University of Florida - Sunshine State News

In Response toGovernor Scott’s Letter toPresident MachenFall 2011University of Florida226 Tigert HallPO Box 113150Gainesville, Florida 32611www.ufl.edu

University of Florida226 Tigert HallPO Box 113150Gainesville, Florida 32611www.ufl.edu

In Response to Governor Scott’s Letter to President MachenUniversity of FloridaPresident Bernard A. MachenThis discussion is intended to respond to Governor Rick Scott’s October 13, 2011 letter toUniversity (UF) President Bernie Machen. In the letter, Gov. Scott requests information aboutaccountability, the alignment of UF’s mission with State goals, and the return on Stateinvestment. These questions were addressed briefly in a September Note addressed to theGovernor. This discussion expands that Note and provides quantitative data in answer to theGovernor’s concerns.Table of ContentsMission ......................................................................................................................................................... 1Goal 1: Graduate the Next Generation of Leaders in a Timely and Cost-Effective Manner ............. 4Undergraduate Education ................................................................................................................ 4Graduate Education ........................................................................................................................ 12Efficiency and Cost Effectiveness .................................................................................................. 16Goal 2: Produce Next Generation of Intellectual Property ................................................................... 18Goal 3: Move the Intellectual Property into the Florida Mainstream ................................................ 21Goal 4: Address Florida’s Needs ............................................................................................................ 22Conclusion ................................................................................................................................................. 27List of AppendicesAppendix 1: List of UF Degree Programs by LevelAppendix 2: AAU Paper: America’s Research Universities: Institutions in Service to the NationAppendix 3: UF Graduation Rates Compared to Other SUS and AAU InstitutionsAppendix 4: UF Degrees from 2005-06 to 2009-10Appendix 5: UF Degrees Awarded in STEM and Other Critical FieldsAppendix 6: Career Resource CenterAppendix 7: UF Approach to Measuring Student Learning OutcomesAppendix 8: Academic Learning Compacts for Undergraduate and Graduate StudentsAppendix 9: List of UF Accredited ProgramsAppendix 10: List of UF Programs with External Advisory BoardsAppendix 11: Job Placement Data for UF GraduatesAppendix 12: Doctoral Program Improvement Plan RequestAppendix 13: UF Program Licensing Test ResultsAppendix 14: UF Office of Research Annual ReportAppendix 15: Economic Impacts of the University of Florida in 2009-10

In Response to Governor Scott’s Letter to President MachenThis discussion is intended to respond to Governor Rick Scott’s October 13, 2011 letter toUniversity of Florida (UF) President Bernie Machen. In the letter, Governor Scott requestsinformation about accountability, the alignment of UF’s mission with State goals, and the returnon State investment. President Machen addressed these questions briefly in a September Note tothe Governor. This discussion expands that Note and provides quantitative data in answer to theGovernor’s concerns.These data are consistent with information reviewed by the President with the University’sBoard of Trustees (BOT) during a designated section of each BOT meeting. In addition, thePresident and senior leadership team of the University conduct two strategic planning meetingsannually with the BOT. These meetings align the administration and Trustees’ near term andlong-term goals.MissionThe University of Florida has a unique mission among the State’s universities. It serves as theState’s comprehensive research land-grant university of national and international scope. Everymajor state in the nation supports at least one university of this type, and many support more thanone. There is an enormous return to the State from this type of investment.We educate the best and brightest of each high school graduating class and provide highquality graduate training and education. This is critical to retaining and attractingbusinesses, which expect a ready supply of creative, highly-educated and talented peoplewith good analytical and communication skills.The research mission of UF is also critical to retaining and attracting business, especiallyhigh-tech business. (In FY10, the University of Florida ranked 10 th among U.S. public 4-year institutions in terms of research expenditures.) Research is also integral to thequality of undergraduate and graduate education because students taught by faculty tryingto solve today’s problems will be better equipped to solve tomorrow’s problems.Advanced training of graduate students is done most effectively in the laboratoryshoulder-to-shoulder with faculty researchers.UF research programs serve other purposes as well. They support the statewide landgrantmission to improve the quality of life for citizens through outreach and education.This outreach takes many forms, including direct aid to individuals and development ofthe State economy and infrastructure. The UF network of health-related clinics andhospitals serves the needs of individual Floridians. The Institute of Food andAgricultural Sciences answers the needs of entire industries with wide-ranging researchprograms that vary from developing entirely new cultivars of fruits and vegetables toresearching critical threats to the agricultural economy, such as citrus greening.1 University of Florida

UF research programs provide a steady stream of new discoveries and intellectualproperty that spur vigorous economic development when coupled with effective techtransferand business incubator efforts.The following map illustrates the scope of UF’s activities throughout the State.UF Presence in the State of FloridaA comprehensive university creates a real strategic advantage for the institution and the state.Most of the difficult problems we face today, whether scientific, social, or environmental,require the collaboration of experts from many different fields. For example, forecasting,preventing and treating the onslaught of a new disease require interdisciplinary teams ofspecialists in medicine, biology, and genetics, to be sure. But, epidemiologists, sociologists,statisticians, mathematicians, computer scientists, and geographers are also required. Becauseof its broad range of faculty talent, UF has exceptional capability to address complex crossdisciplinaryissues of this type. Most universities in this country have a narrower range ofcompetencies available to address such issues. UF's breadth of expertise is indicated by its list ofundergraduate and graduate programs, as detailed in Appendix 1.So what should the State of Florida ask of a comprehensive research land-grant university withinits borders? The State should expect it to:2 University of Florida

