Revised: December 2018 · 6th Edition. Demonstrate writing skills with clarity and precision using...

Revised: December 2018 College of Social and Behavioral Science

Applied Family Science Program Outcomes Assessments Map

WU Graduation

Competencies Program

Competency Course(s) Course Goal(s) Course Learning

Outcome(s) Assessment Activity (Evaluation Method)

Oral Communication • Appraise the needs

of the audience and then speak in a clear and succinct manner.

• Research, construct and deliver professional presentations using a variety of communication tools and techniques.

Exhibit effective professional presentation skills for different purposes.

AFM 6640 – Families and Crisis

Use appropriate written and oral communication skills.

Communicate information orally in a logical and grammatical manner.

Webinar (rubric)

Exhibit effective professional presentation skills for different purposes.

AFM 6680 – Legal, Ethical, and Policy Issues in Family Science



Elevator speech (rubric)

Written Communication • Write with clarity

and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).

• Exhibit competence in writing for specific purposes, diverse audiences, and genres.

• Correctly and ethically present scholarly writings

Demonstrate writing skills with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary). Demonstrate ethically presentation scholarly writings utilizing the selected citation

AFM 6670 – Parent Education

Develop writing skills appropriate to graduate AFM graduate program. Develop ethically presentation scholarly writings utilizing the selected citation and writing style deemed by the American Psychologica Associations Manuscript 6th Edition.

Write with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary). Exhibit competence in writing for specific purposes, diverse audiences, and genres. Correctly and ethically present scholarly writings utilizing the selected citation and

Research Paper (rubric)

Revised: December 2018 utilizing the selected citation and writing style deemed appropriate for the student’s program of study.

and writing style deemed by the American Psychological Associations Manuscript 6th Edition.

writing style deemed by the American Psychological Association Manuscript 6th Edition.

Demonstrate writing skills with clarity and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary). Demonstrate ethically presentation scholarly writings utilizing the selected citation and writing style deemed by the American Psychological Associations Manuscript 6th Edition.

AFM 6660 – Sexuality Education



Blog (rubric)

Disciplined Inquiry • Employ scientific,

quantitative and qualitative reasoning and other critical thinking strategies

Demonstrate scientific, quantitative and qualitative reasoning and other critical thinking strategies

AFM 6620 – Research in Practice

Develop scientific, quantitative and qualitative reasoning and other critical thinking strategies

Use appropriate research skills in evaluating FLE Programs.

FLE Program Evaluation (rubric)

Revised: December 2018 to analyze the consequences and outcomes and to be able to recommend alternative solutions.

to analyze the consequences and outcomes and to be able to recommend alternative solutions.

to analyze the consequences and outcomes and to be able to recommend alternative solutions.

Demonstrate scientific, quantitative and qualitative reasoning and other critical thinking strategies to analyze the consequences and outcomes and to be able to recommend alternative solutions.

AFM 6630 – Family Dynamics

Develop scientific, quantitative and qualitative reasoning and other critical thinking strategies to analyze the consequences and outcomes and to be able to recommend alternative solutions.

Use appropriate research skills in comparative case analysis.

Comparative Case Analysis (rubric)

Information Literacy • Using the

information in any format to research, evaluate, and ethically utilize information effectively and with appropriate attribution.

Demonstrate Family Science information literacy

AFM 6670 – Parent Education

Develop information literacy skills within the Family Sciences. Develop a proficiency at using Family science databases to locate empirical research and research review articles in the eight Family Science Journals.

Locate information (peer-reviewed articles) effectively and efficiently.

Research Paper (rubric)

Revised: December 2018 Demonstrate Family Science information literacy

AFM 6690 – Family Life Education

Develop information literacy skills within the Family Sciences. Develop a proficiency at using Family science databases to locate empirical research and research review articles in the eight Family Science Journals.

Locate information (peer-reviewed articles) effectively and efficiently.

Program Design (rubric)

Ethics • Demonstrate

knowledge and application of prescribed ethical codes and behaviors promoted by the student’s chosen profession.

Demonstrate application of Family Life Education ethical standards to Family Science activities.

AFM 6680 – Legal, Ethical, and Policy Issues in Family Science

Apply Family Life ethical standards in the development of assignments.

Identify professional standards within the Family Life Education ethics requirements.

Case Study (rubric)

Additional Program Competencies • Additional program

competencies as prescribed by the academic college.

Program specific competencies are set up by the National Council of Family Relations.

All courses in this program were approved by the NCFR review committee.

AFM 6610 AFM 6620 AFM 6630 AFM 6640 AFM 6650 AFM 6660 AFM 6670 AFM 6680 AFM 6690 AFM 8100

All competencies as set for by NCFR.

NCFR Certified Family Life Eduction Exam (scoring key)


CMHC Program Outcomes Assessments Map

WU Graduation



Outcome(s) Assessment Activity

(Evaluation Method)



• Research, construct, and deliver professional presentations using a variety of communication tools and techniques.

Communication Skills 1.a. Demonstrate advanced oral and written communication skills.

MHC9001 & MHC9002 Internship

Develop a clear, orderly, and logical sequence of case details for classroom presentation and a written case study, providing an accurate picture of the counseling case.

Demonstrate ability to develop cohesive and coherent explanation of client history and etiology of mental illness. Construct and deliver a professional presentation using a variety of communication tools and techniques.

Case Study Presentation (Oral Communication Rubric)




• Correctly and ethically present

Communication Skills: 1.a. Demonstrate advanced oral and written communication skills.

