Learning Outcomes

BS Health Sciences

Outcomes for the Health Sciences Major
Upon satisfactory completion of the Health Sciences Program, Graduates should be able to:

Apply knowledge of the basic sciences.

  • Utilize knowledge of the principles and processes of the basic sciences and the scientific method in their completion of basic science courses, co-op and other experiential learning, and post-baccalaureate job placement and graduate program admission.

Understand and analyze the U.S. health care system.

  • Describe and assess basic components of the U.S. healthcare system, including care delivery, financing, quality, and management challenges.
  • Apply this knowledge to issues of healthcare access, quality, and health disparities
  • Utilize this information in their co-op and other experiential learning opportunities. Use basic public health principles.
  • Understand the multiple determinants of health, public health principles, and the core functions of public health, including the roles of federal, state and local governments.
  • Identify and analyze racial, ethnic, class and other health disparities, their origins, and their remediation, particularly as related to urban health.
  • Critically analyze and evaluate multiple viewpoints and strategies regarding public health challenges
  • Describe the role and impact of public policies, including laws, regulation, and litigation on both individual and population health.

Apply research methods and analytic strategies.

  • Describe the biostatistical, research design, and program evaluation skills essential to public health and the basic principles of clinical and health services research.
  • Characterize how epidemiologic and other public health analytic methods both quantitative and qualitative are used to safeguard the population’s health.
  • Use appropriate data to assess the well-being of a community and describe the tenets of effective community-based participatory research.

Communicate health information effectively and appropriately

  • Communicate clearly and persuasively through interpersonal, organizational and global channels, both orally and in writing.
  • Communicate effectively and appropriately current health-related ideas, arguments, and conclusions to a wide range of audiences, from providers, patients, families, caregivers to communities via public health campaigns
  • Utilize both traditional and new media as individuals and members of inter-professional health care teams.

Appreciate the roles and responsibilities of stakeholders in population health, including health care professionals, community members, health departments and institutions.

  • Explain the perspectives of diverse professions on public health, individual health, and health care delivery
  • Demonstrate their ability to engage in collaborative and interdisciplinary approaches and teamwork for improving population health through successful team-based coursework and experiential learning.

Utilize global perspectives.

  • Examine and understand the implications of critical health and public health issues confronting the United States and other countries the lens of global risks and opportunities.
  • Identify political, economic, and other factors affecting public health globally and the strategies required for change and improvement.
  • Discuss international efforts to improve health and deliver health care services and will be able to incorporate an understanding of the relationship between human rights and health.

Exercise Science

In additional to general education purpose, Graduate Exercise Science Program seeks to assist students in meeting the following learning goals with associated student learning outcomes:

Learning Goal 1: Synthesize and apply advanced principles and concepts in exercise science

Learning Outcome 1.1: Apply advanced principles of exercise physiology including acute and chronic responses to endurance and resistance training of the cardiopulmonary, respiratory and musculoskeletal systems.

Learning Outcome 1.2: Describe the role of physical activity and exercise in health, well-being and disease states.

Learning Outcome 1.3: Integrate scientific rational and proven guidelines for the assessment and development of physical activity and exercise programs.

Learning Goal 2: Analyze scientific research in exercise science

Learning Outcome 2.1: Utilize the fundamental principles and concepts of conducting scientific research.

Learning Outcome 2.2: Integrate and apply exercise science principles to design and conduct a research study.

Learning Outcome 2.3: Be able to demonstrate proficiency in written, oral and visual communication skills for scientific communications.

Learning Goal 3: Describe the role of physical activity in public health

Learning Outcome 3.1: Describe the fundamental concepts and principles of public health

Learning Outcome 3.2: Plan, develop, and evaluate primary prevention programs.

Learning Outcome 3.3: Construct a needs assessment in an urban community

MPH

The MPH Program in Urban Health has identified the following core public health and urban health competencies, which guide all program activities:

General Public Health Competencies

Analytic/Assessment Skills

  • Assess the health status of populations and their related determinants of health and illness
  • Selects variables that measure public health conditions
  • Interprets qualitative and quantitative data
  • Utilizes data to address scientific, political, ethical, and social public health issues

Policy Development/Program Planning Skills

  • Articulates the implications of policy options

Communication Skills

  • Communicates in writing and orally, in person, and through electronic means, with linguistic and
    cultural proficiency
  • Applies communication strategies in interactions with individuals and groups

Cultural Competency Skills

  • Explains the dynamic forces that contribute to cultural diversity

Public Health Sciences Skills

  • Describes the scientific foundation of the field of public health
  • Applies the basic public health sciences (including, but not limited to: biostatistics, epidemiology, environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs
  • Determines the limitations of research findings

The MPH Program has one area of specialization, which is “Urban Health”. The specific competencies selected for this specialization mirror the general competencies the guide the entire program and have been amended to take into account the health of urban populations:

Urban Health Competencies

Analytic/Assessment Skills

  • Describes the characteristics of an urban population-based health problem
  • References sources of urban public health data and information Policy

Development/Program Planning Skills

  • Articulates policy options to address an urban health issue

Communication Skills

  • Solicits input from individuals and organizations in urban environments
  • Presents demographic, statistical, programmatic, and scientific information for use by professional and
    lay audiences

Cultural Competency Skills

  • Considers the role of cultural, social, and behavioral factors in the accessibility, availability,
    acceptability and delivery of urban public health services

Community Dimensions of Practice Skills

  • Establishes linkages with key stakeholders in an urban environment

Public Health Sciences Skills

  • Conducts a comprehensive review of the scientific evidence related to an urban public health issue, concern, or intervention
  • Retrieves scientific evidence from a variety of text and electronic sources

Leadership and Systems Thinking Skills

  • Promotes individual, team, and organizational learning opportunities

All graduates fulfill the competencies that guide the MPH Program.

PhD Population Health

After completion of the Population Health PhD program, graduates will be able to:

  1. Apply knowledge of population health theories and principles.
  2. Explain theories of population health and demonstrate how such theories impact population health assessment.
  3. Use research methods and analytic strategies to contribute to body of knowledge.
  4. Implement fundamentals of epidemiology, biostatistics, data analysis, research design and program evaluation.
  5. Conduct high quality research on population health related topics, such as social, nutritional, pharmacological and environmental epidemiology; program evaluation; epidemiological, biostatistical, and health assessment methods development; exercise physiology; health economics; and health policy.
  6. Publish research papers in top-quality academic journals and present findings at conferences.
  7. Build and develop one’s own expertise in a research domain through active research and teaching in the classroom.

BS Pharmaceutical Sciences

Upon completion of the program, students will be able to:

  1. Demonstrate evidence-based knowledge of the scientific foundations of medication research, approval and development.
  2. Apply scientific knowledge and principles of biological sciences, medicinal chemistry, pharmacology, pharmaceutics, pharmacokinetics, and pharmacogenomics to generate hypotheses, to design scientific experiments, to reliably execute experimental protocols, to statistically analyze and interpret scientific data, and to generate scientific
  3. Apply quantitative principles in the calculations of doses, concentrations, molarities, standard curves and of pharmacokinetics.
  4. Use communication and information technology effectively and
  5. Retrieve, analyze, interpret, synthesize, and manage professional, lay, and scientific information and literature.
  6. Collaborate and communicate with other members of an interdisciplinary laboratory research
  7. Demonstrate effective written and verbal communication skills in order to present scientific
  8. Accurately and safely prepare, store and use drugs and chemicals in accordance to applicable environmental health and safety
  9. Demonstrate project management skills including project design, implementation, and
  10. Demonstrate critical thinking and problem-solving
  11. Exhibit ethical behavior and resolve dilemmas that arise in the research laboratory setting based on ethical principles of

MS Biomedical Nanotechnology

The MS program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields.
  6. Graduates will have carried out and presented an original work of research in their discipline, as applicable in Thesis bearing Master’s Program.