(1) Graduate in a timely and cost-effective manner the next generation of civic leaders,entrepreneurial businessmen, health professionals, innovative scientists and engineers,and dedicated teachers to comprise a competitive workforce capable of leading the State'seconomic development.(2) Produce the nation's next generation of intellectual property: that is, new discoveries andtechnologies that improve our standard of living, answer social, scientific andtechnological challenges, and serve as the basis for a robust Florida economy.(3) Move that intellectual property swiftly into the economic mainstream of Florida throughaggressive licensing policies, business startups and incubators, venture capital, and techtransfer.(4) Leverage the University's expertise to address Floridians' social, health, agricultural, andeconomic needs.By virtue of State investment spanning a century, combined with billions of private and non-statedollars of research investment, the University of Florida has become one of the nation's mostpowerful and effective institutions of higher education. UF graduates more than 15,000 studentsannually, including more than 9,000 students at the bachelor level. While we constantly seek toimprove, UF’s graduation rate is the best in the State and among the nation's best. For over onehundred years, it has exercised its mission as the State's land-grant institution to materiallyimprove the health and economic well-being of Floridians in every one of the State's 67 counties.UF is the State's sole member of the Association of American Universities (AAU), a premierorganization of the 61 major North American research universities, whose members drive thenation's research and tech transfer agendas 1 . For a discussion of the importance andcontributions of research universities to the nation, please see the AAU white paper on“America’s Research Universities: Institutions in Service to the Nation”http://www.aau.edu/research/article.aspx?id=4670 found in Appendix 2. In contrast withFlorida, many other states have two or more research universities equipped to drive aggressivestatewide agendas to secure the future. These states include: California, Georgia, Illinois,Indiana, Iowa, Maryland, Massachusetts, Michigan, Missouri, New Jersey, New York, NorthCarolina, Ohio, Pennsylvania, and Texas. Because of this reality, Florida must use to maximumadvantage its one nationally and internationally competitive institution. The following mapshows the distribution of AAUs nationally, with UF as one of the few AAU members in theSoutheast.1 The 59 U.S. members of the AAU educate more than one million undergraduate students, 430,000 graduatestudents, and 77,000 professional students each year. They employ nearly 800,000 people and have combinedannual operating budgets of about $121 billion.3 University of Florida

GoalsIn this section, we examine Goals (1) through (4) above in light of relevant data and metrics.Goal 1: Graduate the Next Generation of Leaders in a Timely and Cost-Effective MannerUndergraduate Education at UFFreshman class, Transfer students, and Graduation Rates. UF honors its responsibility to educatethe best and brightest students graduating from Florida high schools. UF’s reputation for highquality undergraduate education generates high demand among each year’s high schoolgraduating class. In recent years, UF has received over 29,000 applications for its freshman classand has admitted between 10,500 and 11,500 students annually. In 2011, 6,447 studentsaccepted UF’s invitation to enroll in the freshman class. The credentials of the class areoutstanding. National comparisons focus on the qualifications of the middle 50 percent of theentering class. At UF, their Grade Point Averages range between 4.1 and 4.4. Based on all threesub-scores from the SAT, their SAT scores range between 1780 and 2050. The average GPAand SAT score is 4.23 and 1920, respectively. These statistics compare with those of any publicuniversity in the nation and with most private universities, as the table below suggests.4 University of Florida

UF 75 th Percentile SAT or Converted ACT Compared to SUS and Public AAUs75th Percentile of SAT or ACT Converted toInstitutionSAT for Entering StudentsEntering Cohort Fall 2008 Fall 2009 Fall 2010University of Florida 1380 1360 1360Average all Other SUS Institutions 1181 1191 1184Average all Other AAU Public Institutions 1315 1323 1330Source: US News and World Report Rankings, basedon quantitative and verbal scores onlyNote: For institutions reporting ACT scores, those scores were converted using the concordancetable available at http://professionals.collegeboard.com/profdownload/act‐sat‐concordancetables.pdfSince UF admits an extremely talented freshman class each year, we should expect thesestudents to graduate in a timely fashion. And they do. 65% of UF’s freshman cohort graduatesin 4 years. 83% of the class graduates in 6 years. The high graduation rate and large graduatingclass size contribute substantially to the overall SUS graduation rate. Comparisons using thelatest available federal IPEDS data show that UF had nearly twice as high a graduation rate asthe average for other SUS institutions and was nine percentage points higher than the average ofAAU public institutions. These federal data are included in Appendix 3.The UF graduation rate does not result simply from the outstanding credentials of the enteringstudents. Fifteen years ago, UF pioneered an advising and degree mapping system calledUniversal Tracking that is recognized nationally as a best practice. At UF, it is credited withraising graduation rates twelve to fifteen percentage points.The following graphs place UF’s four and six year graduation rates into state and nationalcontext.5 University of Florida