MHC6901 Classification of Psychopath-ology

Locate current empirical research literature regarding the etiology, epidemiology, and treatment protocols for a specified area of psychopathology. Organize and develop a perspective regarding a specified area of

Demonstrate the ability to conduct evidence-based research on a specified area of psychopathology regarding the etiology, epidemiology, and treatment protocols. Present an empirically-derived scholarly report that demonstrates the ability to write with clarity, precision, correct grammar.

Written Term Paper (Writing Rubric)

Revised: December 2018 scholarly writings utilizing the selected citation and writing style deemed appropriate for the student’s program of study.

psychopathology and present a scholarly report of the empirical research literature that supports that perspective.

Disciplined Inquiry • Employ scientific,

quantitative and/or qualitative reasoning and other critical thinking strategies to analyze consequences and outcomes and to be able to recommend alternative solutions.

Knowledge: Demonstrate an understanding of testing, measurement, research tools, and technology as applied to counseling.

MHC7806 Methods of Research and Program Evaluation

Demonstrate knowledge of how to prepare a research paper proposal.

Demonstrate the ability to employ scientific and quantitative and/or qualitative reasoning and other critical thinking strategies in the correct preparation and presentation of a research proposal.

Research Proposal (Disciplined Inquiry - Research Proposal Rubric)

Demonstrate an understanding of the characteristics of normal and abnormal behavior in the context of application to diagnosis and treatment planning.

MHC6901 Classification of Psychopathology

Demonstrate critical thinking in the diagnostic process.

Demonstrate the ability to critically evaluate information and diagnostically include or exclude potential mental health diagnoses and to make appropriate recommendations based upon the diagnosis.

DSM Diagnosis Vignettes (Disciplined Inquiry - Critical Thinking (for Diagnosis) Rubric)

Information Literacy • Using information

in any format to research, evaluate, and ethically utilize information effectively and with appropriate attribution.

Knowledge: Demonstrate an understanding of testing, measurement, research tools, and technology as applied to counseling.

MHC7806 Methods of Research and Evaluation

Analyze and evaluate reports of research. Conduct library research and write a literature review.

Demonstrate an understanding of testing, measurement, and research tools in the development of a research proposal that includes a scholarly literature review with appropriate peer-reviewed documentation.

Research Proposal (Information Literacy Rubric)

Revised: December 2018 Ethics • Demonstrate

knowledge and application of prescribed ethical codes and behaviors promoted by the clinical mental health counseling profession.

Personal and Professional Identity: Demonstrate an understanding and application of the ethical and legal principles of the profession of counseling.

MHC6505 Ethics & Practices of Clinical Mental Health Counseling

Demonstrate knowledge of ACA principles of ethical behavior.

Demonstrate knowledge and application of prescribed ethical codes and behaviors for clinical mental health counselors by successfully resolving ethical conflicts presented in course vignettes.

Ethical Vignettes (Ethics Rubric)

Additional Program Competencies Additional program competencies as prescribed by the academic college. Program Defined Self-Awareness Competency

Personal and Professional Identity: Demonstrate professional and personal growth consistent with the standards of the counseling profession.

MHC7905 Practicum

Reflect on personal practice to gain insight into oneself. Demonstrate sensitivity to and awareness of others.

Demonstrate growing insight in self-awareness and demonstrate the ability to interact with clients and other mental health professionals in a manner showing sensitivity and awareness of others.

Evaluation by Supervisors (Personal and Professional Characteristics and Potential for Growth Rubric)

Specialized Knowledge Required by CACREP

Knowledge: Demonstrate knowledge of theories, skills, and techniques related to individual, group, family, and career counseling in a multicultural society.

MHC9001 Internship

Demonstrate skills, techniques, and procedures appropriate to the student’s own philosophy of counseling. Use specific skills during in-class role plays, as well as with clients in counseling sessions.

Demonstrate knowledge of theories, skills, and techniques related to individual, group, family, and career counseling in a multicultural society while also developing a personal counseling style. Demonstrate these developing competencies in the completion of an intake interview, recorded client interactions, and during course role-plays.

Individual Intake Interview (Intake Interview Rubric)

Revised: December 2018

Specialized Knowledge Required by CACREP

Knowledge: Demonstrate knowledge of theories, skills, and techniques related to individual, group, family, and career counseling in a multicultural society.

MHC9002 Internship

Demonstrate skills, techniques, and procedures consistent with the student’s own philosophy of counseling. Use specific skills during in-class role plays, as well as with clients in counseling sessions.

Demonstrate knowledge of theories, skills, and techniques related to individual, group, family, and career counseling in a multicultural society while also continuing to develop a personal counseling style. Demonstrate these competencies in the completion of an intake interview and during recorded client interactions.

Individual Counseling Interview (Counseling Interview Rubric)


Administration of Justice Program Outcomes Assessments Map

WU Graduation




Oral Communication • Appraise the needs of the

audience and then speak in a clear and succinct manner.


Develop advanced oral communication skills.

MAJ 6633 – Research Methods in Criminal Justice

Goal E – Students will demonstrate advanced written and oral communication skills.

Major Class Presentation (Rubric)

Written Communication • Write with clarity and

precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).


• Correctly and ethically present scholarly writings utilizing the selected citation and writing style deemed appropriate for the student’s program of study.

Develop advanced written communication skills.


Goal E – Students will demonstrate advanced written and oral communication skills.

Major Research Paper (Rubric)

Revised: December 2018 Disciplined Inquiry • Employ scientific,


Exercise critical thinking strategies, including reasoning, problem solving, analysis, and evaluation and apply them to defined criminal justice issues. Design and interpret research in criminal justice.


