Education-SLOs

Upon completion of the PhD degree program, students should be able to:

• Demonstrate a deep understanding of critical concepts and principles of adult and higher education.
• Demonstrate an understanding and application of basic and advanced research methods used in adult and higher education.
• Demonstrate the ability to conduct research on a topic in the field of adult and higher education.

Upon completion of the MA degree  program, students should be able to:

• Demonstrate their knowledge and application of specialized content knowledge in the four target areas of the program: education, health, economics, or community by successfully completing their action research projects.

Upon completion of the certificate degree program, students should be able to:

• Identify the violated or adhered ethical code from real world situations, identify resolutions to ethical issues and know how to find help when in an ethical dilemma.
• Identify a socially significant behavior that needs changed and identify the steps needed to do so.
• Demonstrate the ability to record behavior and implement a behavior analytic intervention.

Upon completion of the certificate degree program, students should be able to:

• Understand various abuse and addiction theories, diagnosis and treatment of addictions and apply to their clinical skills.
• Identify substance use disorders and their effect on individuals, families and communities as well as understand theoretical approaches to counseling families and family members affected by substance use disorders.
• Use their knowledge of drugs of abuse and interaction with mental health disorders and understanding of psychopharmacological interventions to treat substance use disorders.
• Use their understanding of co-occurring disorders and addiction theory to provide counseling to substance use and dually diagnosed clients.
• Identify family counseling treatment approaches to substance abuse and addiction.

Students in the above program, offered at both Norman and Tulsa campuses in both traditional and fully online, should be able to demonstrate the following upon completion of the program

• Advanced Knowledge of Educational Leadership Theories and Concepts.  Graduates will demonstrate a firm understanding of core educational leadership theories, models, and concepts. They will be able to analyze and apply these theories to on-the-ground challenges in schools.
• Effective Decision-Making and Problem-Solving Abilities. Graduates will be equipped with the skills to make informed and effective decisions in complex educational settings. This involves the ability to identify problems, gather relevant information, and develop strategic solutions. Graduates should be capable of developing and implementing strategic plans that drive positive change and innovation in educational organizations.
• Organizational Management and Leadership Competencies. Students will apply principles of effective organizational management and leadership to educational institutions. This includes understanding human resources management, financial management, and organizational behavior.
• Use Research and Theory for Practice. Graduates will develop research skills, enabling them to design and conduct rigorous educational research, including qualitative and quantitative design, analysis, and appraisal.
• Ethical Leadership and Cultural Competence. Graduates will be grounded in ethical standards in educational leadership, demonstrating integrity, fairness, and professionalism in their interactions and decisions. The program will equip graduates with the skills to navigate diverse educational environments and promote cultural competence, understanding cultural differences, safeguarding civil rights, and equal educational opportunity for all students.
• Reflection and Continuous Improvement. Graduates will be able to engage in reflective practice, assessing their own leadership work and continuously seeking opportunities for growth.

Upon completion of the MEd degree program, students should be able to demonstrate the required knowledge:

• Demonstrate knowledge and understanding of the science of school leadership as defined by visionary, instructional, organizational, collaborative, ethical, and contextual leadership.
• Demonstrate competencies required to lead continuous improvement of school organizations.
• Demonstrate relevant content knowledge and skills required for those associated with building level administration. 

Upon completion of the Phd degree program, students should be able to:

• Demonstrate a command and mastery of theory and evidence related to the science of leadership.
• Demonstrate competencies required to develop and sustain an authentic line of inquiry that contributes to essential knowledge in the discipline.
• Demonstrate their ability to conduct research on a topic that relates to Educational Administration.

Upon completion of the MEd degree program, students should be able to:

• Understand and apply disciplinary knowledge from the humanities and social sciences to interpreting the meanings of education and schooling in diverse cultural contexts.
• Uunderstand how moral principles related to democratic institutions can inform and direct schooling and other educational practice, leadership, and governance.
• Understand the full significance of diversity in a democratic society and how that bears on instruction, school leadership, and governance.
• Demonstrate the ability to successfully apply critical disciplinary knowledge from the humanities and social sciences in the targeted area of study to produce scholarly and/or creative works, including but not limited to research or other creative activity, in the form of thesis or comprehensive exam.

Upon completion of the MEd degree program, students should be able to:

• Demonstrate knowledge and understanding of the science of school leadership as defined by visionary, instructional, organizational, collaborative, ethical, and contextual leadership.
  
• Demonstrate competencies required to lead continuous improvement of school organizations.
• Demonstrate relevant content knowledge and skills required for those associated with building level administration.