UF 4-Year Graduation RatesUF 6-Year Graduation Rates6 University of Florida

UF also admits 2,600 to 2,800 transfer students each year. The majority of them have receivedan Associate of Arts degree from a public institution in the State College System. Over 80% ofthese students graduate by the end of their fourth year at UF.Access to higher education is an important State concern, and UF is launching an innovativeexperiment to increase access. Since the campus has no more capacity for residential studentsduring Fall terms, the university is creating the Innovation Academy (IA) to enroll students in theSpring and Summer terms, beginning January 2013. This will provide 2,000 additionalundergraduates the opportunity to attend UF, when IA reaches steady state. IA will provideadditional access to the citizens of Florida and increase facilities utilization at no additional costto the State, although statutes were amended to allow this cohort of students to use their BrightFutures awards in Spring and Summer terms. Students enrolled in IA will also engage with aninnovative curriculum described in the next section.The University is also providing increased access both statewide and nationwide to its nationallyrenowned programs through online distance learning. These programs, which now number 69,have received accolades for quality and experience increasing demand, enrolling nearly 4,000students in the current term.Meeting the needs of the State. UF responds to the critical need areas defined by the State,including STEM, the health sciences, teacher preparation, and other career-oriented fields,through undergraduate degree production and curricular and pedagogical development in theseareas. Appendix 4 contains data on all degrees awarded by UF from 2005-06 to 2009-10.Pie Chart 1 illustrates how bachelor degree production is spread among these fields. Nearly 50%of UF undergraduate degrees are in STEM, Health-related, and Career-oriented fields (detailed inAppendix 5).Pie Chart 1: UF Bachelor’s Degrees by Area, 2009-107 University of Florida

UF works continually to provide high quality education in these critical fields. UF is a nationalleader in the reformulation of undergraduate STEM education under the auspices of a HowardHughes Medical Institute grant. Through UFTeach, UF is participating in an acknowledged bestpractice program to increase the production of high school science and mathematics teachers.UF also participates in the Association of Public and Land-Grant Universities’ (APLU) Scienceand Mathematics Teacher Imperative (SMTI) program and a recent curricular initiative launchedby AAU.The Innovation Academy mentioned above aims to foster an innovative and entrepreneurialmindset among undergraduates. Students in this program will choose among 35 majorsbuttressed with a minor in entrepreneurship, innovation and creativity. They will emergeunderstanding the practical implications of their major, how new intellectual property is carriedto market, and how new enterprises arise. In partnership with UF’s new Innovation Hub,Innovation Square, and an Innovation Dormitory, the Innovation Academy will provide studentswith capstone experiences in entrepreneurship and innovation. More detail on the InnovationAcademy can be found at http://innovationacademy.aa.ufl.edu/home.aspx.The UF Career Resource Center is one of the important links among employers, students, andUF. The Center was ranked number one on the Princeton Review’s list of Best Career ResourceCenters (2011). Students receive career guidance, preparation for the job market, and theopportunity to interview with prospective employers. Through interactions with employers inthe CRC and on department external advisory boards, UF remains abreast of employer needs interms of numbers and training of students. One measure of the CRC’s success: UF was listed asthe No. 9 national recruiter pick in a Sept. 13, 2010 Wall Street Journal story about the shift inattention from Ivy League to state school graduates entering the job market. Substantialinformation about Career Resource Center activities is contained in Appendix 6. Here are somehighlights:For 2010-11, the following companies reported the largest volume of hires (includingboth intern and full time hires): Enterprise, GE, KPMG, Lockheed, Teach for America,Peace Corps, Disney, PWC, Ernst & Young, TargetThe following companies serve on the 2011-12 Career Resource Center Advisory Boardto discuss recruitment trends, how the CRC and university can better prepare students toenter the workforce and potential collaborative efforts between university and industry:Amazon, Intel, Lockheed, Macy’s, Nielson, Sears, Siemens, Target, GE, Schlumberger,TFA, Enterprise, Deloitte, Winn Dixie, Ernst & Young, Harris, Research in Motion,KPMG, Raymond James, Northrop Grumman, Toys R Us, Chevron, and Altria.284 companies and 6,306 students attended the Fall CRC Career Showcase 220 employers interviewed students on campus in 2009-10Affordability. UF's low tuition and generous student financial aid awards make a UFundergraduate education affordable. In-state tuition and fees for 2011-12 total approximately$5,700 for 30 credit hours, whereas the national average among public universities has topped8 University of Florida

