School of Health & Human Sciences
Undergraduate Programs
Student Learning Outcomes
Bachelor of Science in Health Sciences
The BSHS program has five overarching educational goals, each with 3-8 specific learning objectives.
I. Graduates will understand the complexity of healthcare systems in the U.S. and globally.
1.1: Students will describe the historical evolution of the U.S. healthcare system and services, as well as the current components, services, and issues of the U.S. healthcare system generally and regarding the underserved, the aging, and the rehabilitation populations.
1.2: Students will describe the roles and responsibilities of healthcare professionals including, but not limited to, clinical, rehabilitative, osteopathic, non-traditional, and preventative practitioners.
1.3: Students will compare and contrast healthcare systems, professions, financing, policies, and current issues in the U.S. healthcare system with other countries.
II. Graduates will develop a thorough understanding of the structure and functions of the healthcare system.
2.1: Students will identify ways in which health determinants (social, biological, behavioral, environmental, and access), culture, gender, socioeconomic status, race, ethnicity, and other identities impact health and access to health care across the life course.
2.2: Students will formulate strategies and interventions to address health disparities and inequities in the health care system, at the individual level, and within specific healthcare practices.
2.3: Students will explain basic principles in healthcare related to: health promotion, designing health interventions, communicable and chronic disease, infectious disease, and related statistical analyses.
III. Graduates will understand administrative, financial, ethical, and regulatory policies facing healthcare systems.
3.1: Students will understand the role of ethics and its impact on healthcare practices.
3.2: Students will describe basic sources of law and the relationship of laws and policies to healthcare, practices, and responsibilities.
3.3: Students will explain the specific social, economic, and political factors that have historically shaped and continue to impact health care.
3.4: Students will identify qualities of leadership and management that contribute to success as a health professional.
3.5: Students will connect principles of leadership to the support and improvement of health and functionality for patient populations across the life course.
IV. Graduates will explore healthcare from both the consumer and practitioner lens to evaluate issues, theories, policies, or concepts critical to each viewpoint.
4.1: Students will define health-related development, aging, and behavioral theories or models critical to understanding complex patient and healthcare needs, behavior change, and/or practice for individuals and society.
4.2: Students will recognize and be capable of evaluating and applying critical concepts of health behaviors, policies, theories, models, and interventions at the individual and community levels across the life course.
4.3: Students will discuss how cultural personal biases, thoughts, and opinions influence health care system policies, health care practice, and patient health outcomes across the life course.
V. Graduates will develop critical skills necessary for employment success.
5.1: Students will develop written communication skills.
5.2: Students will improve listening, interpreting, and speaking skills.
5.3: Students will develop and improve interpersonal skills through collaboration and interaction with others.
5.4: Students will demonstrate efficiency in analyzing and synthesizing information from a variety of resources.
5.5: Students will identify and use appropriate resources for research, publications, and presentations.
5.6: Students will develop the ability to deliver professional presentations with measurable objectives targeting a specific audience.
5.7: Students will engage in experiences designed to instill professionalism and develop skills critical to finding and securing employment.
5.8: Students will engage in real-world internship experiences to augment/advance their didactic learning
Gerontology Certificate
The Gerontology Certificate program has three overarching educational goals, each with 2-3 specific learning objectives.
I. Graduates will understand the aging process, reasons to study aging, and societal implications of aging.
1.1: Students will discuss principle theories of aging to include: biological, development, psychological, social, and longevity.
1.2: Students will explore concepts related to intergenerational relationships, caregiving, and social variability and inequalities.
II. Graduates will explore psychosocial and physiological parameters facing older adults today.
2.1: Students will discuss the principles upon which conflicting sides of aging-related controversies are based.
2.2: Students will articulate the impact of health and wellness activities on the physical and mental functioning and life satisfaction of older adults.
III. Graduates will explore the aging process from a healthcare and social policy framework.
3.1: Students will define various concepts, terms, and social programs and policies associated with aging such as ageism, geriatrics, life course, gerontology, age-related morbidity, life span, life expectancy, autonomy, function and decline, cognitive function, elder vulnerability and abuse, Medicare, Medicaid, and Social Security.
3.2 Students will understand the financial, social, and policy implications of an aging society from individual and societal frameworks.
3.3 Students will be able to identify pertinent social support programs and policy related to older adults and caregiving,
Global Health and Rehabilitation Certificate
The Global Health & Rehab Certificate program has three overarching educational goals, each with 2-3 specific learning objectives.
I: Graduates will explore historical, cultural, financial policy, and political factors affecting disabilities and rehabilitation healthcare in the U.S. and globally.
1.1: Students will understand globalization and its social, political, and financial underpinnings, with emphasis on healthcare delivery and healthcare providers in various countries of the world.
