaf identity.

2. Describe several important people and events in Deaf history.

3. Describe several variables related to diversity within the American Deaf Community.

4. Discuss Deaf Culture from mainstream and non-mainstream perspectives, including attitudes about deafness found in social, medical and educational contexts.

5. Explain the role of ASL in American Deaf Culture.

6. Demonstrate fluency using clear rhythm, pace and flow of delivery according to topic.

7. Demonstrate accurate understanding of questions, comments, and statements made by a conversational partner and the ability to express self spontaneously, responding to questions, and providing feedback to conversational partners on a variety of topics.

8. Students completing this minor will be skilled in ASL grammar including accurate and appropriate use of sentence types, grammatical categories and discourse functions in signed messages and accurate synchronization of both manual and non-manual components of grammar.

9. Sign vocabulary including accurate and extensive (appropriate to conversational course level completed) sign vocabulary across a variety of topics and appropriate use of colloquial expressions and figurative language.

10. Produce and comprehend basic, intermediate, and advanced elements of conversational ASL sufficient to converse with a Deaf individual about routine or everyday matters, family and personal relationships, personal interests, hobbies, and professional activities.

11. Students earning this minor will be skilled in the following area: visual gestural production demonstrating accurate and clear formation of signs, numbers, fingerspelling, use of space, and incorporation of non-grammatical facial expresions and upper body movements.

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Communication Disorders Major - BAA, BS

Upon graduation, students earning any of these degrees should be able to:

1. Demonstrate knowledge of basic human communication processes including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

2. Demonstrate knowledge of the communication disorders and differences and swallowing disorders, including etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

3. Demonstrate knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders.

4. Demonstrate knowledge of standards of professional and ethical conduct.

5. Collect case history information and integrate information from all relevant sources in planning speech, language, child clients with speech-language disorders.

6. Select and administer appropriate evaluation procedures such as behavioral observations, non-standardized and standardized tests.

7. Interpret, integrate and synthesize all information to develop diagnosis and make appropriate recommendations for intervention.

8. Develop and implement setting-appropriate intervention plans with measurable and achievable goals that meet client's needs.

9. Select or develop and use appropriate materials for prevention and intervention.

10. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client, family, caregivers, and relevant others.

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Doctor of Audiology

Upon graduation, students earning this degree should:

Knowledge Domain

1.      Describe the anatomical and physiological aspects of normal hearing and balance function.

2.      Describe the cognitive and psychosocial bases of communication development and use throughout the lifespan.

3.      State etiologic bases of hearing impairments including common syndromes, pervasive developmental conditions, and acquired disorders.

4.      Differentiate the etiology, diagnosis, course of the disorder, and prognosis for impairments in the audiology and vestibular systems and central auditory processing.

5.      Describe audiological assessment procedures on theoretical and clinical bases, and give examples of each procedure that might be used to screen for and assess disorders of hearing at all points in the auditory pathway, for disorders of the vestibular system, and for central auditory processing disorder in infants, children, adolescents, and adults.

6.      Describe the basic procedure for interdisciplinary assessment and treatment of persons with hearing and/or balances disorders in educational and medical settings. 

7.      Demonstrate proper and safe use of all equipment available for audiological testing.

8.      Differentiate types of prosthetic amplification devices on theoretical and clinical factors. 

9.      State at least five principles of microbiology as they relate to assessment and treatment of the auditory system.

10.    Describe the major effects of noise on the functioning of the auditory system, and potential treatment options.

11.    Describe at least four management and remediation strategies commonly used to treat hearing impairment in medical and educational settings.

12.    Describe at least four methods of providing community outreach or education in audiology

13.    Describe the process of examining and evaluating local, state and federal regulations relevant to the practice of audiology.

14.    Describe business management practices that might be appropriate to audiology, including but not limited to budget management, quality improvement, contract negotiations, third party billing, professional liability, risk management, and professional accreditation.

15.    State the theoretical basis for universal precautions and describe at least three precautions to be followed in a medical setting and an educational setting.

16.    Describe at least four methods of advocating for clients in legislative, reimbursement and media arenas. 

Skills Domain

1.      Correctly administer, score and interpret hearing screening, auditory threshold testing, auditory, speech audiometric testing, acoustic immitance, auditory evoked responses, and balance function testing for infants, children, adolescents, and adults.