Goal B – Students will develop an understanding for the use of the tools related to criminal justice research. Students will design a research project – define conceptualization, operation, processing an application – discuss typologies of measurement. Define the issues related to validity – reliability.

Quiz (developed by library for new data base project)

Information Literacy • Using information in any

format to research, evaluate, and ethically utilize information effectively and with appropriate attribution.

Access, use, and evaluate information appropriately. Use technology based research in a variety of applications that are necessary for modern criminal justice practitioners.

MAJ 6633 - Research Methods in Criminal Justice

Goal F - Students will critically read and review a completed research project in an area of criminal justice and demonstrate an understanding of key issues in the finished product of research.

Quiz (developed by library for new data base project)

Ethics • Demonstrate knowledge

and application of prescribed ethical codes and behaviors promoted by the student’s chosen profession.

Develop an understanding of the professional, ethical, social, and legal issues that challenge the criminal justice system.

MAJ 6602 - Criminal Justice Ethics

Goal A - Develop an understanding of the professional, ethical, social, and legal issues that challenge the criminal justice system.

Research Paper (Rubric)

Additional Program Develop an MAJ 6600 – Goal A: Students will Class Presentation

Revised: December 2018 Competencies • Additional program


understanding of the various causations of crime and an analysis of its impact on American Society today.

Criminological Theory

recognize the theoretical and practical approaches to the study of CJ, crime and criminal behavior.

(Rubric)


Homeland Security Program Outcomes Assessments Map

WU Graduation







5. Employ effective oral and written communication skills.

MHS 7033 – Research Methods in Criminal Justice

Goal G – Students will demonstrate advanced oral communication skills.

Class Presentation (Rubric)





5. Employ effective written communication skills.


Goal D – Students will use appropriate written and verbal skills. Prepare written assignments and demonstrate the ability to discuss legal issues on an assigned topic.

Research Paper (Rubric)

Revised: December 2018 Disciplined Inquiry • Employ scientific,


Locate, analyze and evaluate information to identify the trends and threats to homeland security.


Goal B – Students will develop an understanding and appreciation for the use of the tools related to criminal justice research. Students will design a research project – define conceptualization, operation, processing an application – discuss typologies of measurement. Define the issues related to validity and reliability.

Quiz (Developed through the library’s new data base project)



Locate, analyze and evaluate information to identify the trends and threats to homeland security. Apply relevant knowledge and utilize technology to manage homeland security operations and resources to promote safe environments in local, state, and federal government and in private industry.


Goal F - Students will critically read and review a completed research project in an area of criminal justice and demonstrate an understanding of key issues in the finished product of research.

Quiz (Developed through the library’s new data base project)

Revised: December 2018 Ethics • Demonstrate knowledge

and application of prescribed ethical codes and behaviors promoted by the student’s chosen profession.

Develop an understanding of the professional, ethical, social, and legal issues that challenge Homeland Security in our country today.

MHS 7002 – Legal Aspects of Homeland Security

Goal E: The student will demonstrate an understanding of the various ethical, social, cultural and legal issues faced by Criminal Justice Professionals surrounding terrorism. The student will also gain an understanding of the ethical principles that guides the Criminal Justice Professionals behavior.

Research Paper

Additional Program Competencies • Additional program


Develop an understanding of the various causations of terrorism and the United States’ response to it.

MHS 7000 Contemporary Issues in Homeland Security

Class Presentation


Criminal Justice Program Outcomes Assessments Map

WU Graduation










• Correctly and ethically present scholarly writings

Revised: December 2018 utilizing the selected citation and writing style deemed appropriate for the student’s program of study.

Disciplined Inquiry • Employ critical

thinking strategies such as quantitative, qualitative, and scientific reasoning to analyze consequences and outcomes and then determine logical solutions.



4. Information Literacy Demonstrate ability to access, use and evaluate information technologies in criminal justice.

CRJ 450 - Seminar in Criminal Justice

Goal A: Students will engage in a major research project in criminal justice. Goal B: Students will engage in an oral presentation that demonstrates the results of a criminal justice research project that utilizes a variety of presentation media.

Major Research Project (Rubric)

Revised: December 2018 Ethics • Demonstrate

knowledge and application of prescribed ethical codes and behaviors related to the student’s academic discipline.

7. Demonstrate an awareness of ethical principles, codes, and standards within the criminal justice field and integrate ethical, legal, and economic accountability into professional criminal justice practice.

CRJ 412 – Ethics in Criminal Justice

Goal B: Students will develop an understanding of criminal justice ethics.

Response paper (Rubric)

Additional Program Competencies Additional program competencies as prescribed by the academic college. 8. Demonstrate a

commitment to self-directedness, self-discipline, and life-long learning through examinations of criminal justice career paths.

CRJ 450 – Seminar in Criminal Justice

Goal C: Students will write an essay concerning career opportunities and career paths.

Career Essay (Rubric)

9. Recognize the principles associated with a pluralistic society in a variety of criminal justice settings as they uniquely apply to practitioners, victims, and offenders and show respect for

CRJ 410 - Multicultural Issues in Criminal Justice

Goal C: Students will conduct surveys of the community relationships that have developed with the criminal justice system and the diverse groups that it serves.

Research Presentation (Rubric)

Revised: December 2018 our multicultural world.

2. Exhibit flexible thinking and goal-directed behaviors in criminal justice course projects.

CRJ 450 - Seminar in Criminal Justice

Goal A: Students will engage in a major research project in criminal justice.