1.2: Students will articulate the importance of cultural competency in healthcare in the U.S. and globally.
II. Graduates will describe the personal, social, and economic consequences of disability for individuals and for global societies.
2.1: Students will explain the importance of considering the health determinants and cultural contexts of disability.
2.2: Students will discuss the global burden of disability and its impact on individuals, the health care systems, and societies.
III. Graduates will explore disability and rehabilitation in terms of global healthcare structure, delivery, and disease.
3.1: Students will identify and describe inequalities, inequities, and injustices in healthcare delivery for persons with disabilities.
3.2: Students will examine the impact of medical (disease) and contextual
(social, environmental, intrapersonal) factors on health outcomes for persons with disabilities
3.3 Students will experience real-world contact with another country’s health care system.
Rehabilitation and Disability Studies Certificate
The Rehabilitation & Disability Certificate program has three overarching educational goals, each with 2-3 specific learning objectives.
I: Graduates will demonstrate knowledge and understanding of issues related to disability and rehabilitation.
1.1 Students will discuss emerging topics related to disability determination.
1.2 Students will compare the equity and equality of adaptive and assistive technology among minorities and other underserved populations with that of other populations.
1.3 Students will demonstrate knowledge of the relationship among the health determinants (social, biological, environmental, behavioral, and access) to populations functioning with a disability and participating in rehabilitation.
II. Graduates will understand rehabilitation organizations from the perspective of management, social, economic, and policy issues affecting healthcare
2.1: Students will describe the organizational structure of programs providing rehabilitation services and economic, social, and policy factors impacting operations.
2.2: Students will demonstrate knowledge of current laws and national policy as it relates to disability in terms of equity and equality.
III. Graduates will explore healthcare policies and structure from both the consumer and practitioner lens to evaluate issues, theories, or concepts critical to each viewpoint.
3.1: Students will become familiar with the roles of related professionals in the disability and rehabilitation team.
3.2: Students will describe major rehabilitation organizations, organizational structures for the delivery of services, and professional resources available to the consumer for rehabilitation.
3.3: Students will discuss his or her attitudes toward disability and how to overcome cultural bias to promote better interaction with persons with disabilities.
Bachelor of Science in Exercise Science and
Bachelor of Science in Fitness Management and Personal Training
- Identify the general principles of exercise science concepts.
- Conduct health and fitness appraisals and clinical exercise testing.
- Describe the key electrocardiography, diagnostic, patient management, medication, pathophysiology, and risk factors associated with exercise and clinical exercise testing.
- Develop prescription and programming for clients.
- Explain the essentials of nutrition and weight management.
- Apply basic human behavior principles and counseling skills as it applies to strategies of enhancing exercise and health behaviors.
- Demonstrate safety, injury prevention, and emergency procedures in various physical activity settings.
- Be able to list key program administration goals and outcomes assessment for exercise testing and programming.
- Employ practical skills (i.e., technology-based, quantitative, or qualitative) to analyze and describe human movement.
- Demonstrate dispositions essential to becoming effective professionals
Bachelor of Science in Physical Education Teacher Education
- Apply discipline-specific and theoretical concepts when developing physically educated individuals.
- Demonstrate competent movement and health-enhancing fitness skills.
- Implement developmentally appropriate learning experiences to address the diverse needs of all students.
- Use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
- Utilize assessments and reflection to foster student learning and make informed instructional decisions.
- Demonstrate dispositions essential to becoming effective professionals.
- Employ practical skills (i.e., technology or theory) to analyze and describe human movement.
Personal Training Certificate
- Obtain a health/medical history, medical clearance, and informed consent.
- Identify modifiable risk factors for cardiovascular disease and teach clients about risk reduction.
- Determine appropriate fitness assessments based on the initial client consultation.
- Follow protocols during fitness assessment administration.
- Set effective client-oriented S.M.A.R.T. Behavioral goals.
- Choose and apply appropriate health behavior modification strategies based on the client’s skills, knowledge, and level of motivation.
- Locate/palpate pulse landmarks, accurately measure heart rate, and obtain rating of perceived exertion (RPE).
- Select and administer health-related fitness assessments.
- Deliver test and assessment results in a positive manner.
- Demonstrate a wide range of exercises designed to enhance health-related and functional fitness.
- Implement proper spotting positions and techniques for injury prevention and exercise assistance.
- Demonstrate and carry out emergency procedures during exercise testing and/or training.
Youth Physical Wellness Coaching Certificate
- Construct movement opportunities for youth that meet daily guidelines for moderate to vigorous daily physical activity for youth.
- Identify the determinants of youth enjoyment and motivation from physical activity participation.