2.      Demonstrate appropriate actions in completing the following clinical activities for at least ten clients: referral to related professional services; collaboration with a client and family during assessment and treatment activities; collection of historical information; assessment of environmental and psychosocial influences on hearing loss and communication behavior; provision of counseling and education to the client and family; and participation in a team conference.

3.      Complete an assessment session determining a client’s candidacy for a prosthetic amplification device, and selecting the appropriate device.

4.      Determine the source of malfunction in a prosthetic amplification device and correct the problem.

5.      Create a treatment and management program for a child and an adult client from assessment through discharge, including procedures for monitoring and summarizing progress, making appropriate referrals, providing ongoing counseling regarding communicative status, and collaborating with professionals in related areas.

6.      Create or participate in an activity that demonstrates advocacy for clients with communication disorders.

7.      Complete a clinical research project as a capstone experience.  

Attitudes and Beliefs Domain

1.      State the basic principles embraced in the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and the Health Information Privacy and Portability Act (HIPPA).

2.      State at least three examples of how language and communication skills may differ in clients from different cultures, of different ages, and in various communication situations. 

3.      Describe how the practice of audiology may be conducted in settings that differ in educational practice, predominant community culture, or other factors supporting population diversity.

4.      Describe professional behavior in at least five hypothetical clinical situations that present no clear direction of behavior.  Demonstrate professional behavior in all clinical interactions with clients, family members, supervisors, and persons in related professions. 

Values and Ethics Domain

1.      State the basic principles of the ASHA and AAA Code of Ethics and the MSHA and MAA Code of Ethics.

2.      Describe the requirements and process of ASHA certification and continuing education.

3.      Define confidentiality and anonymity. 

4.      State at least three examples of procedures for maintaining patient confidentiality in different practice settings, including situations of electronic transfer of patient records. 

5.      Demonstrate ethical behavior in all clinical interactions with clients, family members, supervisors, and persons in related professions.

6.      Attend at least one professional conference or workshop.

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MA in Speech Language Pathology

Upon graduation, students earning this degree should:

Knowledge Domain (K):

1. Demonstrate knowledge of basic human communication and swallowing processes including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

2. Demonstrate knowledge of the nature of speech, language, hearing, and communication disorders an differences and swallowing disorders, including etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

3. Demonstrate knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders.

4. Demonstrate knowledge of processes used in research and the integration of research principles into evidence based clinical practice.

5. Demonstrate knowledge of standards of ethical conduct.

6. Demonstrate knowledge of contemporary professional issues.  Including the process of professional credentialing.

Skills Domain (S):

1. Conduct speech, language, and swallowing screenings, and prevention procedures for both adults and children with a variety of types and severities of communication and related disorders and differences.

2. Collect case history information and integrate information from all relevant sources in planning speech, language, and swallowing evaluations for both adult and child clients with a variety of types and severities of communication and related disorders and differences.

3. Select and administer appropriate evaluation procedures such as behavioral observations, non-standardized and standardized tests, and instrumental procedures and adapt evaluation procedures to meet client needs.

4. Interpret, integrate and synthesize all information to develop diagnosis and make appropriate recommendations for intervention.

5. Develop and implement setting-appropriate intervention plans with measurable and achievable goals that meeting client's needs for both adults and children with a variety of types and severities of communication and related disorders and differences.

6. Select or develop and use appropriate materials and instrumentation for prevention and intervention.

7. Measure and evaluate clients' progress and modify intervention plans, strategies, materials, or instrumentation as appropriate.

8. Complete administrative and reporting functions necessary to support evaluation and intervention.

9. Refer clients for appropriate services as appropriate.

Affective Domain (A):

1. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client, family, caregivers, and relevant others.

2. Collaborate with other professionals in case management.

3. Provide counseling regarding communication and swallowing disorders to clients, family, caregivers, and relevant others.

4. Adhere to the ASHA Code of Ethics and behave professionally.

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Doctor in Health Administration

Upon graduation, students earning this degree should:

Goal 1.  Acquire conceptual and technical competency in management, grounded in management theory, empirical research, and practice.

Objectives:

[a] Demonstrate general management competencies.