$8,200 for in-state students. UF meets the financial aid needs of all undergraduate students whocomplete financial aid applications by the deadline. In 2010-11, 81% of undergraduates receivedsome form of aid, including Bright Futures and Florida Prepaid. (68% of all UF undergraduatesreceive a Bright Futures award, and 9,627 students had Florida Prepaid Tuition contracts.) Inaddition, 49% of all undergraduates either did not apply for student financial aid through theuniversity or were determined to have no financial aid need. This last statement no doubtcorrelates with the fact that the median parental income for the families of UF freshmen in 2010was approximately $100,000.Loan indebtedness statistics also suggest the relatively low financial burden borne by UFstudents in attending the university. Only 34% of undergraduates graduate from UF with loandebt. Their average indebtedness upon graduation in 2010-11 stood at $16,982, while thenational average was $25,250.Undergraduate Loan Indebtedness 2011-12Numberof StudentsAverageIndebtednessPercentageof Graduates(1) Graduating (All) 8,685 $5,811(2) Graduating (with debt) 2,972 $16,982 34.22%(3) Graduating (without debt) 5,713 $0 65.78%(1) Loan indebtedness of graduating students averaged over entire graduating class(2) Loan indebtedness of graduating students averaged over those students with some loan debt(3) Students who did not receive any loans while enrolled as an undergraduateThe average loan indebtedness nationally, for students graduating in 2010‐11, at 4‐year publicuniversities is $25,250 (Project on Student Debt Study). Average loan indebtedness for UF studentswho graduated in 2010‐11 was $16,982. Based on this information, UF graduates in 2010‐11 have$8,268 less in loan indebtedness.A few comparisons put UF tuition and fees into perspective:Students attending UF pay less in tuition and fees than students attending any of UF'sAAU peer public institutions (see tuition and fee comparison table below)Students attending UF pay less than the cost of sending a child to day care or privatesecondary education for 9 months.9 University of Florida

UF Tuition and Fees Compared to Other SUS, Public AAU and AAU PeersAverageIn‐State Tuition and FeesFull‐Time UndergraduatesInstitution 2010‐11 2011‐12University of Florida $5,045 $5,657Average all Other SUS Institutions $4,925 $5,518Average all Other AAU Public Institutions $10,022 $11,006Average, AAU Peer Institutions $10,419 $11,5204 year Public Institutions $7,613 $8,244Source: AAUDE Tuition and Fees Composite, College Board Trends in College Pricing 2011, andhttp://www.flbog.org/about/budget/current.phpWhile considerable attention is focused on tuition and fee charges, they constitute only a third ofthe cost of attendance at a university. UF’s cost of attendance, using comparable national IPEDSdata, has been increasing over the last five years. However, UF’s overall cost of attendance hasbeen significantly lower than that of other SUS institutions, AAU public institutions and 4-yearpublic institutions as shown below:Total Price for In-State Students Living on CampusInstitution 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11University of Florida $14,246 $14,437 $15,248 $16,183 $17,874Average all Other SUS Institutions $14,337 $15,089 $16,436 $17,573 $18,226Average all Other AAU Public Institutions $19,345 $20,511 $21,616 $22,917 $24,213Average all Other 4 year Public Institutions $15,873 $16,702 $17,599 $18,594 $19,458Source: IPEDS Institutional Characteristic Survey 2006‐07 through 2010‐11Note: Cost of attendance for full‐time, first‐time degree/certificate seeking in‐state undergraduatestudents living on campus for academic year. It includes in‐state tuition and fees, books and supplies,on campus room and board, and other on campus expenses.UF’s excellent graduation rate keeps costs low for students as well. Every extra semester spentin college represents the payment of the cost of attendance out of the student’s pocket and thelost wages the student would have earned upon earlier graduation. In addition, it limits accessfor students seeking entry to the university. UF’s policy and practice facilitates and stronglyencourages timely graduation, which is reflected in the outstanding graduation rate.Quality and Relevancy Considerations. UF delivers a high quality undergraduate education andexperience. We can measure that indirectly through 29,000+ applications to enter the freshman class annually10 University of Florida

Student satisfaction expressed in surveysSuccessful entry of graduating students into high paying jobs and graduate andprofessional schools.UF has been nationally recognized as one of the best values in higher education: UF was rated No. 2 in Kiplinger's Top 10 Best Values in Public Colleges (2010) UF was rated No. 3 in the Princeton Review's list of Best Value Public Colleges (2011)UF was rated No. 6 on Payscale.com's list of universities that offer the best return oninvestment for undergraduate education (2011) UF was rated No. 10 on Money magazine's list of 10 Best College Values (2009)UF participates in the SUS system of Academic Learning Compacts. Each degree program hasformulated Student Learning Outcomes that students who complete the program shouldaccomplish. There is also an assessment process in each department to determine that itsgraduates emerge with them completed. The results of the assessment process feed back into thedegree program design for continuous improvement. The Student Learning Outcomes generallyfall into three types, and each degree program has all three:(1) Students are expected to develop communication skills within the context of thediscipline(2) Students are expected to develop critical thinking skills through their work in thediscipline(3) Students are expected to master the content knowledge of the discipline at theundergraduate levelAppendix 7 contains a report summarizing UF’s approach to measuring and documenting thelearning of students in every program. In addition, Appendix 8 contains the specific AcademicLearning Compacts for UF’s programs.Many disciplines and colleges have external accrediting agencies that conduct rigorous reviewsof academic programs for quality and relevancy to professions. Two examples are:ABET, that accredits post-secondary education programs in applied science, computing,engineering, and technologyAACSB, that accredits undergraduate and/or graduate degrees in business.For a complete list, please see Appendix 9.11 University of Florida