Career Essay (Rubric)

Revised: December 2018 College of Social and Behavioral Science Government and Public Policy Program

Outcomes Assessments Map

WU Graduation Competencies

Program Competency

Course(s) Course Goal(s) Course Learning Outcome(s)

Assessment Activity (Evaluation Method)




1) Appraise the needs of the audience and then speak in a clear and succinct manner.

2) Research, construct, and deliver professional presentations using a variety of communication tools and techniques.

3) Construct persuasive oral communications to communicate effectively with various constituencies.

ENG 131 Oral Communications (Formative)

Recognize and apply skills necessary for effective oral communication in the academic, business, professional, and social worlds.

2. Demonstrate delivery techniques in making effective oral presentations. 5. Deliver in-class oral presentations

Oral presentations assessed with oral presentation rubric

ENG 131 Oral Communications (Formative)

Recognize and apply skills necessary for effective oral communication in the academic, business, professional, and social worlds Demonstrate the skills necessary for preparing an effective written presentation

1.Learn and utilize skills necessary in communicating effectively in the academic, business, professional, and social worlds. 4. Analyze and critique speeches 5. Deliver in-class oral presentations

Oral presentations assessed with oral presentation rubric

POL 402 Analysis of Public Policy (Summative)

Communicate policy advice in written and oral presentations.

E-2. Present the best alternative solution in an oral presentation

Oral presentation assessed with oral presentation rubric


1) Write with clarity and

ENG 121 English

Compose and present essays

C-1 Apply proper grammar and writing

Paper assessed with writing rubric

Revised: December 2018 and precision using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).




2) Exhibit competence in writing for specific purposes, diverse audiences, and genres.

3) Correctly and ethically present scholarly writings utilizing the selected citation and writing style deemed appropriate for the student’s program of study.

4) Create persuasive position papers, press releases, and original legislation.

Composition I (Formative)

with clear and well-supported arguments

mechanics C-2 Exhibit organization, unity, coherence, conciseness and clarity in writing including proper paper formatting B-2 Infer purpose and audience for specific assignments B-3 Write a first and revised draft of a descriptive essay, a compare and contrast essay, a causal analysis essay, and a narrative essay

ENG 122 English Composition II (Formative)

Develop and apply information literacy skills.

A-2 Use scholarly sources accurately and appropriately in various writing assignments

CECRAM – Test on APA format.

POL 403 Writing for Public Policy (Summative)

C-1 Argue for the best alternative solution in a policy analysis – Legislative History Paper

Paper assessed with writing rubric


1) Employ critical thinking strategies such

SCI 307 Physical Science

Utilize scientific reasoning to solve problems.

1. Demonstrate a basic understanding of the scientific method.

15 Test Questions embedded in tests in SCI 105 sections

Revised: December 2018 thinking strategies such as quantitative, qualitative, and scientific reasoning to analyze consequences and outcomes and then determine logical solutions.

as quantitative, qualitative, and scientific reasoning to analyze consequences and outcomes and then determine logical solutions.

(with Lab) (Summative)

MAT 205 Introductory Survey of Math (Formative)

Quantitative Analysis of Functions Analyze Data Using Descriptive Statistics Calculate Probabilities Analyze Data Using Inferential Statistics

Demonstrate an understanding of data relationships, functions and functional notation.

Test Questions embedded in final exam

MAT 308 Inferential Statistics (Summative)

1. Demonstrate an understanding of real numbers, their properties, and operations. 2. Demonstrate an understanding of concepts and techniques of basic algebra. 3. Data relationships. 4. Mathematics of finance. 5. Perform set operations. 6. Basic probability. 7. Basic statistics.

Test Questions embedded in final exam

PHI 100 Critical Thinking (Summative)

4. Students will apply critical thinking skills to various fields, including science, law, mass communications, and politics

Distinguish potential barriers to critical thinking . Identify and correct logical fallacies in reasoning

Final exam questions in which the students apply the critical thinking skills of reasoning and problem solving to analyze various situations.

1) Differentiate economic, legal, political, and governmental institutions, systems, and processes.


Develop appropriate policy options by borrowing, adapting, and creating.

C-1) Characterize and explain the role of economic, legal, political, and governmental institutions, systems, and processes

Test questions embedded in mid-term exam (answer key)

Revised: December 2018 Information Literacy • Using information


1) Using information in any format to research, evaluate, and ethically utilize information effectively and with appropriate attribution.


Develop and apply information literacy skills

A-1. Develop skills related to searching for evaluating, and incorporating scholarly sources

Library information literacy post-test

2) Access, use, and evaluate information effectively and appropriately, and use technology to effectively locate and communicate information.



C-3. Research existing and proposed policies

Paper (information literacy rubric)



1) Demonstrate knowledge and application of prescribed ethical codes and behaviors related to the student’s academic discipline.

2) Critically evaluate ethical dimensions, such as rights,



C-1. Argue for the best alternative solution in a policy analysis

Paper (ethics rubric)

Revised: December 2018 justice, and fairness in specific policy areas.

Additional Program Competencies Additional program competencies as prescribed by the academic college. Integrate an

understanding of economic, legal, political, and governmental institutions, systems, and processes.