1.          Apply concepts, principles, models, and frameworks from disciplines that contribute to management theory—leadership, law, ethics, organizational theory, organizational behavior, organizational design, and strategic management—to the analysis of management problems in healthcare organizations.

2.          Demonstrate skills and abilities in functional areas of management—economics, financial management, operations analysis, management information systems, strategic planning, research methods, and statistics.

3.          Demonstrate leadership skills, interpersonal communication skills, and motivation for professional development and for continued learning.

4.          Sustain a life-long ability to utilize health services research and apply advanced health administration knowledge, skills, and abilities.

[b] Demonstrate health service management competencies.

5.          Apply population health concepts to the study of the determinants and measurement of health and disease.

6.          Assess the healthcare needs of a community to develop a plan for managing the improvement of community health and rallying stakeholder support; evaluate the effectiveness of the plan based on objective and subjective criteria.

7.          Analyze current issues, trends, and change in economic, legal regulatory, managerial, political, historical, and social aspects of health services organization and delivery by drawing on ethics, health finance, health law, health economics, and health policy.

8.          Apply health systems thinking to a wide variety of health organizations, professions, and delivery systems across the continuum of care, to adopt a global perspective on U.S. and international systems of healthcare and prevention.

9.          Drawing upon their knowledge of healthcare leadership strategies, communication in health organizations, and health systems excellence, act as change agents in their own organizations to address diversity, patient self-determination, organizational efficiency, team building, and other critical issues within the healthcare industry.

10.      Critically review, synthesize, and utilize rigorous and up-to-date research from a variety of interdisciplinary fields (e.g., communication, administration, public administration, and management) to improve health administration through problem-solving, collaboration of diverse specialists in healthcare, and validation of current and proposed administrative practices.

11.      Independently design and conduct original health services research using a variety of qualitative and quantitative research methods, leading to recommendations for improving the practice of administration in the healthcare industry.

Goal 2.  Engage in independent integration of health services management knowledge, skills, and abilities in an applied setting, resulting in documented organizational improvements, peer-reviewed contributions to the health administration literature, and broad dissemination of managerial innovations to health administration professionals.

Objectives: 

12.      Complete an applied doctoral dissertation, which is an independent, original, and rigorous research project that has a potential of advancing the professional practice of health leadership, management, and/or administration.

13.      Make professional contributions to the health administration field by participating in state, national, and international professional meetings; presenting independent research; submitting manuscripts for publication; coaching/teaching/mentoring others in the profession; etc.

14.      Demonstrate measurable improvements in their employment settings that are a direct result of the application of health administration knowledge, skills, and abilities acquired in the DHA program.

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Exercise Science Minor - BA, BAA, BS, BS in Ed

Upon graduation, student earning any of these degrees should be:

1. able to articulate the basic anatomical and physiological processes of muscle groups and muscle contraction, as well as the exercise responses and adaptations of the cardiorespiratory and musculoskeletal systems;

2. able to articulate the basic principles of developing and implementing appropriate, safe exercise programs for low risk (non-clinical) clients;

3. technically proficient in risk assessment, basic measurements and submaximal exercise testing, and exercise prescription;

4. able to interact effectively with appropriate clients; and

5. at least partially qualified (from an academic perspective) to challenge certification exams for ACSM Health Fitness Instructor, NSCA Certified Strength & Conditioning Specialist, and other reputable exercise professional certifications.

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Health Administration Major - BS, BAA

Upon graduation, student earning any of these degrees should:

Goal 1.  Demonstrate the essentials of a liberal arts education, which serves as a foundation for further formal and informal learning.

Outcomes:

1. Written and oral communication skills for convey health related information, both formally and informally

2. Computational skills for solving health related problems

3. Critical thinking demonstrated through an analysis of health administration problems and offering practical solutions

4. Knowledge of the societal context (historical, philosophical, social, economic, political and scientific foundations) applied to the analysis of healthcare systems and organizations

Goal 2.  Acquire conceptual and technical competency in management, grounded in basic management theory and practice.

Outcomes:

5. General management competencies.

5.1   Application of concepts and frameworks from disciplines that contribute to management theory—(e.g., business, law, organizational behavior, organizational design, strategic management)

5.2   Demonstration of skills and abilities in functional areas of management—(e.g., accounting, computer literacy, financial management, human resources management, operations analysis, management information systems, strategic planning, marketing, research methods, statistics

5.3   Demonstration of leadership skills, interpersonal skills, and motivation for professional development and for continued learning

6. Health service management competencies, grounded in understanding of the interaction of health, environments, organizations, populations and the health professions.