Departmental, college, and university curriculum committees review all courses and programsfor relevancy, quality, student interest, and fit with the SUS course system and nationalstandards. UF also is responsible to both the Board of Governors and the Southern Association ofColleges and Schools (SACS) for periodic review of all programs. Curricular changes, thecreation of new programs, and the closure of programs no longer current are an ongoing process.UF also ensures that degrees and curriculum remain relevant through college and departmentExternal Advisory Boards, usually composed of volunteers from industry. For a list of these,please see Appendix 10.Graduate Education at UFThis discussion is a bit different from the one above about undergraduate education. Anundergraduate education in the context of a research university offers students an initiation intothe problems and methodology of research while they pursue a basic undergraduate degree.Research becomes central to the educational process at the graduate level. UF’s research,graduate education and economic development agendas are inextricably intertwined. Graduatestudents and faculty partner in developing new intellectual property and in competing for over$600 million annually in external grants and contracts. An ample supply of high-qualitygraduate students is critical to the university’s efforts to attract and meet the needs of businessand industry and in its outreach endeavors to serve Florida’s citizens. Graduate studentinvolvement does not stop with the research effort, however. They are key players in technologytransfer, licensing, and business startups that are so important to the Florida economy.At the graduate level, UF offers Master degrees, Ph.D. degrees, and professional doctorates.Although the Ph.D. programs drive UF’s national and international reputation, UF’s wide arrayof Master degree programs provide Florida residents the opportunity to enhance their skills andcontribute at a professional level to the State workforce. These Master programs often serve asan entry point to Ph.D. and professional education programs at UF. UF undergraduates value thequality of education provided by UF and return en masse for advanced training. In 2010-11,5,963 of UF’s 16,000 graduate students had received a bachelor’s degree previously from UF.While Master degrees and Ph.D. degrees are generally well-known, the professional doctoratesmay be less so. They provide advanced, professional training in specific fields beyond theMaster degree. In some fields, they are the first professional degree. Examples of professionaldegrees include the Doctor of Nursing Practice which prepares advanced practice nurses forprimary care and for specialized settings such as intensive care units, the Doctor of Pharmacy,Doctor of Audiology, and Doctor of Physical Therapy, which are the entry-level degrees forthose professions, and the Doctor of Plant Pathology, which is important for the State’sagricultural industry.As a national research university, UF is a major player in graduate education. Last year, 3,948students graduated with Master degrees, 774 graduated with Ph.D. degrees, and 1,353 graduatedwith professional doctorates or medical professional degrees. UF is the State’s major producerof advanced degrees: between 2005 and 2011, UF awarded 4,387 Ph.D. degrees.12 University of Florida

Health Professions EducationThe UF College of Medicine has an average of 130 M.D. graduates a year. In addition, ittrains about 1,100 medical residents (787 in Gainesville and 316 in Jacksonville), about40 percent of whom remain in North Central and Northeast Florida to practice. TheSchool of Physician Assistant Studies had 58 graduates in 2011.The UF College of Nursing graduated 196 students in the 2010-11 academic year. Ofthose, 127 earned bachelor’s degrees, 40 earned Master degrees, 27 earned doctor ofnursing practice degrees and 2 earned doctor of philosophy degrees. Most graduates workin Florida. Doctoral program graduates help to reduce the severe shortage of facultymembers at all levels of nursing education.The UF College of Pharmacy has 300 graduates each year, most of whom stay in Florida.Students train at sites around the State, including Gainesville, Jacksonville, Orlando andSt. Petersburg. The UF College of Dentistry, Florida’s only publicly funded dental school, had 81D.M.D. graduates in the 2010 to 2011 academic year, and 36 dentists who receivedadvanced certificates or graduate degrees. The College offers 16 degree and certificateprograms.The UF College of Public Health and Health Professions, one of 47 accredited schools ofpublic health in the United States, graduates more than 600 students each year, including166 Ph.D. and 175 Master graduates in 2010-2011. The college has more than 2,100students enrolled in its 16 academic programs. Sixty-one percent of graduates remain inFlorida to work in both the public and private sectors.The UF College of Veterinary Medicine had 88 D.V.M. graduates in 2011, and, startingin 2014, will increase the number of graduates to 100 a year. Since Fall 2010, there havealso been three Ph.D. graduates and 18 Master graduates, including candidates from theweb-based forensic toxicology program. The college also offers a dual D.V.M./M.P.H.program as well as certificate programs in aquatic animal, food animal, shelter animaland international veterinary medicine.Meeting the Needs of th e State. Pie Chart 2 sh ows the distribution of graduate degrees am ongvarious sectors. 73% of all graduate and professional degrees are awarded in STEM disciplines,in health science disciplines, and in other career -oriented disciplines. The chart shows that UFproduces a steady supply of high ly-trained professionals whose special expertise is poised toadvance the State’s p rogram of economic development. Please con sult Appendix 5 to see thegraduate and professional degrees included in each of the cate gories: STEM, Career-o riented,Health and Other.13 University of Florida