- Demonstrate effective and essential communication and personal disposition behaviors in a youth physical activity setting.
- Exhibit effective and essential planning, preparation, and program delivery skills in a youth physical activity and sport setting.
- Describe appropriate health promotion skills for youth in an afterschool setting.
- Exhibit effective skills in fostering healthy decision-making skills to enhance health in youth.
- Explain the process of learning and maintaining health-enhancing behaviors in youth.
- Summarize evidence-based recommendations on healthy eating, snacking, and nutrition as it relates to youth.
- Support best practices as it relates to the physical environment and healthy eating for youth during unattached school time.
Nutrition Certificate
Following successful completion of the Undergraduate Certificate in Nutrition Program, students will be able to do the following:
Health Science Outcomes
- Demonstrate an understanding of the profession and practice of health promotion
- Explain the historical roots of health promotion
- Demonstrate an understanding of the philosophy of health promotion
- Describe the primary theoretical basis for models of health promotion
- Describe ethical issues associated with the profession of health education
- Identify and describe the responsibilities of a health educator
Nutrition Science Outcomes
- Use nutrition terminology correctly
- Identify the basic functions of key nutrients in wellness, health promotion, and disease prevention
- Identify good and poor food sources of key nutrients
- Identify the influence of age, growth, and normal development on nutritional requirements
- Explain and summarize nutrient recommendations for different stages of the human lifecycle
- Discuss the impact of exercise in health promotion, disease prevention, and nutrient requirements
- Be aware of complementary and alternative nutrition lifestyles commonly seen in the US population and the special nutrition requirements that result from these practices
Food Science Outcomes
- Differentiate between similar foods in terms of nutrition facts and nutrients, health, and functional claims on food labels for example “organic”, “natural”, “non-GMO”
- Differentiate between similar foods in terms of nutritional content, price, and other characteristics for example whole milk, low-fat milk, evaporated milk, dry milk, soy milk, and almond milk.
- Understand the effect of processing methods (drying, canning, freezing, UHT pasteurization, etc.) on nutrient content of food items
- Develop an awareness of food industry oversight and implementation of major food law requirements and definitions (labeling, additives, fortification, safety, adulteration, misbranding, and product standard of identity).
Food Planning Outcomes
- Write menus/food plans that meet time, budget, cultural and nutrition needs for themselves and others using a combination of fresh seasonal foods, dried, canned, frozen, ready prepared, convenience foods, and /or fast foods
- Understand nutrition labeling as used in restaurants and retail food establishments
- Compare the advantages and disadvantages of different shopping venues, use of coupons and shopping lists
- Implement safe, efficient storage practices for food items (canned, dry, refrigerated, and frozen) and carried meals
- Develop an awareness of the relationship between food security, nutrition, sustainable agriculture, and resource management.
Information Resource Outcomes
- Demonstrate an understanding of primary governmental agencies, professional organizations, and coalitions associated with health education and promotion.
- Identify local, state, and federal agencies offering nutrition services
- Identify the roles of the Food and Drug Administration, United States Department of Agriculture, Department of Commerce, and the Federal Trade Commission in the oversight of the food industry.
- Differentiate between reliable and suspect sources of food, nutrition/health-related information in print, online and electronic formats.
- Utilize menu and meal planning internet resources and mobile apps to facilitate planning nutritional food plans
Tourism, Event, and Sport Management
Bachelor of Science in Sports Management
- Demonstrate an understanding of the unique interrelationship between sport and society.
- Demonstrate an understanding of the various revenue streams and expenses in the sport management industries.
- Demonstrate an ability to generate revenue in the sport industry.
- Identify, classify, and treat the potential risks associated with managing an event, organization, stadium, or other sport venue.
- Integrate and apply knowledge to analyze an industry issue and recommend solutions.
- Present a persuasive argument both orally and in writing.
- Demonstrate the professional behaviors necessary to successfully enter the sport industry.
- Demonstrate the ability to explore career opportunities by critically examining one’s knowledge, skills, and abilities relevant to desired career goals.
Shared Student Learning Outcomes for Bachelor of Science in Tourism, Conventions, and Event Management, Beverage Management Services Certificate, Cultural Heritage Tourism Certificate, Events Management Certificate, Hospitality Management Certificate, Sports Tourism Development Certificate, and Tourism Planning and Development Certificate
- Define, apply, analyze, and execute operational principles of tourism and event management.
- Perform effective oral and written communication skills.
- Address and analyze tourism sustainability and trends critically and reflectively.
- Work efficiently and productively with persons from different cultures and backgrounds.
- Demonstrate ethical behavior and leadership skills to solve issues in a tourism-related environment.
- Advance best practices in the tourism and event profession.
- Practice a sense of community and civic-mindedness.