MS Biomedical Science

The MS program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields.
  6. Graduates will have carried out and presented an original work of research in their discipline, as applicable in Thesis bearing Master’s Program.

MS Medicinal Chemistry

The MS program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields.
  6. Graduates will have carried out and presented an original work of research in their discipline, as applicable in Thesis bearing Master’s Program.

MS Pharmaceutical Sciences

The MS program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields.
  6. Graduates will have carried out and presented an original work of research in their discipline, as applicable in Thesis bearing Master’s Program.

MS Pharmacology

The MS program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields.
  6. Graduates will have carried out and presented an original work of research in their discipline, as applicable in Thesis bearing Master’s Program.

PharmD

Ability Based Outcomes for the Doctor of Pharmacy Degree†
Domain 1 – Foundational Knowledge
1.1. Learner (Learner) Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient— centered care.
Domain 2 – Essentials for Practice and Care
2.1. Patient—centered care (Caregiver) Provide patient—centered care as the medication expert (collect and interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities).
2.2. Medication use systems management (Manager) Manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.
2.3. Health andwellness (Promoter) Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.
2.4. Population—based care (Provider) Describe how population—based care influences patient— centered care and influences the development of practice guidelines and evidence—based best practices.
Domain 3 — Approach to Practice and Care
3.1. Problem Solving (Problem Solver) Identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution.
3.2. Educator (Educator) Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.
3.3. Patient Advocacy (Advocate) Assure that patients’ best interests are represented.
3.4. Interprofessional collaboration (Collaborator) Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.
3.5. Culturalsensitivity (Includer) Recognize social determinants of health to diminish disparities and inequities in access to quality care.

Approved, 2013

3.6. Communication (Communicator) Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.
Domain 4 – Personal and Professional Development
4.1. Self—awareness (Self—aware) Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.
4.2. Leadership (Leader) Demonstrate responsibility for creating and achieving shared goals, regardless of position.
4.3. Innovation and Entrepreneurship (Innovator) Engage in innovative activities by using creative thinking to envision better ways ofaccomplishing professional goals.
4.4. Professionalism (Professional) Exhibit behaviors and values that are consistent with the trust given to the profession bypatients, other healthcare providers, and society.

† Adopted from Medina M, Plaza CM, Stowe CD, et al. Center for the Advancement of Pharmacy Education 2013 Educational Outcomes. Am J Pharm Ed. 2013;77(8):162.

PhD Biomedical Science

The Doctor of Philosophy (PhD) program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields.
  6. Graduates will have carried out and presented an original work of research in their discipline.

PhD Medicinal Chemistry

The Doctor of Philosophy (PhD) program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields.
  6. Graduates will have carried out and presented an original work of research in their discipline.

PhD Pharmaceutical Science

The Doctor of Philosophy (PhD) program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields. 6. Graduates will have carried out and presented an original work of research in their discipline.

PhD Pharmacology

The Doctor of Philosophy (PhD) program learning outcomes are the following:

  1. Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study.
  2. Graduates will be able to summarize major themes and current research problems in their area of specialization.
  3. Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public.
  4. Graduates will be able to identify areas where ethical issues may arise in their work or discipline, and articulate strategies for dealing with ethical issues in the profession.
  5. Graduates will be able to explain and identify open problems and areas needing development in their fields. 6. Graduates will have carried out and presented an original work of research in their discipline.

MS Physician Assistant

Specific Expected Learning Outcomes

Medical Knowledge: Medical knowledge includes the synthesis of pathophysiology, patient presentation, differential diagnosis, patient management, surgical principles, health promotion, and disease prevention. Physician assistant students must demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care in their area of practice. In addition, physician assistant students are expected to demonstrate an investigative and analytic thinking approach to clinical situations. Physician assistant students are expected to develop the requisite medical knowledge proficiencies during their graduate education to understand, evaluate, and apply the following to clinical scenarios:

  • evidence-based medicine
  • scientific principles related to patient care
  • etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions
  • signs and symptoms of medical and surgical conditions
  • appropriate diagnostic studies
  • management of general medical and surgical conditions to include pharmacologic and other treatment modalities
  • interventions for prevention of disease and health promotion/maintenance
  • screening methods to detect conditions in an asymptomatic individual
  • history and physical findings and diagnostic studies to formulate differential diagnoses upon completion of the program.

Interpersonal & Communication Skills: Interpersonal and communication skills encompass the verbal, nonverbal, written, and electronic exchange of information. Physician assistant students must demonstrate interpersonal andcommunication skills that result in effective information exchange with patients, patients’ families, physicians,professional associates, and other individuals within the health care system. Physician assistant students are expected to develop the requisite interpersonal and communication skills proficiencies during the course of their graduate education to:

  • create and sustain a therapeutic and ethically sound relationship with patients
  • use effective communication skills to elicit and provide information
  • adapt communication style and messages to the context of the interaction
  • work effectively with physicians and other health care professionals as a member or leader of a health care teamor other professional group
  • demonstrate emotional resilience and stability, adaptability, flexibility, and tolerance of ambiguity and anxiety
  • accurately and adequately document information regarding care for medical, legal, quality, and financial purposesupon completion of the program.

Patient Care: Patient care includes patient- and setting-specific assessment, evaluation, and management. Physician assistant students must demonstrate care that is effective, safe, high quality, and equitable. Physician assistant students are expected to develop the requisite patient care proficiencies during their graduate education to:

  • work effectively with physicians and other health care professionals to provide patient-centered care
  • demonstrate compassionate and respectful behaviors when interacting with patients and their families
  • obtain essential and accurate information about their patients
  • make decisions about diagnostic and therapeutic interventions based on patient information and preferences,current scientific evidence, and informed clinical judgment
  • develop and implement patient management plans
  • counsel and educate patients and their families
  • perform medical and surgical procedures essential to their area of practice
  • provide health care services and education aimed at disease prevention and health maintenance
  • use information technology to support patient care decisions and patient education upon completion of the program.

Professionalism: Professionalism is the expression of positive values and ideals as care is delivered. Foremost, it involves prioritizing the interests of those being served above one’s own. Physician assistant students mustacknowledge their professional and personal limitations. Professionalism also requires that PA students practice without impairment from substance abuse, cognitive deficiency or mental illness. Physician assistant students must demonstrate a high level of responsibility, ethical practice, sensitivity to a diverse patient population, and adherence to legal and regulatory requirements. Physician assistant students are expected to develop the requisite professionalism skill proficiencies during the course of their graduate education to demonstrate:

  • understanding of the legal and regulatory requirements, as well as the appropriate role of the physician assistant
  • professional relationships with physician supervisors and other health care providers
  • respect, compassion, and integrity
  • accountability to patients, society, and the profession
  • commitment to excellence and on-going professional development
  • commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patientinformation, informed consent, and business practices
  • sensitivity and responsiveness to patients’ culture, age, gender, and abilities
  • self-reflection, critical curiosity, and initiative
  • healthy behaviors and life balance
  • commitment to the education of students and other health care professionals upon completion of the program.

Practice-based Learning & Improvement: Practice-based learning and improvement includes the processes through which physician assistant students engage in critical analysis of their own practice experience, the medical literature, and other information resources for the purposes of self- and practice-improvement. Physician assistant students must be able to assess, evaluate, and improve their patient care practices. Physician assistant students are expected to develop the requisite practice-based learning and improvement skill proficiencies during their graduate education to:

  • analyze practice experience and perform practice-based improvement activities using a systematic methodology in concert with other members of the health care delivery team
  • locate, appraise, and integrate evidence from scientific studies related to their patients’ health
  • apply knowledge of study designs and statistical methods to the appraisal of clinical literature and other information on diagnostic and therapeutic effectiveness
  • utilize information technology to manage information, access medical information, and support their own education
  • recognize and appropriately address personal biases, gaps in medical knowledge, and physical limitations in themselves and others upon completion of the program.