Pie Chart 2: UF Graduate and Professional Degrees by Area, 2009-10UF adjusts its graduate programs aggressively to meet critical needs of the State, to promoteeconomic development, and to remain on the cutting edge of national and international concerns.Since 2005, UF has created seven new research doctorates and eight Master degree programs.Some are important to Florida’s agricultural interests, such as a doctoral degree in AnimalSciences. Others are important to the State’s high-tech interests, such as the doctoral degree inComputer Engineering and to the health sciences, such as the Master of Public Health and theDoctor of Nursing Practice.Employment after graduation. UF graduate degrees are prestigious, and graduates generally findsatisfactory employment. Departments at UF were surveyed and provided employmentinformation on over three-quarters of the 4,387 Ph.D. graduates who completed their degreesbetween 2005 and 2011. Over 1,000 obtained faculty appointments in higher education. Nearly 1,000 held positions in business, industry, government and other areas. Another 900 continued their training and research via post-doctoral positions, common inagriculture, the sciences and engineering.14 University of Florida

UF Ph.D. Graduates Survey on Positions after GraduationFieldsPh.D.DegreesAwardedInformationSubmittedPostdoctoralPositionsFacultyPositionsNon‐AcademicPositionsAgriculture 507 372 125 99 119Business 102 102 2 86 13Education 291 185 8 98 40Engineering (STEM) 1282 967 185 84 450Health Professions 354 215 70 72 86Fine Arts/Humanities 272 231 15 198 16Sciences (STEM) 955 770 423 116 199Social Sciences 624 476 66 285 57UF Total 4387 3318 894 1038 980In Appendix 11 you will find inform ation describing the job placem ent of UF gr aduates bycollege. Please consult Appendix 6 for information about the Career Resource Center activitiesthat connect graduating students with employers.Quality of Graduate Programs. The quality of graduate education is of paramount importance tothe University. It directly affects the University’s national and international reputation, its abilityto attract over $600 m illion in external grants a nd contracts annually, and its ability to attractoutstanding faculty, who demand high quality graduate students.As a consequence of the University’s focus on graduate education, particularly at the doctorallevel, and on the heels of a National Research Council study of doctoral programs, the Presidentinitiated a comprehensive review of the University’s Ph.D. programs last year. The preliminaryassessment was conducted over 6 months by a committee of Distinguished Professors. TheProvost then charged each doctoral program to complete a self-study and to draft acomprehensive and concrete plan for further Ph.D. program improvement (see Appendix 12).These proposals are due January 2012. They will be evaluated by a committee of faculty thatwill present its findings to the President, Provost, and Dean of the Graduate School. Thesefindings will serve as the basis for a strategic plan for continuous doctoral programimprovement.In graduate programs where there are licen sing examinations, the results of those exam s showthat UF is providing exemplary preparation for their professions. These results are shown in thenext table. For a comprehensive list of UF licensing test results, see Appendix 13.15 University of Florida

UF Licensure Exam Pass Rates in Major ProgramsAs is the case with undergraduate programs, External Advisory Boards and external accreditorsalso play important roles in ensuring quality and relevancy of graduate programs.Distance Education. UF graduate programs are widely accessible through distance education.There are currently 69 complete graduate degree programs available through the Internet. Lastyear, they had a combined enrollment of nearly 4,000 students. Not only do these Internetprograms afford increased access to UF graduate programs, but they are an important source ofauxiliary revenue for the University. Last year, UF received over $60 million in revenue fromdistance education degree programs. The number of distance graduate education programs willcontinue to grow, and the number of students in current programs is expected to increasesubstantially.Efficiencies and Cost EffectivenessUF is highly efficient and cost effective. A comprehensive study of efficiency completed inSeptember 2011 at the University of Texas, Austin concluded that UF is the most efficient publicresearch university in the nation: seehttp://www.utexas.edu/news/attach/2011/campus/analysis_efficiency.pdfUF has achieved remarkable efficiency and renown despite lower funding per FTE than mostother public research universities, as the next graph shows.16 University of Florida

State Appropriation and Tuition Revenue per Full-Time Equivalent Student: AAU PublicAverage vs. UFNote that in the above graph, dollars are adjusted using the Higher Education Price Index, with2010-11 as the base year. All State appropriation and tuition dollars are included for both AAUpublic universities and UF. The FTE data are for all students, including medical students. FTEis calculated using IPEDS rules where one full-time student counts as one FTE and one part-timestudent counts as one-third FTE.UF has taken major steps during the President’s term in office to promote greater efficiency andcost effectiveness. Over the past two years, he introduced the Responsibility-CenteredManagement (RCM) budgeting system. The system is intended to create incentives forentrepreneurial behavior at the unit level. Revenues from entrepreneurial activities are retainedentirely by those units undertaking entrepreneurial risks. The activities must meet the strategicgoals of the University. The RCM system distributes the State budget to the responsibilitycenters (primarily the colleges) via an algorithm driven primarily by student credit hourproduction and weighted cost of delivery. Colleges are responsible for paying all the bills theyincur and services they use. As a consequence, colleges have a great incentive to generateadditional revenue, to reduce costs, and to increase efficiencies.17 University of Florida