Upon completion of the PhD degree program, students should be able to:

• Students are prepared as educators to understand and apply disciplinary knowledge from the humanities and social sciences to interpreting the meanings of education and schooling in diverse cultural contexts. 
• Students are prepared as educators to understand and apply critical perspectives on education and schooling.
• Students will synthesize material in specialized field of interests to the disciplines, above and beyond what has been presented in prior coursework; it requires the student to demonstrate a detailed and comprehensive knowledge of his/her fields, at a level appropriate to signify capacity for responsible teaching and for
  advanced research and scholarship.
• Upon completion of the program, students will demonstrate understanding and application of basic and advanced research methods in educational studies, including research design, data analysis, and interpretation. Specifically, students will be able to:
  • a) Describe the social foundations and critical theories/ways of knowing in educational studies.
  • b) Explain different research methodologies used by educators and scholars.
  • c) Evaluate the appropriateness of conclusions derived from educational research.
  • d) Generalize research conclusions appropriately based on the parameters of particular research method
• In building their dissertation prospectus, students will demonstrate knowledge of their interdisciplinary fields, demonstrate advanced research design skills and ability to execute their proposed dissertation.                                     

Upon completion of the certificate degree program, students should be able to:

• Use their understanding of individual learning differences to select, develop, and implement comprehensive curricula for students with disabilitie.
• Use the principles of applied behavior analysis to identify, define, observe, and measure student behavior in the classroom and use behavior data to design appropriate interventions to modify behavior.
• Identify evidence-based instructional practices for working with students with a variety of support needs and implement interventions to improve academic and functional outcomes for students with disabilities.

Upon completion of the MEd degree program, students should be able to:

• Demonstrate knowledge of the field of Instructional Technology and Educational Psychology by synthesizing information related to research topics in their chosen field.
• Demonstrate an understanding and application of basic research methods used in education.
• Correctly apply principles of motivation, learning, and instructional design to educational problems. 
• Demonstrate knowledge of the field of SPDRE by synthesizing information related to research topics in their chosen field.

Upon completion of the PhD degree program, students should be able to:

• Synthesize information related to a research topic of their choosing.
• Demonstrate an understanding and application of basic and advanced research methods used education.
• Demonstrate the ability to conduct research on a topic of their choosing.

Upon completion of the MEd degree program, students should be able to:

• Design instruction according to sound instructional design principles.
• Demonstrate knowledge of the field of Instructional Technology and Educational Psychology by synthesizing information related to research topics in their chosen field.
• Demonstrate an understanding and application of basic research methods used in education. 
• Students will design instruction according to sound instructional design principles.
• Correctly apply principles of motivation, learning, and instructional design to educational problems.

Upon completion of the PhD degree program, students should be able to:

• Design instruction according to sound instructional design principles.
• Demonstrate an understanding and application of basic and advanced research methods in education, including the synthesis of research and application of findings to research topics of personal interest.
• Demonstrate the ability to conduct research on a topic of their choosing.
• Display understanding of multiple areas of SPDRE.

Upon completion of the graduate certificate degree program, students should be able to:

• Use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
• Understand, select and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
• Demonstrate the ability to be reflective literacy professionals; demonstrate leadership and facilitation skills; and advocate on behalf of teachers, students, families, and communities.

Upon completion of the graduate certificate degree program, students should be able to:

• Demonstrate competence in understanding and synthesizing conceptual knowledge of learning sciences foundations, including instructional design concepts and principles, learning and motivation theories, and social and cultural considerations in instructional uses of digital technology.
• Demonstrate competence in understanding and applying the principles and theories of graphic design and visual perception that underpin effective visual and media communication in education and training contexts.
• Demonstrate competence in design, development, and assessment of digitally supported learning environments.

Upon completion of this degree program, students should be able to:

• Demonstrate command of theoretical and practical foundations of learning experience design, instructional design and technology, learning theories, and critical digital pedagogies.  
• Demonstrate research competence with a variety of research methodologies, methods, and tools to address research problems related to learning and instruction, with particular attention to learner centered and critical approaches.   
• Demonstrate command of various authoring and other digital development tools for designing and developing effective digital learning environments and applications.      