Systems-based Practice: Systems-based practice encompasses the societal, organizational, and economic environments in which health care is delivered. Physician assistant students must demonstrate an awareness of and responsiveness to the larger system of health care to provide patient care that balances quality and cost, while maintaining the primacy of the individual patient. PA students should work to improve the health care system of which their practices are a part. Physician assistant students are expected to develop the requisite systems-based practice skill proficiencies during the course of their graduate education to:

  • effectively interact with different types of medical practice and delivery systems
  • understand the funding sources and payment systems that provide coverage for patient care and use the systems effectively
  • practice cost-effective health care and resource allocation that does not compromise quality of care
  • advocate for quality patient care and assist patients in dealing with system complexities
  • partner with supervising physicians, health care managers, and other health care providers to assess, coordinate, and improve the delivery and effectiveness of health care and patient outcomes
  • accept responsibility for promoting a safe environment for patient care and recognizing and correcting systems-based factors that negatively impact patient care
  • apply medical information and clinical data systems to provide effective, efficient patient care
  • recognize and appropriately address system biases that contribute to health care disparities
  • apply the concepts of population health to patient care upon completion of the program.

Doctor of Audiology

The Doctor of Audiology knowledge and skills outcomes are outlined in the American Speech-Language and Hearing Association (ASHA) document

2012 Standards and Implementation Procedures for the Certificate of Clinical Competence in Audiology .

Standard IV—Knowledge and Skills Outcomes

MS Speech-Language Pathology

The MS Speech-Language Pathology knowledge and skills outcomes are outlined in the American Speech-Language and Hearing Association (ASHA) document

2014 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology.

Standard IV—Knowledge Outcomes

Standard V—Skills Outcomes

BS Rehabilitation Studies

Goals Outcome

Measures

Individual

Group Responsible

Timeline Data Sources Threshold to Trigger Change Assessment of Change
1.  Prepare students to pursue careers in rehabilitative health services Employment in rehabilitation field or enrollment in graduate health professional program in rehabilitation field Outcomes committee Assess annually Institutional Research (IR) outcomes survey

 

< 80% students employed in rehabilitation-related health career or enrollment in graduate studies Formal curricular assessment aligned with outcomes to identify challenges and area for improvement
2.  Educate students who apply effective written, verbal, technological, and non-verbal communication skills in all professional settings Achieve a B or better in capstone  course Outcomes committee Assess throughout curriculum in identified courses, co-op employment and at the end of the capstone course Presentation of capstone project proposal, (via rubric), co-op employment evaluation, assessment of communication in select courses (class rubric) , booklet < B grade in capstone  course proposals. Re-evaluate touch points in curriculum that address goal and formulate new strategies to promote successful application of these skills
3. Demonstrate a commitment life-long learning Students pursue advanced education through graduate school, and continuing education Outcomes committee Assess at 6 months post graduation and annually NU IR and PT student outcome survey Benchmark of 70% involved in professional development Identify aspects of the curriculum and professional seminars which model professional engagement and commitment to lifelong learning, modify with additional core elements as needed

MS Occupational Ergonomics and Health

Upon completion of the program, students will be able to:

  • Compare fundamental ergonomic approaches to the prevention of work-related injuries, musculoskeletal disorders, and disabilities.
  • Compare and contrast the scope and types of workplace programs of ergonomics and health.
  • Create and administer integrative and innovative approaches to workplace health promotion and wellness programs.
  • Analyze factors in the work environment that affect safety and pose risks to workers.

Applied Behavior Analysis

Northeastern University

Master of Science in Applied Behavior Analysis

PROGRAM ASSESSMENT PLAN

Program Description
The Northeastern University Master of Science Program in Applied Behavior Analysis (widely known as the MABA Program) was founded in 1976. The MABA Program provides students with extensive coursework and training in applied behavior analysis. Students begin the program by taking coursework in basic behavioral principals; later courses extend the student’s knowledge beyond basic behavioral principles and procedures to more advanced concepts. While retaining a practitioner focus, this program gives students in-depth knowledge of topics such as conditioned reinforcement, motivational influences on behavior, and errorless teaching procedures. With this background, program graduates are prepared to address the most complex behavior problems and learning challenges.

Course content is based on the Behavior Analyst Certification Board (BACB©) Fourth Edition Task List© and prepares students to take the Board Certified Behavior Analyst (BCBA) exam. Students complete 6 core courses, plus an additional 4 courses that extend the student’s familiarity with clinical procedures and with the research supporting their use. Students may elect to complete their supervised experience hours by taking Intensive Practicum 1 and Intensive Practicum 2 in addition to the 10 required courses.

 

Courses are delivered in an online format. Students attend lectures virtually and view supplementary material on their own schedules, taking advantage of technological advances that promote student learning and increase student-to-instructor and student-to-student communication.

 

A Professional Portfolio is the capstone for the Master of Science program. The Professional Portfolio is compiled of competencies students have achieved while in the program. Evidence is gathered from projects that students conduct as part of their coursework, including preference assessments, functional analyses, and intervention programs.

Learning Outcomes
*Student learning outcomes come directly from the BACB 4th Edition Task List©*

 

The first section, Basic Behavior-Analytic Skills, covers tasks that a practicing behavior analyst will perform with some, but probably not all, clients. These tasks represent basic, commonly used skills and procedures:

 

A: Measurement

A-01       Measure frequency (i.e., count).

A-02       Measure rate (i.e., count per unit time). A-03    Measureduration.

A-04       Measure latency.

A-05      Measure interresponse time (IRT). A-06    Measure percent ofoccurrence.

A-07      Measure trials to criterion.

A-08      Assess and interpret interobserver agreement.

A-09      Evaluate the accuracy and reliability of measurement procedures. A-10    Design, plot, and interpret data using equal-intervalgraphs.

A-11       Design, plot, and interpret data using a cumulative record to displaydata.

A-12       Design and implement continuous measurement procedures (e.g., eventrecording).

A-13       Design and implement discontinuous measurement procedures (e.g., partial & whole interval, momentary time sampling).

 

A-14    Design and implement choice measures.B: Experimental Design

B-01       Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to evaluate whether interventions are behavior analytic in nature.

B-02       Review and interpret articles from the behavior-analytic literature.

B-03       Systematically arrange independent variables to demonstrate their effects on dependent variables.

B-04       Use withdrawal/reversal designs.

B-05       Use alternating treatments (i.e., multielement) designs. B-06    Use changing criterion designs.

B-07    Use multiple baselinedesigns. B-08    Use multiple probedesigns.

B-09    Use combinations of design elements.

B-10       Conduct a component analysis to determine the effective components of an intervention package.

B-11       Conduct a parametric analysis to determine the effective values of an independent variable C: Behavior Change Considerations

C-01    State and plan for the possible unwanted effects of reinforcement. C-02    State and plan for the possible unwanted effects of punishment.

C-03    State and plan for the possible unwanted effects of extinction. D: Fundamental Elements of Behavior Change

D-01      Use positive and negative reinforcement.

D-02      Use appropriate parameters and schedules of reinforcement. D-03    Use prompts and prompt fading.

D-04    Use modeling and imitation training. D-05    Use shaping.

D-06      Use chaining.

D-07      Conduct task analyses.

D-08      Use discrete-trial and free-operant arrangements.

D-09      Use the verbal operants as a basis for language assessment. D-10    Use echoictraining.

D-11    Use mandtraining. D-12    Use tacttraining.

D-13    Use intraverbaltraining. D-14    Use listenertraining.

D-15       Identify punishers.

D-16       Use positive and negative punishment.