Over the next year, UF will introduce a shared services model to increase savings. Some of theother efficiencies achieved in the past several years include:$600K recurring savings from re-commissioning campus buildingsA textbook rental program that provides savings up to 50% for studentsElimination of the payout for unused sick leave for newly hired employees. This willeventually save millions of dollarsMerger of departments of Operative Dentistry and Dental Biomaterials; closure ofEducational Psychology program and associated degrees; closure of DocumentaryInstitute; merger of Department of Communication Sciences and Disorders andDepartment of Communicative Disorders; closure of Rehabilitation Counseling Division;merger of Student Mental Health with Counseling CenterAs part of UF’s Strategic Sourcing project, we initiated Sci-Quest online delivery systemthrough the University portal. Estimated savings: between $1M and $2MRestructured Microsoft and Oracle contracts to include Shands and all students. Thissaves Shands over $1M per year for five years on Oracle licenses and another $1M peryear on Microsoft licenses. Microsoft licenses are extended to all UF students at noadditional cost to students.Goal 2: Produce the Nation's Next Generation of Intellectual Property: NewDiscoveries and Technologies that Improve our Standard of Living, AnswerSocial, Scientific and Technological Challenges, and Serve as the Basis for aRobust Florida EconomyUF is a research powerhouse among the world’s research universities, and there is enormousbenefit to the State from these activities:Substantial portions of the research mission are devoted to the imminent solution of realproblems faced by the citizens and industries of this State.The new intellectual property that flows from research is an important revenue generatorfor the University through licensing and tech transfer. The best known examples ofimportant revenue generators at UF include Gatorade, which created the sports beverageindustry in the U.S., and Trusopt, which was the first topically-administered drug to treatglaucoma.18 University of Florida

The new intellectual property is an important stimulus to the development of newbusinesses and a robust State economy.The research activities of the University attract the attention and partnerships ofimportant external constituencies, particularly industry and government.As was mentioned in the introduction, UF has the breadth, capacity, and expertise to tackle thechallenging scientific, social, and economic problems we all face. Here are some examples ofmajor research thrusts under way at UF:The health of the elderly is of particular concern in Florida, where almost 19 percent ofthe State’s 18 million residents are older than 65. The Institute on Aging is developing adynamic research plan that spans public health, health services, and behavioral, clinicaland basic sciences. Its research program focuses on mechanisms, etiology, preventionand rehabilitation of cognitive and physical disability to maximize the participation andlife potential of older adults. The Institute is the recipient of a $73 million NationalInstitutes of Health research grant in support of its research program.The Emerging Pathogens Institute fuses key disciplines to develop research, education,and outreach capabilities designed to preserve Florida’s health and economy, and toprevent or contain new and re-emerging diseases.The Clinical and Translational Science Institute was founded in 2008 to improve humanhealth by transforming the University’s ability to conduct clinical and translationalresearch and to speed the movement of new drugs and medical discoveries fromlaboratory bench to bedside. It is funded by multiple NIH grants.The Nanoscience Institute for Medical and Engineering Technology (NIMET) focusesand coordinates research and educational activities in nanoscale science andnanotechnology. It involves the research of over eighty faculty and staff in physics,chemistry, biology, medicine, engineering, and materials science.The Florida Museum of Natural History was named the national hub for the AdvancingDigitization of Biological Collections Initiative by NSF with a $10 million grant.A team from UF’s Department of Astronomy initiated an arrangement that creates acollaborative research initiative between scientists in Spain and Florida working in smallsatellite technology, agriculture biotechnology, and the science of aging. Florida Lt. Gov.Jennifer Carroll and Cristina Garmendia, Spain’s minister of science and innovation,signed an official agreement to launch the project in Madrid in October 2011.The McKnight Brain Institute and Departments of Neurosurgery, Neurology andNeuroscience are developing one of the best brain tumor research centers in the nationwith a $10 million contribution from a donor. Investigators at the MBI also conductresearch in brain and spinal cord injuries from accidents, sports concussions and combatbrain injuries. Another important MBI program is on age-related brain disorders,19 University of Florida