      6.1       Application of epidemiology and public health concepts to the discussion of the determinants and 

               measurement of health and disease

      6.2       Understanding of  the principles of health services organization and delivery by synthesizing 

               knowledge about the structure and function of a wide variety of health organizations, professions,

               and delivery systems across the continuum of care

      6.3       Understanding of the characteristics of economic, legal/regulatory, managerial, political, historical,

               and social aspects of health services organization and delivery by drawing on bioethics, health

               finance, health law, health economics, and health policy

7. Ability to apply and integrate health services management competencies.

7.1     Integration of conceptual and technical competencies in an applied setting by completing practicums, internships, portfolios, or capstone projects.

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Health Fitness in Preventive and Rehabilitative Programs Major - BA, BAA, BS

Upon graduation, students earning any of these degrees should be:

1. academically and technically prepared for internships;

2. technically proficient in exercise testing, risk assessment and interactive effectively with patients;

3. able to successfully complete ACSM Health Fitness Instructor or Exercise Specialist Certification;

4. able to find successful employment;

5. prepared for post baccalaureate studies.

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MA in Health Promotion and Program Management 

Upon graduation, students earning this degree should be able to:

1. assess individual and community needs for health education;

2. plan effective health education programs;

3. implement health education programs ;

4. evaluate effectiveness of health education services;

5. coordinate provisions of health education services;

6. act as a resource person in health education;

7. communicate health and health education needs, concerns and resources;

8. apply appropriate research principles and methods in health education;

9. administer health education programs; and

10. advance the profession of health education.

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Personal and Community Health Minor - BA, BAA, BS

Upon graduation, students earning any of these degrees should be able to:

1.    Demonstrate essential of liberal arts education, which serve as foundation for further formal

       and informal training.

       Outcomes:

       1.  Written and oral communication skills for conveying health related information, both formally

            and informally.

       2.  Critical thinking demonstrated through an analysis of personal and community health problems

            offering applicable solutions.

2.    Drawing upon the scientific foundations of Health Education and Promotion, Psychology, Biology, and

       Medicine, identify methods of inquiry commonly used in the analysis of health issues and policies.

       Outcomes:

       1.  Demonstrate use of resources available for investigation of health problems.

       2.  Identify and discuss factors that influence a community's health.

3.    Identify scientifically-based health and wellness principles and evaluate their applicability to student's

       own lives.

       Outcomes:

       1.  Discuss the practice of epidemiology and its importance to community health.

       2.  Explain how disparities in community health problems of racial and ethnic minorities can be

            addressed through social changes.

4.    Define and correctly apply basic health concepts in each of the dimensions of health and wellness.

       Outcomes:

       1.  State and summarize the steps used in creating a health promotion/disease prevention program.

       2.  Define the terms health care system, environmental health, and mental health.

       3.  Understand and use anatomical terminology.

       4.  Become familiar with basic developmental anatomy and physiology.

       5.  Explain the basic concept of homeostasis and how homeostatic mechanisms apply to body systems.

5.    Engage in problem-solving to identify and modify personal health behaviors leading to wellness and poor

       health and determine ways of protecting oneself from disease and injury.

       Outcomes:

       1.  Explain the need for community organizing to improve a community's health.

       2.  Describe key demographic characteristics of community populations.

6.    Establish a wellness portfolio, including the five areas of inquiry regarding the dimensions of health and

       wellness.

       Outcomes:

       1.  Evaluate the quality of on-line resources of health.

       2.  Examine print advertisements specifically related to alcohol and tobacco products.

       3.  Explore controversial health prevention and treatment options.

       4.  Participate in individual stress reduction exercise.

       5.  Study the warning signs of anger management technique.

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Public Health Education and Health Promotion Major - BA, BAA, BS

Upon graduation, students earning any of these degrees should be able to:

1.   Assess individual and community needs for health education, analyze community health problems and find generally accepted practical solutions to community health problems.  Specific outcomes:

1.   Complete HSC 317 Community Health, HSC 319 Methods of Community Health Education and Health Promotion, HSC 320 Community Service for Health Education and HSC 321 Health Planning, Assessment and Evaluation with a letter grade of C or better.