D-17       Use appropriate parameters and schedules of punishment. D-18    Useextinction.

D-19      Use combinations of reinforcement with punishment and extinction

D-20      Use response-independent (time-based) schedules of reinforcement (i.e., noncontingent reinforcement).

D-21      Use differential reinforcement (e.g., DRO, DRA, DRI, DRL, DRH). E: Specific Behavior-ChangeProcedures

E-01       Use interventions based on manipulation of antecedents, such as motivating operations and discriminative stimuli.

E-02       Use discrimination training procedures. E-03    Use instructions and rules.

E-04       Use contingency contracting (i.e., behavioral contracts).

E-05       Use independent, interdependent, and dependent group contingencies. E-06   Use stimulus equivalenceprocedures.

E-07    Plan for behavioral contrast effects.

 

E-08    Use the matching law and recognize factors influencing choice. E-09    Arrange high-probability request sequences.

E-10       Use the Premack principle.

E-11       Use pairing procedures to establish new conditioned reinforcers and punishers. E-12    Use errorless learning procedures.

E-13    Use matching-to-sampleproceduresF: Behavior-ChangeSystems

F-01    Use self-management strategies.

F-02    Use token economies and other conditioned reinforcement systems. F-03    Use Direct Instruction.

F-04       Use precision teaching.

F-05       Use personalized systems of instruction (PSI). F-06    Use incidentalteaching.

F-07       Use functional communication training.

F-08       Use augmentative communication systems.

 

The second section, Client-Centered Responsibilities, includes tasks related to working with all clients and they should apply in most applied situations:

G: Identification of the Problem

G-01      Review records and available data at the outset of the case.

G-02      Consider biological/medical variables that may be affecting theclient.

G-03      Conduct a preliminary assessment of the client in order to identify the referral problem. G-04    Explain behavioral concepts using nontechnical language.

G-05       Describe and explain behavior, including private events, in behavior-analytic (non-mentalistic) terms.

G-06       Provide behavior-analytic services in collaboration with others who support and/or provide services to one’sclients.

G-07       Practice within one’s limits of professional competence in applied behavior analysis, and obtain consultation, supervision, and training, or make referrals as necessary.

G-08       Identify and make environmental changes that reduce the need for behavior analysis services.

H: Measurement

H-01      Select a measurement system to obtain representative data given the dimensions of the behavior and the logistics of observing and recording.

H-02      Select a schedule of observation and recording periods.

H-03      Select a data display that effectively communicates relevant quantitative relations. H-04          Evaluate changes in level, trend, and variability.

H-05    Evaluate temporal relations between observed variables (within & between sessions, time series).

I: Assessment

I-01         Define behavior in observable and measurable terms.

I-02         Define environmental variables in observable and measurable terms.

I-03         Design and implement individualized behavioral assessment procedures. I-04     Design and implement the full range of functional assessment procedures. I-05     Organize, analyze, and interpret observed data

I-06         Make recommendations regarding behaviors that must be established, maintained, increased, ordecreased.

I-07         Design and conduct preference assessments to identify putative reinforcers. J:Intervention

J-01        State intervention goals in observable and measurable terms.

J-02        Identify potential interventions based on assessment results and the best available scientific evidence.

 

J-03         Select intervention strategies based on task analysis.

J-04         Select intervention strategies based on client preferences.

J-05         Select intervention strategies based on the client’s currentrepertoires. J-06     Select intervention strategies based on supportingenvironments.

J-07     Select intervention strategies based on environmental and resourceconstraints. J-08     Select intervention strategies based on the social validity of the intervention.

J-09     Identify and address practical and ethical considerations when usingexperimental designs to demonstrate treatment effectiveness.

J-10        When a behavior is to be decreased, select an acceptable alternative behavior to be established or increased.

J-11        Program for stimulus and responsegeneralization. J-12     Program for maintenance.

J-13        Select behavioral cusps as goals for intervention when appropriate.

J-14        Arrange instructional procedures to promote generative learning (i.e., derivedrelations). J-15     Base decision-making on data displayed in various formats.

K: Implementation, Management, and Supervision

K-01    Provide for ongoing documentation of behavioral services.

K-02       Identify the contingencies governing the behavior of those responsible for carrying out behavior-change procedures and design interventions accordingly.

K-03       Design and use competency-based training for persons who are responsible forcarrying out behavioral assessment and behavior-change procedures

K-04       Design and use effective performance monitoring and reinforcementsystems. K-05    Design and use systems for monitoring procedural integrity.

K-06      Provide supervision for behavior-change agents.

K-07      Evaluate the effectiveness of the behavioral program.

K-08      Establish support for behavior-analytic services from direct and indirect consumers.

K-09      Secure the support of others to maintain the client’s behavioral repertoires in their natural environments.

K-10    Arrange for the orderly termination of services when they are no longer required.

The third section, Foundational Knowledge, covers concepts that should have been mastered prior to entering practice as a behavior analyst. The topics listed in this section are not tasks that a practitioner would perform; instead, they are basic concepts that must be understood in order to perform the tasks included in the first two sections:

Explain and Behave in Accordance with the Philosophical Assumptions of Behavior Analysis: FK-01 Lawfulness of behavior

FK-02 Selectionism (phylogenic, ontogenic, cultural) FK-03 Determinism

FK-04 Empiricism FK-05 Parsimony FK-06 Pragmatism

FK-07 Environmental (as opposed to mentalistic) explanations of behavior FK-08 Distinguish between radical and methodological behaviorism.

FK-09 Distinguish between the conceptual analysis of behavior, experimental analysis of behavior, applied behavior analysis, and behavioral service delivery.

Define and Provide Examples of:

FK-10 behavior, response, response class FK-11 environment, stimulus, stimulus class FK-12 stimulus equivalence

FK-13 reflexive relations (US-UR)

FK-14 respondent conditioning (CS-CR) FK-15 operant conditioning

 

FK-16 respondent-operant interactions FK-17 unconditioned reinforcement FK-18 conditioned reinforcement

FK-19 unconditioned punishment FK-20 conditioned punishment

FK-21 schedules of reinforcement and punishment FK-22 extinction

FK-23 automatic reinforcement and punishment FK-24 stimulus control

FK-25 multiple functions of a single stimulus FK-26 unconditioned motivating operations FK-27 conditioned motivating operations

FK-28 transitive, reflexive, surrogate motivating operations

FK-29 distinguish between the discriminative stimulus and the motivating operation FK-30 distinguish between motivating operation and reinforcement effects

FK-31 behavioral contingencies FK-32 contiguity

FK-33 functional relations

FK-34 conditional discriminations FK-35 stimulus discrimination FK-36 response generalization FK-37 stimulus generalization

FK-38 behavioral contrast FK-39 behavioral momentum FK-40 matching law

FK-41 contingency-shaped behavior FK-42 rule-governed behavior

Distinguish between the Verbal Operants: FK-43 Echoics

FK-44 Mands FK-45 Tacts

FK-46 Intraverbals Measurement Concepts:

FK-47 Identify the measurable dimensions of behavior (e.g., rate, duration, latency, interresponse time). FK-48 State the advantages and disadvantages of using continuous measurement procedures and discontinuous measurement procedures (e.g., partial- and whole-interval recording, momentary time sampling).