C-1) Characterize and explain the role of economic, legal, political, and governmental institutions, systems, and processes

Test questions embedded in mid-term exam

Design an original law based on analysis of problems or issues

POL 403 Writing for Public Policy (Summative)


C-3) Draft an original law

Paper (writing rubric)


Legal Studies Program Outcomes Assessments Map

WU Graduation







ENG 131 Public Speaking (Formative)

6. Develop and exhibit confidence in making oral presentations to audiences.

Final oral presentation (rubric, criteria #6 – 15)

ENG 131 Public Speaking (Formative)

2. Demonstrate the skills necessary in preparing an effective written presentation including choosing a subject, evaluating the audience and the occasion, researching material, writing an outline, styling the presentation, and writing the final work 3. Demonstrate delivery techniques in making effective oral presentations.

Final oral presentation (rubric, criteria #1 – 5)

LES 440 Advanced Litigation (Summative)

Prepare and deliver an oral presentation

Oral presentation assessed with oral presentation rubric, criteria #1-15


and precision using correct English grammar: mechanics (punctuation) and

ENG 121 English Composition I (Formative)

7. Demonstrate effective mastery of these objectives through proficient written and oral expression of ideas through tests, projects, papers, and/or presentations.

Paper (rubric)

Revised: December 2018 usage (sentence structure and vocabulary).



LES 226 Legal Writing (Multiple Measure)

A-17 Apply proper English grammar and writing conventions appropriate to the type of document being drafted

Pre/post test (answer key)

LES 491 Capstone in Legal Studies (Summative)

A-3 Prepare a content appropriate, grammatically correct, and professionally formatted office legal memorandum

Legal Memorandum (rubric, criteria #2)

LES 300/400 Legal Specialty (Formative)

GOAL A: Prepare documents necessary for the representation of clients in a legal matter

Legal Memorandum (rubric, criteria #1-#14)

LES 390 Advanced Legal Writing (Multiple Measure)






LES 225 Legal Research (Formative)

A-5 Prepare proper Bluebook citations

Test (answer key)

LES 226 Legal Writing (Multiple Measure)

A-13 Prepare proper Bluebook citations and employ in a written work according to accepted standards

Mastering the Bluebook®

Revised: December 2018 LES 390

Advanced Legal Writing (Multiple Measure)

A-11 Prepare proper Bluebook citations and employ in a written work according to accepted standards including proper use of short forms and parentheticals



A-8 Synthesize findings and present conclusions with proper attribution and formatting




PHI 100 Critical Thinking (Formative)

3. Students will critically evaluate marketing and advertising techniques and consider the influences of these forces in their own lives 4. Students will apply critical thinking skills to various fields, including science, law, mass communications, and politics.

Final exam (answer key)


A-1 Prepare an analysis of a multiple legal issues using the IRAC framework A-2 Prepare an analysis which incorporates a variety of legal authority using proper hierarchical ranking and presentation A-5 Synthesize multiple legal opinions to construct a rule of law A-6 Draft relevant counter-analyses utilizing appropriate qualifying

Legal Memorandum (rubric, criteria #6, 9, and 12-15)

Revised: December 2018 language


A-7 Practice critical thinking strategies including reasoning, problems solving, analysis, and evaluation

Legal Memorandum (rubric, criteria #6, 9, and 12-15)




6(a). Locate, organize and communicate information using appropriate technology and information systems

Final paper (rubric)


A-2 Prepare an analysis which incorporates a variety of legal authority using proper hierarchical ranking and presentation A-11 Prepare proper Bluebook citations and employ in a written work according to accepted standards including proper use of short forms and parentheticals B-1 Develop and execute a research plan to locate primary and secondary authority relevant to a particular legal issue B-2 Utilize secondary sources as need to enhance understanding of subject matter terminology, possible sources of authority, and closely related concepts

Legal Memorandum (rubric, criteria #1, 3, 6, 9, 11, and 12)

LES 491 Capstone in Legal

B-1 Evaluate free, web-based sources using the CRAAP analysis to gather

Legal Memorandum (rubric, criteria #1, 3, 6, 9, 11, and 12)

Revised: December 2018 Studies (Summative)

factual information on a given subject A-8 Synthesize findings, and present conclusions with proper attribution and formatting



LES 200 Legal Ethics (Formative)

GOAL C: Perform all delegated functions in conformity with the legal and ethical principles regulating the legal service industry

50-question Multiple choice examination (answer key)


GOAL C: Perform all delegated functions in conformity with the legal and ethical principles regulating the legal service industry

50-question Multiple choice examination (answer key)

Additional Program Competencies Additional program competencies as prescribed by the academic college. Technology 1. Demonstrate an understanding of the use, management, assessment, and application of technology in the legal environment

LES 491 Capstone in Legal Studies

D-3 Demonstrate an understanding of the application of technology in the legal field

Technology self-assessment survey

Interpersonal Skills 2. Exercise effective interpersonal skills, including building and enhancing interpersonal relationships; and

LES 220 Introduction to Legal Studies (Formative)

GOAL E: Interact professionally and cooperatively with a service orientation toward co-workers, clients, and vendors

Reflection Paper self-evaluation with remediation plan

LES 350 Interviewing &

GOAL E: Interact professionally and cooperatively with a service

Client/Witness Interview assessment via interpersonal

Revised: December 2018 3. Interacting effectively with others

Investigation (Formative)

orientation toward co-workers, clients, and vendors

communication rubric

LES 491 Capstone: Senior Seminar (Summative)

GOAL E: Interact professionally and cooperatively with a service orientation toward co-workers, clients, and vendors

Mock employment interview assessment via interpersonal communication rubric


Organizational Dynamics Program Outcomes Assessments Map

WU Graduation Competencies Program


Outcome(s) Assessment Activity

(Evaluation Method)




Demonstrate effective oral and written presentation skills.

