Examples of Best Practice Learning Goals

 

Fall 2003 Best practice learning goals in Business Administration

For more information, contact Gary Powell , Program  Assessment Coordinator

Spring 2003 Best practice learning goals in Chemistry

  • Design an experiment to test a hypothesis or theory in chemistry.

  • Collect and interpret experimental data within the framework of the appropriate chemical theory.

  • Deduce implications for a hypothesis or theory by drawing conclusions from experiment.

  • Prepare written laboratory reports in a journal format that provide a description of the experiment, explain the experiment and reasoning clearly, and provide an appropriate conclusion.

  • Present public seminars on topics in chemistry.

For more information, contact Larry Boucher, Program Assessment Coordinator.

Fall 2003 Best practice learning goals in Electronic Business

For more information, contact Richard Rosecky, Program Assessment Coordinator

Spring 2003 Best practice learning goals in Environmental Science & Studies

  • Apply knowledge of the environmental sciences and the scientific method to assess new information as it becomes available.

  • Apply understanding of the cultural, economic, and political facets of environmental programs in a manner that helps students develop potential solutions.

  • Analyze environmental problems and identify the stakeholders that need to be included in developing resolutions for the problem.

  • Critically evaluate the effectiveness of agencies, organizations and programs addressing environmental problems.

For more information, contact Jane Wolfson, Program Assessment Coordinator.

Spring 2003 Best practice learning goals in Family Studies

  • Discuss content in family studies curriculum (i.e. life span developmental perspective, family life education, theories, relationships, research, trends, community service, law and policy)

  • Apply content from family studies curriculum in various field experiences by understanding and assessing needs of individuals, families, and communities.  Use content to solve problems such as those dealing with interpersonal relationships, achieving developmental milestones, achieving healthy family function, planning useful and need based programs.

  • Be familiar with research in the family studies field. Students will be able to access, comprehend, evaluate and use research relevant to problems they face in the field.

  • Use professional skills in work with families.  Skills will involve self awareness, effective communication skills, maintaining confidentiality, maintaining professional boundaries, seeking assistance when necessary, practicing within level of training, developing a professional philosophy statement, flexibility, and continuous self assessment and self reflection.

For more information, contact Karen Eskow, Program Assessment Coordinator.

Spring 2003 Best practice learning goals in International Studies

  • Provide a solid grounding in the nature and structure of the international system and its culture, economy, geography, history, and politics.

  • Provide a theoretical basis for understanding how and why the international system works.

  • Develop skills that will aid the student in work and research.

  • Provide an opportunity for students to specialize in a regional area (such as Latin America or Western Europe) or to specialize their studies in a functional area (such as international economics or international politics).

  • Provide an opportunity for experiential learning through internships, study abroad, editorial work on the Towson University Journal of International Affairs , and campus seminars.

For more information, contact Dr. James Roberts, Program Assessment Coordinator.

Fall 2003 Best practice learning goals in Sociology-Anthropology: Anthropology

  • Students should have ability to apply the basic concepts of the discipline, in both familiar and new contexts.

  • Students should incorporate into their analyses the anthropological point of view including holism, the comparative perspective and the avoidance of ethnocentrism.

  • Students should demonstrate the capacity for original thinking and the ability to use sound argumentation. They should be able to reach reasoned conclusions, articulate supporting arguments, critically evaluate information and demonstrate proper documentation skills in footnotes and bibliography.

For more information, contact Barbara Leons, Program Assessment Coordinator

Spring 2003 Best practice learning goals in Special Education

The Council for Exceptional Children (CEC) Principles are the performance-based outcomes for Special Education. and they are aligned with the Interstate New Teachers Assessment and Support (INTASC) principles.  Both CEC and  INTASC Principles are the nationally accepted standards (e.g., knowledge, skills, and dispositions) deemed essential for all beginning teachers.  These 10 essential learning outcomes are:

  1. The teacher demonstrates mastery of subject matter and can create meaningful learning experiences.

  2. The teacher demonstrates knowledge of human development and learning and creates appropriate learning opportunities .

  3. The teacher understands how students differ and adapts instruction to meet the needs of diverse learners.

  4. The teacher uses a repertoire of instructional strategies and resources.

  5. The teacher uses knowledge of individual and group motivation to create a positive learning environment.

  6. The teacher uses effective verbal, nonverbal, technological communication to foster inquiry and enrich learning for all students.

  7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals .

  8. The teacher understands and uses formal and informal assessment strategies to ensure continuous learner development.

  9. The teacher is a reflective practitioner who continually evaluates the effects of his/her action and who actively seeks professional growth.

  10. The teacher fosters relationships with colleagues, parents, and the larger community to support student learning and well-being.

For more information, contact Evelyn Dailey and/or Tom Proffitt, Program Assessment Coordinators.

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Page maintained and updated by: Rob Wingfield
Last updated: 1/23/04

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