 

The following learning objectives are taught to mastery, as described in the BACB© Professional and Ethical Compliance Code©:

1.0       Responsible Conduct of Behavior Analysts

1.01        Reliance on Scientific Knowledge

1.02        Boundaries of Competence

1.03        Maintaining Competence through Professional Development

1.04        Integrity

1.05        Professional and Scientific Relationships

1.06        Multiple Relationships and Conflicts of Interest

1.07        Exploitative Relationships

2.0       Behavior Analysts’ Responsibility to Clients

2.01     Accepting Clients

2.02        Responsibility

2.03        Consultation

 

2.04        Third-Party Involvement in Services

2.05        Rights and Prerogatives of Clients

2.06        Maintaining Confidentiality

2.07        Maintaining Records

2.08        Disclosures

2.09        Treatment/Intervention Efficacy

2.10        Documenting Professional Work and Research

2.11        Records and Data

2.12        Contracts, Fees, and Financial Arrangements

2.13        Accuracy in Billing Reports

2.14        Referrals and Fees

2.15       Interrupting or DiscontinuingServices3.0       AssessingBehavior

3.01     Behavior-Analytic Assessment

3.02        Medical Consultation

3.03        Behavior-Analytic Assessment Consent

3.04        Explaining Assessment Results

3.05        Consent-Client Records

4.0       Behavior Analysts and the Behavior-Change Program

4.01     Conceptual Consistency

4.02        Involving Clients in Planning and Consent

4.03        Individualized Behavior-Change Programs

4.04        Approving Behavior-Change Programs

4.05        Describing Behavior-Change Program Objectives

4.06        Describing Conditions for Behavior-Change Program Success

4.07        Environmental Conditions that Interfere with Implementation

4.08        Considerations Regarding Punishment Procedures

4.09        Least Restrictive Procedures

4.10        Avoiding Harmful Reinforcers

4.11        Discontinuing Behavior-Change Programs and Behavior-AnalyticServices

BACB© Course Content Areas
Content area: Ethical and Professional Conduct
Required number

of classroom hours:

45
Number of hours

provided:

45
Course(s): CAEP 6329 Service Administration
How competence is assessed Grade of B or better in the above course(s).
Content area: Concepts & Principles of Behavior Analysis
Required number of classroom hours: 45
Number of hours provided: 90
Course(s): CAEP 6328 Research & Design Methods CAEP 6334 Applied Programming 1

CAEP 6335 Applied Programming 2

 

CAEP 6336 Systematic Inquiry in Applied Research 1 CAEP 6332 Advanced Learning 2

CAEP 6337 Systematic Inquiry in Applied Research 2 CAEP 6324 Programmed Learning

How competence

is assessed

Grade of B or better in the above course(s).
Content area: Measurement
Required number of classroom hours: 25
Number of hours provided: 50
Course(s): CAEP 6327 Behavior Assessment

CAEP 6328 Research & Design Methods CAEP 6335 Applied Programming 2

CAEP 6332 Advanced Learning 2

How competence is assessed Grade of B or better in the above course(s).
Content area: Experimental Design
Required number of classroom

hours:

25
Number of hours provided: 30
Course(s): CAEP 6328 Research & Design Methods CAEP 6335 Applied Programming 2

CAEP 6332 Advanced Learning 2

How competence is assessed Grade of B or better in the above course(s).
Content area: Identification of the Problem and Assessment
Required number of classroom hours: 30
Number of hours provided: 60
Course(s): CAEP 6327 Behavior Assessment CAEP 6331 Advanced Learning 1

CAEP 6335 Applied Programming 2

CAEP 6337 Systematic Inquiry in Applied Research 2

How competence is assessed Grade of B or better in the above course(s).
Content area: Fundamental Elements of Behavior Change & Specific Behavior Change

Procedures

Required number

of classroom hours:

45
Number of hours

provided:

65
Course(s): CAEP 6331 Advanced Learning 1

CAEP 6336 Systematic Inquiry in Applied Research 1

 

CAEP 6332 Advanced Learning 2

CAEP 6324 Programmed Learning

How competence is assessed Grade of B or better in the above course(s).
Content area: Intervention & Behavior Change Considerations
Required number

of classroom hours:

10
Number of hours

provided:

20
Course(s): CAEP 6331 Advanced Learning 1

CAEP 6336 Systematic Inquiry in Applied Research 1 CAEP 6324 Programmed Learning

How competence is assessed Grade of B or better in the above course(s).
Content area: Behavior Change Systems
Required number

of classroom hours:

10
Number of hours

provided:

20
Course(s): CAEP 6331 Advanced Learning 1

CAEP 6336 Systematic Inquiry in Applied Research 1 CAEP 6332 Advanced Learning 2

CAEP 6324 Programmed Learning

How competence is assessed Grade of B or better in the above course(s).
Content area: Implementation, Management, and Supervision
Required number

of classroom hours:

10
Number of hours

provided:

20
Course(s): CAEP 6328 Research & Design Methods

CAEP 6336 Systematic Inquiry in Applied Research 1 CAEP 6337 Systematic Inquiry in Applied Research 2

How competence is assessed Grade of B or better in the above course(s).
Intensive Practicum
Northeastern University’s MABA program offers two elective Intensive Practicum courses (CAEP 8417 and CAEP 8418) that allow students to gain supervised experience hours as required by the BACB©.

Approved by the BACB©, our Intensive Practicum courses are designed to develop teaching and intervention skills based on the principles of applied behavior analysis.

 

Course Description

The primary focus of the Intensive Practicum course is for students to acquire new behavior analytic skills related to the BACB© Fourth Edition Task List©. Topics covered during Intensive Practicum 1 include preference and reinforcer assessment, prompting, task analysis and other teaching strategies. Topics covered during Intensive Practicum 2 include functional assessment, conditioned reinforcement, behavior

reduction programs, and BCBA preparation.

 

 

Course Methodology

Students are expected to:

Ø  At the onset of the course, sign the Supervision Contract Form, with faculty supervisor.

Ø  Complete 25 experience hours each wek.

Ø  Participate in one small-group meeting (1.25 hrs.) and one individual meeting (1.25 hrs.) with faculty eachweek.

Ø  Participate fully in all discussions and complete all readings and assignments.

Ø  Complete and document experience hours on Experience Supervision Forms each week, obtaining all required signatures and providing the instructor with a copy.

Ø  Participate in behavior analytic activities while being observed by the faculty supervisor. Whenever possible, observations will occur in the natural environment. When this is not possible, students will be observed via video.

Ø  Upon completion of the semester, document experience on Experience Verification form, obtaining all requiredsignatures.

 

Meeting Format:

 

Students will participate in two weekly meetings. One weekly meeting will be small-group format (up to 5 students) led by the faculty supervisor, and the second weekly meeting will be an individual meeting with only the student and faculty supervisor.

 

During each supervision period (supervision period = 1 week), students must complete 25 hrs. of experience, and 2.5 hours of direct supervision (1.25 hours small group and 1.25 hours individual). See below for specific BACB© requirements regarding experience hours.

 

BACB© Requirements

 

Ø  Practicum setting requirements: students must be working in an environment where they are acquiring new behavior-analytic skills related to the BACB© Fourth Edition Task List©. Students must provide the instructor with the name of the site, a general description of activities that will be performed, and the name and contact information for an on-site supervisor. The instructor will then determine if the site is an appropriate environment to complete the Intensive Practicum. See below for specific requirements regarding appropriate activities, from the BACB© website:

 

Activities must be consistent with the dimensions of applied behavior analysis identified by Baer, Wolf, and Risley (1968) in their article “Some Current Dimensions of Applied Behavior Analysis” published in the Journal of Applied Behavior Analysis. The faculty supervisor will determine if experience activities qualify based on these sources.

 

*No more than 50% of the total accrued experience hours can be in the direct implementation of behavioral programs*

 

Ø  Appropriate clients: Clients with whom students are working must meet the following requirements, from the BACB© website:

 

Clients may be any persons for whom behavior-analytic services are appropriate. However, the supervisee may not be related to the client or the client’s primary caretaker or be the client’s primary caretaker. Supervisees must work with multiple clients during Page 3 of 8 BACB Experience Standards – ver. 11/1/2016 the experience period. (Also, see the following relevant

sections of the BACB Guidelines for Responsible Conduct for Behavior Analysts: 1.06, 1.07, 2.0,

 

3.01, 3.03, 3.04, 3.05, 4.0, and 9.07.)