ORG 311 Organizational Change and Development


Communicate information orally in a logical and grammatical manner

Oral Presentation (rubric)

Written Communication • Write with clarity and precision

using correct English grammar: mechanics (punctuation) and usage (sentence structure and vocabulary).



Demonstrate effective oral and written presentation skills.

ORG 311 Organizational Change and Development


Present written information using standard APA style.

Theory Application Paper (rubric)

Revised: December 2018 Disciplined Inquiry • Employ critical thinking

strategies such as quantitative, qualitative, and scientific reasoning to analyze consequences and outcomes and then determine logical solutions.

Demonstrate the ability to explain and apply empirical and ethical issues related to the systematic study of individual and group processes. (Knowledge of research methods)

PSY 340 Research Methods

Understand how and why researchers study human behavior. Understand ethical issues related to studying human behavior. Understand sampling. Understand observational methods. Understand survey research. Understand experimental research. Conduct research using a variety of research methods.

All learning outcomes under the specified learning goals.

Multiple-choice exam (answer key)

ORG 402 Applied Organizational Research

Demonstrate the ability to actively engage in research and critically evaluate, synthesize, and analyze information.

Utilize a chosen research method to conduct applied organizational research.

Research proposal (rubric)

Revised: December 2018 Information Literacy • Using information in any format

to research, evaluate, and ethically utilize information effectively and with appropriate attribution.

Demonstrate ability to access, use and evaluate information technology in the behavioral sciences. (Knowledge of information literacy)

SOC 331 Research, Writing and Information Literacy in Behavioral Science

Develop information literacy skills within the behavioral sciences. Develop a proficiency at using behavioral science databases to locate empirical research and research review articles in the Behavioral Science area.

Locate needed information effectively and efficiently.

Paper (rubric)

Ethics • Demonstrate knowledge and

application of prescribed ethical codes and behaviors related to the student’s academic discipline.

Demonstrate the ability to explain and apply empirical and ethical issues related to the systematic study of individual and group processes.

ORG 444 Organizational Justice, Ethics and Social Responsibility

Understand the role of professional codes of ethics

Explain ethical codes and standards for various organizational environments.

Case Study (rubric)

Additional Program Competencies Additional program competencies as prescribed by the academic college. Program Specified Competency Recognize/Identif

y the principles and behaviors associated with effective leadership, motivation, and performance skills in organizations.

ORG 302/PSY 461 Psychology of Leadership

Explain the role and need for effective leadership in a variety of settings.

Review major leadership theories.

Paper (rubric)

Revised: December 2018

College of Social and Behavioral Science Psychology Program

Outcomes Assessments Map

WU Graduation Competencies Program Competency

Course(s) Course Goal(s) Course Learning Outcome(s)

Assessment Activity (Evaluation Method)




Exhibit effective presentation skills for different purposes

PSY 300 Theories of Personality



Theory Application Oral Presentation (rubric)

PSY 406 Tests & Measurements



Instrument Analysis Oral Presentation (rubric)





Demonstrate effective writing for different purposes.

PSY 300 Theories of Personality



Theory Application Paper (rubric)

PSY 406 Tests & Measurements



Instrument Analysis Paper (rubric)

Revised: December 2018 Disciplined Inquiry • Employ critical thinking

strategies such as quantitative, qualitative, and scientific reasoning to analyze consequences and outcomes and then determine logical solutions.



Demonstrate psychology information literacy.

SOC 331 Research, Writing and Information Literacy in Behavioral Science (PSY majors only)

Develop information literacy skills within the behavioral sciences. Develop a proficiency at using behavioral science databases to locate empirical research and research review articles in the Behavioral Science area.

Locate needed information effectively and efficiently.

Paper (rubric)

Ethics • Demonstrate knowledge and

application of prescribed ethical codes and behaviors related to the student’s academic discipline.

Apply ethical standards to evaluate psychological science and practice.

PHI 302 Ethics and Values in Behavioral Science (PSY majors only)

Understand the role of professional codes of ethics.

Identify professional issues within the context of ethics.

Paper (rubric)

Additional Program Competencies Additional program competencies as prescribed by the academic college. Program Specified Competency Students should

understand SOC 304 Understand

prejudice and Define the terms prejudice and

Multiple-choice exam

Revised: December 2018 ethically and socially responsible behaviors for professional and personal settings in a landscape that involves increasing diversity.

Ethnic Groups and Minorities

discrimination, their correlation and applicability in present worldwide and/or national conflicts, and their emergence and persistence in groups and individuals. Have knowledge of ethnic groups’ and other minorities’ present day conflicts and past historical roots within the United States and their country of origin.

discrimination, giving examples showing the difference between them. Identify various theories (such as scapegoating, exploitation, and conflict), explaining the purpose and persistence of prejudice. Explain the role of power and control in discrimination and prejudice. Define the differences between ethnic and racial groups and minorities. Evaluate past and present events experienced by various groups and the impact of prejudice and discrimination upon these events, as well as upon the individuals involved. Identify past and present conditions within a group’s country of origin. Identify notable

(answer key)

Revised: December 2018 individuals within various ethnic groups

Program Specified Competency Students should demonstrate the ability to do scientific reasoning and problem solving, including effective research methods.

PSY 340: Research Methods

Understand how and why researchers study human behavior. Understand ethical issues related to studying human behavior. Understand sampling. Understand observational methods. Understand survey research. Understand experimental research. Conduct research using a variety of research methods.

All learning outcomes under the specified learning goals.