Upon completion of the MEd degree program, students should be able to:

• Be competent scientist-practioners that demonstrates:
  • Initial knowledge of the foundational areas of counseling.
  • Initial knowledge and competence in understanding and evaluating research in the context of practice.
  • Initial knowledge and competence in assessment, diagnosis, treatment, supervision and consultation.
  • Ability to apply the knowledge base of counseling in a scientifically-based, theoretically-driven manner.
• Be committed to ethical practice in counseling and will demonstrate:
  • Display professionalism in their relationships with faculty, staff, and peers necessary for success in multiple career settings.
  • Knowledge of and adhere to ethical and legal guidelines and standards in all aspects of their professional work.
• Have been exposed to multicultural competence and social justice values informed by science and practice: Graduates are knowledgeable about and able to engage in:
  • Culturally competent clinical and professional practice informed by current research and theory.
  • Social justice values and their application to practice and research in counseling.
• Demonstrate the followings:
  • initial knowledge of the foundational areas of counseling.
  • Initial knowledge and competence in understanding and evaluating research in the context of practice.
  • Initial knowledge and competence in assessment, diagnosis, treatment, supervision and consultation.
  • Ability to apply the knowledge base of counseling in a research and clinical-based, theoretically-driven manner.
• To produce graduates who have been exposed to cultural competence informed by science and practice: Graduates are knowledgeable about and able to engage in:
  • Culturally competent clinical and professional practice informed by current research and theory, and their application to practice and research in counseling.

Upon completion of the MEd degree program, students should be able to:

• Use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
• Understand, select and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.
• Demonstrate the ability to be reflective literacy professionals; demonstrate leadership and facilitation skills; and advocate on behalf of teachers, students, families, and communitie.
• Demonstrate competence in the key areas assessed in the state licensure/certification test for reading specialists.

Upon completion of the certificate degree program, students should be able to:

• Use their understanding of current theory and research as it applies to human development across the lifespan, with emphases on the physical, cognitive and language, social and personality development, and contextual influences on development, to understand human development across the lifespan as related to counseling.
• Students should be able to demonstrate an understanding of the ASCA National Model areas of Define, Manage, Deliver, and Assess, the history of school counseling, as well as the role of the professional school counselor applying knowledge of legal, ethical, and cultural awareness to create interventions that increase equity in student achievement, graduation rates, and college and career awareness for all students.  
• Understand career development and related life factors, an overview of career development theories, and use vocational choice theories, assessments, and facilitate career counseling sessions and career guidance. 
• Able to understand individual psychological functioning, identify and observe human behaviors, including analyses of mood, cognitions, physical well-being, and psychological conflicts and strengths, including knowledge and interpretation of an IQ assessment. 
• Able to understand theories, techniques, and strategies for counseling children and adolescents and their families in both school and clinical settings.                      

Upon completion of the certificate degree program, students should be able to:

• Incorporate transition planning successfully in the Individual Education Programs.
• Utilize transition assessment to complete a full transition battery and interpret results.
• Utilize transition assessment to complete a full transition battery and interpret results.

Upon completion of the MEd degree program, students should be able to:

• Analyze, synthesize, and report on special education literature.
• Upon completion of the degree program, students should be able to identify the key features of single-case research designs and use visual analysis procedures to evaluate intervention effectiveness. 
• Upon completion of the degree program, students should be able to conduct and evaluate assessments and use assessment results to develop instructional or behavioral interventions.                      

Upon completion of the MEd degree program, students should be able to:

• Analyze, synthesize, and report on special education literature.
• Identify the need for an instructional, research, or service need/outcome in the special education field; and (b) develop ideas and/or materials to support meeting that outcome/need. (For students in Transition emphasis only).
• Demonstrate knowledge of applied behavior analysis, record behavior, and implement an applied behavioral intervention. (For students in Applied Behavior Analysis emphasis only.)
• Assess the academic and behavioral performance of students with mild/moderate disabilities.
• Identify the key features of single-case research designs and use visual analysis procedures to evaluate intervention effectiveness.
• Conduct and evaluate assessments and use assessment results to develop instructional or behavioral interventions.
• Apply problem-solving techniques in collaborating with professional colleagues, families, and related and ancillary personnel to improve programs, services, and outcomes for individuals with disabilities.

Upon completion of the PhD degree program, students should be able to:

• Synthesize information related to a research topic of their choosing.
• Demonstrate an understanding and application of basic and advanced research methods used in education.
• Demonstrate the ability to conduct research on a topic of their choosing.

Upon completion of the BS degree program, students should be able to:

• Demonstrate their mastery of specialized content knowledge in their certification area by achieving a passing score on the Oklahoma Subject Area Test (OSAT) which is required for teacher certification.
• Demonstrate their mastery of pedagogical content knowledge, impact on student learning, and application for the classroom, to begin teaching as an entry-level teacher by achieving a passing score on the Praxis Performance Assessment of Teachers, which is required for teacher certification.
• Demonstrate satisfactory teaching performance by earning ratings of Proficient or Advanced in each of the ten dimensions of teaching measured by the Unit Level InTASC-based Internship Observation Rubric.
• Demonstrate their mastery of pedagogical content knowledge, impact on student learning, and application for the classroom, to begin teaching as an entry-level teacher by achieving a passing score on the Praxis Performance Assessment of Teachers, which is required for teacher certification.