 

Eligibility

Students must meet the following eligibility requirements in order to take Intensive Practicum:

·    Be enrolled in one of Northeastern University’s graduate programs in ABA OR be a graduate of one of Northeastern University’s graduate programs in ABA.

·    Complete an online training module required by the BACB©

·    Work in an appropriate setting (see above)

·    Work with appropriate clients (see above)

·    If participating in person, student must be able to be observed by faculty at site. If participating remotely, student must have permission to videotape work withclients/students.

 

Intensive Practicum 1 Learning Objectives:

By the end of this course, students will be able to:

1.     Define and provide examples of basic behavioral principles in an applied setting.

2.     Identify various methods of preference and reinforcer assessments, provide a rationale for the use of these methods of assessment, conduct assessment procedures, and interpret assessment results.

3.     Use prompts and prompt fading to teach new behavior, within task analysis or other teaching procedures.

4.     Design, implement, and monitor skill acquisition programs, including discrete trial teaching and task analysis with students or clients.

5.     Display and interpret skill acquisition data to determine effects ofintervention.

6.     Describe the ethical and professional standards of professional Behavior Analysts.

 

Intensive Practicum 2 Learning Objectives:

By the end of this course, students will be able to:

1.     Define and provide examples of basic behavioral principles in an applied setting.

2.     Identify various indirect and direct functional assessment procedures, provide a rationale for the use of these methods of assessment, and conduct functional assessmentprocedures.

3.     Interpret functional assessment data to develop a functionally-appropriate behavior reduction program.

4.     Design, implement, and monitor behavior change procedures with students orclients.

5.     Display and interpret behavior change data to determine effects ofintervention.

6.     Define and provide examples of unconditioned and conditioned reinforcement. Design areinforcement program that uses conditioned reinforcers to increase socially significantbehavior.

7.     Describe the ethical and professional standards of professional BehaviorAnalysts.

 

Grading/Evaluation Standards: A passing grade in Intensive Practicum is achieved by:

Experience Hours. Successful completion and documentation of supervised practicum hours (25 hours of experience per week; 2.5 hours of supervision per week).

Discussion. Participation in weekly discussions in both small-group and individual meetings.

Assignments. Successful completion of all scheduled assignments. Each module includes two assignments.

Weekly Notes. Maintenance of weekly field notes documenting activities performed that reflect behavior analytic work. Students bring field notes to individual meetings and review with instructor.

 

Observation & Feedback. Students will be observed conducting behavior analytic activities with

a client in the natural environment during each observation period (observation period = 1 week) by the faculty supervisor. Whenever possible, observations will occur in the natural environment.

 

When this is not possible, students will be observed via video.

Presentation. At the conclusion of each module, students will develop a formal presentation (20- 30 minutes) in which they present their completed assignments, including an introduction to the topic, description of the intervention/assessment, results (including a graph), and interpretation of results. Presentation software such as Powerpoint will be used.

Methods of Assessment
Specific methods of evaluation used across courses:

*  Quiz responses (multiple choice and short answer)

*  Exam responses (short answer and essay)

*  Responses on the Discussion Board (graded using a rubric)

*  Presentations (graded using a rubric)

*  Paper (analytic and literature review)

In addition to the above methods of evaluation, the Professional Portfolio is the capstone for the Applied Behavior Analysis Programs. This portfolio documents the student’s behavioral competency in critical clinical skills, including preference and reinforcer assessment, functional assessment, conditioned reinforcement, task analysis, and intervention. The portfolio is reviewed by multiple instructors.

Use of Assessment for Program Improvement
The following assessment results are used to inform the program’s instructional content:

*Student performance on evaluations (quizzes, exams, discussions, presentations and papers)

*Student responses on mid-semester surveys, TRACE evaluations, and program exit survey

*Student GPA across courses

*Graduation rate from program

*Student pass rate on the BCBA exam upon completion of the program

 

Program faculty review the above assessment results and implement changes accordingly. During the 2015-2016 academic year, the following changes were made as a result of program assessments:

*Added SAFMEDS (Say All Words Fast for One Minute Every Day) to CAEP 6327 Behavior Assessment to help increase understanding of basic concepts in applied behavior analysis.

*Modified the final exam for CAEP 6327 Behavior Assessment.

*Added ePortfolio requirement to CAEP 8417 Intensive Practicum 1 and CAEP 8418 Intensive Practicum 2.

*Added BDS (Behavior Development Solutions) online study modules to CAEP 6324 Program Learning to help students prepare for the BCBA exam.

*Provided CAEP 8417 Intensive Practicum students with a template to complete exercises, including Preference Assessment and Conditioned Reinforcement.

*Added synchronous video discussions to CAEP 6331 Advanced Learning 1, CAEP 6332 Advanced Learning 2, and CAEP 6336 Systematic Inquiry 1.

*Modified CAEP 6335 Applied Programming 2 content.

 

College Student Development and Counseling Program

Learning Objectives for students participating in the College Student Development and Counseling Program

Upon completion of the College Student Development and Counseling Program of Northeastern University students should be able to:

  • Plan and implement programs and services which address the cognitive, psychosocial, and health and wellness needs of college students that contribute to student retention and student satisfaction with their college experience.
  • Promote student involvement on campus therefore contributing to student retention.
  • Contribute to college wide academic or student affairs committees and task forces and provide perspectives on student development, student engagement and student learning.
  • Be agents of cultural and diversity inclusion on college campuses.
  • Utilize a wide range of approaches to assess student learning and development as well as program and service delivery.
  • Utilize current research in the field to inform their practice in student affairs administration.
  • Be marketable in various functional areas of student affairs and academic affairs in varying institutional types (4 year private, 4 year public, 2 year private, etc.) in varying locations (urban, rural, etc.).

Program Objectives for the College Student Development and Counseling Program

To provide a comprehensive curriculum which addresses counseling, student development, student health and wellness and higher education administration.

  • To require practicum experiences that offer quality experiential learning experiences with solid learning objectives.
  • To utilize Northeastern University’s Boston location which provides a diversity of experiential learning opportunities through graduate assistantships and practicums which takes place on a wide variety of higher education institutional types in the region.
  • To offer national experiential learning experiences through summer internships on college campuses across the United States through such professional associations as the Association of College and University Housing Officers-International and the National Orientation Directors Association.
  • To encourage student participation in global study abroad experiences, usually in the summer, where they visit countries such as Ghana, England, Italy, and Ireland.
  • To develop a strong and supportive student cohort group each year which includes a very active College Student Development Association.
  • To encourage student participation in national, regional and local professional associations as administrators, conference/workshop planners, conference presenters.

MS School Psychology

  1. Students will have strong professional identity and comport themselves in a highly professional manner.
  2. Students will develop competence in a wide range of assessment approaches.
  3. Students will develop competence in counseling and related mental health interventions.
  4. Students will develop competence in consultation and collaboration.
  5. Students will develop competence in strategies to prevent the occurrence of problems.
  6. Students will be knowledgeable about ethical and legal issues pertaining to school psychology, and abide by professional ethics and act in lawful ways.
  7. Students will be knowledgeable about culture and diversity, and be sensitive and respectful to issues relating to culture and diversity.
  8. Students will develop competence in program evaluation and applied research.
  9. Students will develop competence in oral and written communication, as well as information technology.