Behavioral Sciences Program Outcomes Assessments Map

WU Graduation



Outcome(s) Assessment

Activity (Evaluation

Method) Oral Communication • Appraise the needs



Demonstrate effective oral and written presentation skills. Demonstrate the ability to conceptualize, plan, implement, analyze, and report formal inquiry in the behavioral sciences.

SOC 409: Senior Seminar in Behavioral Science

GOAL E: Demonstrate competent, professional oral communication skills.

E-1: Conduct an information interview in a professional manner. E-2: Deliver an oral presentation using Standard American English. E-3: Reflect on one’s own communication strengths and weaknesses.

Agency interview narrated Power Point (rubric)




• Correctly and


SOC 409: Senior Seminar in Behavioral Science

GOAL F: Demonstrate professional written communication skills.

F-1: Write an executive summary, professional resume and cover letter, and memo. F-2: Develop a professional program evaluation plan. F-3: Deliver professional quality presentations using media. F-4: Write papers in accordance with APA style requirements.

Written assignment (rubric)

Revised: December 2018 ethically present scholarly writings utilizing the selected citation and writing style deemed appropriate for the student’s program of study.






SOC 331: Research, writing, & information literacy in the Behavioral Sciences

GOAL F: Students will explore writing tasks and research efforts required of Behavioral Science professionals in workplace settings.

F-1 Explore research and writing requirements of career professionals F-2 Locate types of report writing required in the field F-3 Make the connection between field notes, research writing, and scholarly journals F-4 Articulate the ethical requirements of writing in the field

Research paper (rubric)

GOAL G: Students will demonstrate the ability to write with clarity and precision using correct English grammar and usage that will exhibit competence in writing for specific purposes, diverse audiences, and genres.

G-1 Demonstrate appropriate sentence and paragraph construction for multiple audiences, purposes and genres. G-2 Choose appropriate vocabulary for specific audiences, purposes and genres. G-3 Write with clarity, specificity and precision. G-4 Avoid the use of slang. G-5 Effectively use proper mechanics, usage, grammar, and spelling (MUGS).

Revised: December 2018 Disciplined Inquiry • Employ critical


Demonstrate effective critical thinking and problem solving skills.

SOC 331: Research, writing, & information literacy in the Behavioral Sciences

GOAL B: Students will demonstrate the ability to effectively organize information, to successfully synthesize multiple ideas and present solid evidence (paraphrases and quotations) from which to draw in-depth conclusions.

B-1 Compile information from different sources in new patterns B-2 Synthesize multiple ideas from different sources B-3 Present evidence to support generalizations using paraphrases and direct quotations B-4 Present appropriate points of view based on the evidence B-5 Organize, compare and interpret different concept from various sources.

Written assignment (rubric)

GOAL C: Students will demonstrate critical thinking by evaluating arguments and ethical judgments.

C-1 Differentiate facts and opinions C-2 Recognize errors in thinking C-3 Identify errors in judgment such as double-standard, irrelevant criterion, hasty conclusions, unwarranted assumptions, oversimplification, and over-generalizing or stereotyping C-4 Identify errors of reaction such as explaining away, shifting the burden of proof, attacking the person, and straw man

Revised: December 2018 Information Literacy • Using information


Demonstrate effective utilization of current technologies.

Demonstrate the ability, skills, and flexible thinking necessary to explore the various applications of behavioral science in the real world, including career options.

Demonstrate ability to access, use and evaluate information technology in the behavioral sciences.

SOC 331 Research, Writing and Information Literacy in Behavioral Science

GOAL A: Students will develop information literacy skills within the behavioral sciences. They will develop a proficiency at using behavioral science databases (i.e. PSYCHINFO, EBSCOHOST, PROQUEST, SOCINDEX or some similar such database resource) to locate empirical research and research review articles in the Behavioral Science area.

A-1 Identify key words to search and locate credible sources A-2 Locate needed information effectively and efficiently A-3 Frame a research question A-4 Evaluate information resources A-5 Evaluate information content A-6 Communicate understanding of ethical and legal issues affecting the use of information through appropriate crediting of sources

Information Literacy paper (rubric)

GOAL B: Students will demonstrate the ability to effectively organize information, to successfully synthesize multiple ideas and present solid evidence

B-1 Compile information from different sources in new patterns B-2 Synthesize multiple ideas from different sources B-3 Present evidence to support generalizations using paraphrases and direct quotations B-4 Present appropriate points of view based on the evidence

Revised: December 2018 (paraphrases and quotations) from which to draw in-depth conclusions.

B-5 Organize, compare and interpret different concept from various sources.



Demonstrate an understanding of ethical issues related to the systematic study of individual, group, and societal processes within the Behavioral Science discipline.

PHI 302 Ethics and Values in Behavioral Science

GOAL A: Understand ethics as a discipline based in philosophy.

A-1 Use logic to advance a particular position. A-2 Recognize that some, but not all, religious beliefs are received truth that could be defended logically.

2-part professional ethics project (rubric)

GOAL B: Understand codes of conduct are based on a variety of systems.

B-1 Define codes of conduct based on law. B-2 Identify morality based on religious beliefs (received truth). B-3 Identify personal beliefs as a source of conduct. B-4 Define social customs and its role in behavioral constraint. B-5 Identify philosophical-logical systems that define ethics.

GOAL F: Understand the role of professional codes of ethics.

F-1 Identify the purpose of codes of ethics. F-2 Describe how codes of ethics regulate behavior in professions. F-3 Discuss inconsistencies and omissions in a code. F-4 Identify professional issues within the context of ethics. F-5 Assess the University’s

Revised: December 2018 Code of Ethics.