2.   Earn a positive evaluation from field experience supervisor indicating the student’s mastery of assessing health education needs.

3.   Earn letter grade of C+ or better on the program plan for HSC 321.

4.   Develop a needs assessment as required in HSC 321.

5.   Complete a 12-15 week field training experience.

6.   Complete Section 1:  Assessing Individual and Community Needs in the professional portfolio.

2.   Plan effective health education programs.  Specific outcomes:

1.   Earn a letter grade of C or better for HSC 319 Methods in Community Health Education and Health Promotion and HSC 321 Health Planning, Assessment and Evaluation class.

2.   Earn a letter grade of C+ or better on the program plan for HSC 321.

3.   Obtain an evaluation from field experience supervisor indicating the student’s mastery of program planning.

4.   Complete Section 2: Planning Effective Health Education Programs in the professional portfolio.

3.   Demonstrate skills and knowledge related to the implementation of health education programs.  Specific outcomes:

1.  Earn a grade of C or better in HSC 319 Methods in Community Health Education and Health Promotion and HSC 320 Community Service for Health Education.

2.  Obtain an evaluation from field experience supervisor indicating the student’s mastery of program implementation.

3.  Complete of 12-15 week field training experience.

4.  Complete Section 3:  Implementing Health Education Programs in the professional portfolio.

4.  Evaluating effectiveness of health education programs.  Specific outcomes:

1.  Critique a journal article related to health education program evaluation in HSC 321.

2.  Earn a letter grade of C or better for HSC 321 Health Planning, Assessment and Evaluation.

3.  Earn a letter grade of C+ or better on the program plan for HSC 321.

4.  Obtain evaluation from field experience supervisor indicating the student’s mastery of program evaluation.

5.   Complete Section 4: Evaluating Health Education Programs in the professional portfolio.

5.   Demonstrate skills and knowledge related to coordinating provision of health education services.  Specific outcomes:

1.  Earn a grade of C or better in HSC 317 Community Health, HSC 319 Methods in Community Health Education and Health Promotion, HSC 320 Community Service for Health Education and HSC 520 Health Services Administration.

2.  Obtain evaluation from field experience supervisor indicating the student’s mastery of coordinating health education services.

3.  Complete Section 5: Coordinating Provision of Health Education Services in the professional portfolio.

6.   Acting as a resource person in health education.  Specific outcomes:

1.  Earn a grade of C+ or better in HSC 319 Methods in Community Health Education and Health Promotion and HSC 320 Community Service for Health Education.

2.  Obtain evaluation from field experience supervisor indicating the student’s mastery of acting as a resource person in health education.

3.  Demonstrate effective use of health-related technology.

4.  Complete section 6: Acting as a Resource Person in Health Education in the professional portfolio.

7.   Communicate health and health education needs, concerns, and resources.  Specific outcomes:

1.  Earn a grade of C or better in HSC 317 Community Health, HSC 319 Methods in Community Health Education and Health Promotion, HSC 320 Community Service to Health Education and HSC 321 Health Planning, Assessment and Evaluation

2.  Obtain evaluation from field experience supervisor indicating the student’s mastery of communicating health and health education needs, concerns, and resources.

3.  Complete competency scenarios in the field experience exit interview.

4.  Complete section 7:  Communicating Health and Health Education Needs, Concerns and Resources in the professional portfolio.

8.   Demonstrate proficiency in the process or health education by mastering the CHES content of the (Certified Health Education Specialist) examination.

1.  Successfully pass the CHES examination.

2.  Provide the Division of Community Health with their CHES number within one year of graduation.

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School Health Education Major - BS in Ed

Upon graduation, students earning this degrees should be competent in:

1. assessing individual and community needs for health education;

2. planning effective health education programs;

3. implementing health education programs;

4. evaluating effectiveness of health education programs;

5. coordinating provisions of health education services;

6. acting as a resource person in health education;

7. communicating health and health education needs, concerns, and resources; and

8. knowledge of health content in the areas of community health, consumer health, environmental health, family life, growth and development, mental and emotional health, injury prevention and safety, nutrition, personal health, prevention and control of disease and substance use and abuse.

MDE Standards - Health Education