MSCP Counseling Psychology

  1. To train students in the field of mental health counseling
  2. To prepare students to become Licensed Mental Health Counselors in Massachusetts and other states
  3. Prepare students to meet the pre-master’s degree clinical licensing requirements
  4. To prepare students to enter a variety of mental health counseling settings

PhD Counseling Psychology

  • To prepare graduates for the role of professional psychologists, to include advanced skill development in behavioral observations, interviewing, psychological assessment, counseling and treatment planning and practice, consultation, effective use of supervision and an understanding of and commitment to the profession’s ethical codes.
  • To foster understanding and application of the scientific basis of clinical practice in psychotherapy and clinical assessment.
  • To produce graduates who possess advanced and applied research skills within an ecological perspective.
  • To produce graduates who are committed to and demonstrate ethical practice as counseling psychologists.
  • To produce graduates who are multiculturally competent across sources of difference, including race, ethnicity, gender, class, religion/spirituality, disability, and sexual orientation, in both clinical and research settings.
  • To advance the field of counseling psychology using program strengths: (a) an interdisciplinary and interprofessional approach to clinical services provision and enhancement of the science of health promotion and health psychology; (b) stress on urban, community-based interventions using an ecological approach.

PhD School Psychology

Goal #1: To produce graduates with knowledge of the basic areas of psychology. Student Learning Objectives for Goal #1:
1-1: Students will acquire knowledge of the biological, cognitive, affective and social aspects of behavior.
1-2. Students will acquire an understanding of the historical and philosophical influences on psychology, including school psychology.
1-3. Students will acquire knowledge of typical and atypical human development with a focus on children and adolescents.

Competencies Expected for these Objectives:
1-1a. Students will demonstrate knowledge of biological bases of behavior.
1-1b. Students will demonstrate knowledge of cognitive and affective bases of behavior. 1-1c. Students will demonstrate knowledge of the social aspects of behavior.
2. Students will demonstrate knowledge of the history and systems of psychology.
3. Students will demonstrate knowledge of typical and atypical human development with a focus on children and adolescents.

Goal #2: To produce graduates who are competent in research and scholarship. Student Learning Objectives for Goal #2:
2-1 : Students will acquire the ability to critically evaluate the research of others.
2-2 : Students will acquire knowledge and demonstrate skills in research design and statistics including effective communication of research findings.

Competencies Expected for these Objectives:
2-1 : Students will demonstrate the ability to formulate meaningful research questions based upon a broad critical review of the extant literature and to relate their own findings to extant literature. 2-2a. Students will demonstrate competence in research design (group and single case) and program evaluation methods, taking into consideration threats to internal and external validity in addition to ethical considerations.
2-2 b. Students will demonstrate knowledge of a wide variety of statistical methods, including assumptions and limitations of each approach, and will be able to select appropriate analyses given their research questions.
2-2c. Students will demonstrate knowledge of traditional and modern test theory (e.g., reliability, validity, factor analysis, and item response theory).

Goal #3: To produce graduates who use a systematic, problem-solving approach in the practice of psychology.
Student Learning Objectives for Goal #3:
3-1 : Students will acquire skills in the appropriate selection and administration of assessment procedures taking into consideration contextual factors.
3-2 : Students will acquire skills in the interpretation and integration of assessment findings from multiple sources and will use these data to make recommendations that are evidence-based and culturally sensitive.
3-3. Students will acquire skills in the ability to implement, monitor and evaluate evidence-based, culturally sensitive interventions.
3-4. Students will acquire skills in the provision of consultation at the individual, group and systems levels.
3-5. Students will acquire skills in the provision of prevention services.

Competencies Expected for these Objectives:
3-1. Students will demonstrate the appropriate selection and administration of assessment procedures taking into consideration contextual factors.
3-2. Students will demonstrate the ability to accurately integrate and interpret assessment findings from multiple sources and will use these data to make recommendations that are evidence-based and culturally sensitive.
3-3. Students will demonstrate the ability to implement, monitor and evaluate evidence-based, culturally sensitive interventions.
3-4. Students will demonstrate the ability to provide consultation at the individual, group and systems levels.
3-5. Students will demonstrate the ability to provide prevention services.

Goal #4: To produce graduates with the awareness, sensitivity, and skills in working with diverse individuals, groups and communities, who represent various cultural and personal backgrounds and characteristics defined broadly.

Student Learning Objectives for Goal #4:
4-1: Students will acquire an understanding of culture and diversity as it relates to understanding themselves and others in their practice and research.
Competencies Expected for these Objectives:
4-1a. Students will monitor and apply knowledge of themselves as cultural beings in assessment, intervention, consultation and research.
4-1b. Students will apply knowledge of others as cultural beings in assessment, intervention, consultation and research.
4-1c. Students will apply knowledge of the role of culture in their interactions with diverse others in assessment, intervention, consultation and research.

Goal #5: To produce graduates with the knowledge and skills to engage in research and practice that is ethically and legally appropriate.

Student Learning Objectives for Goal #5:
5-1. Students will acquire an understanding of ethical guidelines and federal and state laws as
they apply to research and practice of psychology.

Student Learning Objectives for Goal #5:
5-1. Students will acquire an understanding of ethical guidelines and federal and state laws as they apply to research and practice of psychology.

Competencies Expected for these Objectives:
5-1a. Students will demonstrate that they know and follow APA’s and NASP’s professional standards and ethical guidelines in their research and practice.
5-1b. Students will demonstrate that they know and follow relevant federal and state laws and regulations in their research and practice.

Accelerated Bachelor of Science in Nursing

Bachelor of Science in Nursing Aggregate Expected Student Learning Outcomes

  • Leadership:
    Apply leadership concepts and skills in the provision of patient centered care.
  • Critical Thinking /Clinical Reasoning:
    Demonstrate clinical judgment based on the best evidence in achieving high quality patient outcomes.
  • Evidence-based Practice:
    Integrate best evidence, clinical expertise and patient values and preferences in the implementation of patient care.
  • Quality Care:
    Provide high quality patient centered care by integrating practice improvements
  • Cultural and linguistic Competence:
    Deliver patient centered care that is culturally and linguistically competent and appropriate for all populations.
  • Interprofessional Collaboration:
    Collaborate effectively with individuals, families and interprofessional teams in the delivery of quality patient care.
  • Technology:
    Use patient care technology, information systems, and communication devices to provide patient-centered nursing care.

Bachelor of Science in Nursing (BSN)

Bachelor of Science in Nursing Aggregate Expected Student Learning Outcomes

  • Leadership:
    Apply leadership concepts and skills in the provision of patient centered care.
  • Critical Thinking /Clinical Reasoning:
    Demonstrate clinical judgment based on the best evidence in achieving high quality patient outcomes.
  • Evidence-based Practice:
    Integrate best evidence, clinical expertise and patient values and preferences in the implementation of patient care.
  • Quality Care:
    Provide high quality patient centered care by integrating practice improvements
  • Cultural and linguistic Competence:
    Deliver patient centered care that is culturally and linguistically competent and appropriate for all populations.
  • Interprofessional Collaboration:
    Collaborate effectively with individuals, families and interprofessional teams in the delivery of quality patient care.
  • Technology:
    Use patient care technology, information systems, and communication devices to provide patient-centered nursing care.

DNP Nurse Anesthesia - Army

Degree: DNP Nurse Anesthesia – Army – Nurse Anesthesia

Expected Student Learning Outcomes (DNP)

  • Translate evidence to develop new models for nursing practice that will transform care.
  • Lead and diffuse interprofessional care coordination teams and collaborative efforts.
  • Direct the development and implementation of social, economic, political, and health policy
  • initiatives to ensure the quality of health care.
  • Lead the design, implementation, evaluation, and dissemination of evidence-based practice
  • improvement initiatives.
  • Evaluate the impact of health information technology on organizations and nursing practice.

DNP Nursing

Degree:DNP Nursing

Upon completion of this program students will be able to:

  • Translate evidence to develop new models for nursing practice that will transform care.
  • Lead and diffuse interprofessional care coordination teams and collaborative efforts.
  • Direct the development and implementation of social, economic, political, and health policy initiatives to ensure the quality of health care.
  • Lead the design, implementation, evaluation, and dissemination of evidence-based practice improvement initiatives.
  • Evaluate the impact of health information technology on organizations and nursing practice.