Additional Program Competencies Additional program competencies as prescribed by the academic college. Demonstrate an

awareness of and respect for diversity and multiculturalism in a pluralistic society.

SOC 304 Ethnic Groups and Minorities

GOAL A: Understand prejudice and discrimination, their correlation and applicability in present worldwide or national conflicts, and their emergence and persistence in groups and individuals.

A-1 Define the terms prejudice and discrimination, giving examples showing the difference between them. A-2 Use Merton’s typologies to understand the various interactions between prejudice and discrimination. A-3 Identify various theories, (such as scapegoating, exploitation, and conflict) explaining the purpose and persistence of prejudice. A-4 Explain the role of power and control in discrimination and prejudice.


GOAL B: Have a knowledge of ethnic groups’ and other minorities’ past historical roots within the United States, within their country of origin, and present day conflicts.

B-1 Define differences between ethnic and racial groups, and minorities. B-2 Evaluate past and present events experienced by various groups and the impact of prejudice and discrimination upon these events, as well as upon the individuals involved. B-3 Identify past and present conditions within a group’s country of origin. B-4 Identify notable individuals within various

Revised: December 2018 ethnic groups and their contributions. B-5 Identify various strategies used by groups to gain equitable treatment.

GOAL C: Be aware of majority culture.

C-1 Identify values and beliefs of the majority culture. C-2 Contrast values and beliefs of ethnic minorities with the majority.

GOAL D: Demonstrate cross-cultural interaction skills.

D-1 Describe similarities and differences in the interaction/communication styles of key racial groups. D-2 Discuss the impact of misperception on interaction, using specific examples of common misperception.

GOAL E: Identify personal values and beliefs regarding ethnic groups and minorities.

Demonstrate the ability to define and explain theory and application within the Behavioral Science disciplines with regard to: -Change and

SOC 302 Marriage & the Family

GOAL A: Understand the roles of marriage and family in different cultures.

A-1 Define terms related to marriage and family. A-2 Define roles in marriage and family. A-3 Compare and contrast member roles and gender roles in different cultures. A-4 Explain the role of family in different cultures. A-5 Explore the dynamics of children in

Final paper assignment (rubric)

Revised: December 2018 development at individual, group, and societal levels. -Individual differences, group variations, and social deviance. -Micro- and macro-level processes involving individuals, groups and societies. -Empirical and ethical issues related to the systematic study of individual, group and societal processes.

families GOAL B: Be familiar with an historic perspective of marriage and family as an institution within different cultures.

B-1 Discuss how archaeological and anthropological evidence broaden our understanding of family and marriage. B-2 Compare and contrast roles and status of individuals within family in different time periods over the last several centuries.

GOAL C: Understand issues that have impact on marriage and family in contemporary culture.

C-1 Discuss the role of public policy on the institution of marriage and family. C-2 Criticize the impact of corporate capitalism on the family. C-3 Argue the role of deliberate social change on marriage and family. C-4 Explore human services models of working with children and families.

GOAL D: Be familiar with major theorists.

D-1 Identify the key concepts including terms and definitions for each theory. D-2 Identify key individuals associated with each theory. D-3 Identify strengths and weaknesses of each theoretical position.

GOAL E: Understand the interplay of culture on the

E-1 Identify various aspects of culture that could impact the institution of marriage and family (e.g.

Revised: December 2018 institution and the institution on the culture.

school, economics, and technology). E-2 Describe how an aspect of culture impacts the institution of marriage and family. E-3 Explain how the institution itself can impact culture (e.g. singlehood, nonparent)

GOAL F: Understand the process of attraction and mate selection

F-1 Describe various explanations describing mate selection including sociobiology, popular culture, and traditional cultural values. F-2 Explain how mate selection has changed over time within a culture.

Demonstrate the ability to define and explain theory and application within the Behavioral Science disciplines with regard to: -Change and development at individual, group, and societal levels. -Individual differences, group variations, and social deviance. -Micro- and

SOC 318 Social Change

GOAL A: The student will understand current theories of social change including Conflict theory, Structural - functional (strain) theory, Marxist and Marxian theory, and Interpretive - symbolic theory.

A-1 Name principal theorists A-2 Define major components of the theory. A-3 Criticize the theory. A-4 Apply the theory to one aspect of change in modern times.

Multiple choice final exam (scoring key)

GOAL B: The student will be aware of the sources and patterns of

B-1 Describe changes resulting from these sources B-2 Evaluate the importance of those sources in the present, recent past, ancient

Revised: December 2018 macro-level processes involving individuals, groups and societies. -Empirical and ethical issues related to the systematic study of individual, group and societal processes.

changes such as technology, war- conflict-aggression, weather-environment, ecology and economics.

past.

GOAL C: The student will understand predictive indicators of change and accommodation to change.

C-1 Identify predictive indicator of change such as fads, fashion, economics and politics. C-2 Explain how these can be used to predict and influence the course of change.

GOAL D: The student will be aware of positive social change.

D-1 Identify interpersonal techniques for fostering positive social change. D-2 Demonstrate interpersonal techniques for fostering positive social change. D-3 Identify organizational techniques for fostering positive social change.

GOAL E: The student will understand Ethical and Professional issues regarding social change.

E-1 Identify ethical issues. E-2 Identify professional issues.

GOAL F: The student will be aware of the emerging world

F-1 Explain developments, uneven development, dependency and world systems theory.

Revised: December 2018 system. F-2 Explain globalization

and human progress

Revised: December 2018 · 6th Edition. Demonstrate writing skills with clarity and precision using...

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