DNP Nursing

Degree:DNP Nursing

Upon completion of this program students will be able to:

  • Translate evidence to develop new models for nursing practice that will transform care.
  • Lead and diffuse interprofessional care coordination teams and collaborative efforts.
  • Direct the development and implementation of social, economic, political, and health policy initiatives to ensure the quality of health care.
  • Lead the design, implementation, evaluation, and dissemination of evidence-based practice improvement initiatives.
  • Evaluate the impact of health information technology on organizations and nursing practice.

MS Nursing Administration

Degree: MS Nursing Administration

Program Learning Outcomes:

  1. Leads change to advance healthcare for individual and communities
  2. Uses expert clinical reasoning to assess, intervene and evaluate the outcomes of interventions with patients, families, communities and systems of care
  3. Implements, evaluates and translates best available evidence into clinical practice
  4. Evaluates patient care systems and clinical outcomes in order to implement strategies to reduce risk and improve the quality of care
  5. Creates environments that promote culturally and linguistically competent care to all populations
  6. Partners with colleagues across multiple professions to meet healthcare needs of patients, families, communities and systems of care
  7. Maximizes use of health information technology to communicate among providers, consumers, government agencies and insurers.

MS Nursing Anesthesia

The Nurse Anesthesia Program (NAP) ensures that graduates of the NAP will demonstrate the listed terminal skills, knowledge, and competencies in the area of patient safety, perianesthestic management, critical thinking, communication, and the professional role. The NAP Outcome Criteria/Objectives are listed below:

Upon completion of the thirty-two (32) months, graduate nurse anesthesia program, the student will be able to:

  1. Conduct a complete preoperative assessment of patients undergoing all varieties of surgical procedures.
  2. Identify factors of a pathological, physiological, and pharmacological nature that may complicate the anesthetic management.
  3. Evaluate the patient’s medical history, physical findings, laboratory, diagnostic data available, and utilize the obtained data to develop a comprehensive anesthesia care plan.
  4. Utilize strategies to promote culturally sensitive anesthesia care.
  5. Document the preoperative evaluation in an appropriate manner
  6. Protect patients from iatrogenic complications
  7. Select appropriate pre-medication orders
  8. Select and assemble appropriate anesthetic and monitoring equipment, and check for safe operation.
  9. Use and interpret correctly a broad variety of monitoring modalities, including but not limited to, EKG, non-invasive and invasive arterial pressure, CVP, pulmonary artery catheters, pulse oximetry, BIS monitoring, and end-tidal carbon dioxide monitors.
  10. Establish and maintain optimal effective communication and rapport with other health care team members involved in the care of patients.
  11. Implement an appropriate plan of anesthetic management for scheduled surgical procedures, demonstrating adequate and appropriate planning and moment-moment flexibility in order to insure optimal patient care and quality outcomes. Implementation of such an anesthetic care plan should include but not limited to the following:
    1. Receive, identify, and prepare the patient psychologically and physically for their anesthesia experience
    2. Perform venipuncture and secure an intravenous access line
    3. Administer general/monitored anesthesia care (MAC)/regional anesthesia with skill and safety.
    4. Monitor and manage patients undergoing anesthesia care.
    5. Calculate, initiate, and manage fluid and blood therapy during the anesthetic process.
    6. Position or supervise the positioning of patients to prevent injury.
    7. Perform arterial punctures and insert arterial lines.
    8. Measure and correctly interpret arterial blood gases.
    9. Respond appropriately to, accurately access, and correct any airway difficulty at any Point during the peri-anesthesia period.
    10. Perform endotracheal intubation with skill.
    11. Demonstrate skill in controlled and assisted ventilation.
    12. Utilize mechanical ventilation effectively.
    13. Correctly interpret & respond appropriately to information gained from monitoring equipment.
    14. Record the patient’s vital signs and other pertinent data in a legible and timely fashion on the anesthesia record.
    15. Demonstrate decision-making skills in solving a variety of problems as they arise during anesthetic management.
    16. Appropriately evaluate the effectiveness of corrective measures instituted.
    17. Make provisions for and maintain vigilance for the safety of patients and other members of the surgical team.
    18. Conduct anesthesia emergence in such a manner that the patient experiences as rapid and satisfactory recovery as is appropriate.
    19. Safely transport and transfer patients postoperatively to appropriate and qualified personnel
  12. Identify and correct physiological problems that may arise while transporting the patient to the post-anesthesia care unit.
  13. Report the patient’s condition accurately to the post-anesthesia care unit staff. Act as a resource person in determining the appropriate methods for immediate post-operative care for each patient.
  14. Evaluate and document the patient’s progress in the immediate post-operative period.
  15. Effectively manage immediate respiratory assistance for patients during post-anesthesia care.
  16. In addition to the anesthesia care of adults, the student will be able to assess and adequately manage the anesthesia for neonates, infants, and children.
  17. Respond quickly and effectively as a team member when cardiovascular and/or pulmonary emergencies occur.
  18. Utilizes universal precautions and provides effective infection control, by the proper cleaning and sterilization of equipment, especially respiratory care devices.
  19. Promptly identify and report defective equipment and supplies to the appropriate authorities to promote rapid service and repair.
  20. Demonstrate continuing synthesis of new knowledge through clinical performance.
  21. Safely functions independently whenever necessary.
  22. Participates in quality management activities.

MS Nursing

Master of Science AggregateExpected Student Learning Outcomes

  • Leadership:
    Lead change to advance healthcare for individuals and communities.
  • Critical Thinking/Clinical Reasoning:
    Uses expert clinical reasoning to assess, intervene, and evaluate the outcomes of interventions with patients, families, communities, and systems of care.
  • Evidence-Based Practice:
    Implements, evaluates and translate best available evidence into clinical practice.
  • Quality Care:
    Evaluate patient care systems and clinical outcomes in order to implement strategies to reduce risk and improve the quality of care.
  • Cultural and Linguistic Competence
    Create environments that promote culturally and linguistically competent care to all populations.
  • Interprofessional Collaboration:
    Partners with colleagues across multiple professions to meet healthcare needs of patients, families, communities and systems of care.
  • Technology:
    Maximize use of health information technology to communicate among providers, consumers, government agencies and insurers.

PhD Nursing

Degree:PhD Nursing

Students will be able to:

  1. Assume leadership in the promotion of health and well-being of urban populations nationally and internationally.
  2. Design a program of research that builds upon the historical and philosophical foundations of nursing science.
  3. Implement research studies that advance health science outcomes.
  4. Participate as a member of an interdisciplinary research team.
  5. Conduct research that demonstrates the theoretical, methodological, and analytical knowledge, skills, and strategies to address population health.
  6. Assume faculty, leader, and/or nurse scientist roles.
  7. Apply principles of professional research ethics and judgment in the conduct of research.

RN to BSN

Bachelor of Science in Nursing Aggregate Expected Student Learning Outcomes

  • Leadership:
    Apply leadership concepts and skills in the provision of patient centered care.
  • Critical Thinking /Clinical Reasoning:
    Demonstrate clinical judgment based on the best evidence in achieving high quality patient outcomes.
  • Evidence-based Practice:
    Integrate best evidence, clinical expertise and patient values and preferences in the implementation of patient care.
  • Quality Care:
    Provide high quality patient centered care by integrating practice improvements
  • Cultural and linguistic Competence:
    Deliver patient centered care that is culturally and linguistically competent and appropriate for all populations.
  • Interprofessional Collaboration:
    Collaborate effectively with individuals, families and interprofessional teams in the delivery of quality patient care.
  • Technology:
    Use patient care technology, information systems, and communication devices to provide patient-centered nursing care.