including Alzheimer's disease, Parkinson's disease and stroke, which are priority areas ofhealthcare in the State of Florida. These efforts are highly collaborative, involvingmultiple UF colleges, centers and institutes as well as other universities. The MBIinvestigators spent a total of $18.5 in NIH grants in the last fiscal year.The College of Medicine employs over 1200 faculty and staff who attracted $125 millionin the last fiscal year, adding substantially to the regional economy and contributingdiscoveries and technologies that improve the health of Floridians, ranging fromadvances in gene therapy to cardiovascular disease, diabetes, stroke, cancer andneurologic conditions.The College of Pharmacy has a robust program of drug discovery, and has licensedseveral compounds that are in clinical trial. The college is establishing in Orlando aCenter for Pharmacometrics Research at the UF Research and Education Center at LakeNona, to study how to move new drugs quickly and safely to market.The College of Dentistry is nationally recognized for its oral health research whichemphasizes infectious diseases, bone biology, pain, neuroscience and translationalresearch. It consistently ranks fourth to sixth among dental schools nationally in NIHfunding.The College of Public Health and Health Professions recently established the FloridaTrauma Rehabilitation Center for Returning Military Personnel to advance rehabilitationscience for service members returning to Florida with severe injuries. College faculty andstudents are conducting a variety of other studies of special relevance to the State ofFlorida, including the effect of the BP gulf oil spill on human and animal health,strategies to stem the obesity epidemic in children and adults, smoking cessationprograms, assessment and improvement of the driving capabilities of elderly Floridians,and methods to improve understanding of childhood diseases such as musculardystrophy.The College of Veterinary Medicine is a leader in infectious disease and immunologyresearch focused on emerging and exotic infectious diseases of livestock, pets andwildlife in Florida. The Aquatic Animal Health program conducts extensive research onthe health, management and conservation of a wide range of free-living, captive andfarmed aquatic animals.These vignettes accompany impressive statistics. During the fiscal year 2009-10, UF facultyproduced nearly 6,000 research proposals that resulted in more than 2,800 new external researchawards supported by a record $678 million in public and private funding. For more details aboutUF’s research enterprise, please consult the Office of Research Annual Report in Appendix 14.UF is the dominant research enterprise in the State. UF’s research and development spending inFY10 totaled $582 million – 47 percent of the total for all eleven Florida public universities. UFis also one of the dominant research enterprises nationally, ranking 10 th in research anddevelopment expenditures among U.S. public 4-year universities in FY10.20 University of Florida

UF’s external grants and contracts budget is a direct source of employment and economicstimulation in the State. In 2011, 10,746 people were employed either full-time or part-time oncontracts and grants. If we convert this employment figure to full-time-equivalents, 4,744 FTEwere employed in 2011. The disbursement to these employees totaled $247.6 million.Goal 3: Move the Intellectual Property into the Florida MainstreamUF moves its discoveries and new intellectual property aggressively into the Florida economy.Two indicators of this are:Patents. UF ranks seventh among all universities – public and private – in the number ofU.S. patents awarded. Licensing Income. UF received nearly $54 million in licensing income in 2008-09.UF’s Office of Technology and Licensing is one of the nation’s best and creates linkages amongUF inventors, investors and entrepreneurs, and industry. It works with UF employee inventorswith potentially patentable or copyrightable technologies to facilitate the transfer of technologiescreated at UF to the commercial sector for public benefit. For a complete description of itsactivities, please see http://www.research.ufl.edu/otl/about.htmlAs the State looks to the future, so does the University. UF has implemented several ongoingprojects that promise increased and ongoing economic stimulation.The Florida Innovation Hub http://www.floridainnovationhub.ufl.edu/ was completed this yearwith an $8.2 million federal grant and a $5 million commitment from UF. The 45,000 squarefoot-facilityjust a few blocks from campus will serve as a catalyst for startup companies whosetechnologies emanate from laboratories at UF and throughout the State. The Innovation Hubwill provide them with the infrastructure, logistics and resources needed to get up and runningeffectively and efficiently. In doing so, the Innovation Hub will help those companies and othersbring research discoveries to the marketplace, creating additional jobs for Floridians.The Innovation Hub is part of a 40-acre project with a focus on research and high techcompanies dubbed Innovation Square http://innovationsquare.ufl.edu/ It will be developed as apublic-private partnership with both UF and private companies on site and will contain abusiness “super incubator” to help launch high-tech and biomedical businesses.At the same time the Innovation Hub and Innovation Square address the needs of currententrepreneurs, UF is seeding the next generation of entrepreneurs through its InnovationAcademy and planned Innovation Dormitory. The Innovation Academyhttp://innovationacademy.aa.ufl.edu/ is a unique experiment in American higher education inwhich a cohort of 2,000 students will attend UF in Spring and summer terms to pursue one of 35majors and a minor in entrepreneurship, innovation, and creativity. In the context of the Hub,Square, and Dormitory, they will learn about and participate in new entrepreneurial activitiesand, with UF encouragement, initiate their own.The new Clinical and Translational Science Institute http://www.ctsi.ufl.edu/about/ is one suchproject. One of just 60 recipients of the Clinical and Translational Science Award from theNational Institutes of Health, the CTSI will improve health by speeding laboratory discoveries to21 University of Florida

patients for diagnosis, treatment, prevention and cure of diseases. The institute has forged crossdisciplinarypartnerships throughout the state. Initial projects include assessment and monitoringof health risk factors such as diet, exercise and obesity, and surveillance and detection of mildtraumatic brain injury in students who play organized sports.UF’s Satellite Research and Academic Center in Lake Nonahttp://magazine.ufl.edu/2011/02/lake-nona/ is scheduled to open in summer 2012. This facilitywill promote research and collaboration between UF and the adjacent Sanford-Burnham MedicalResearch Institute. Scientists at the two institutions will work together to advance healthresearch and develop new technologies. The center also will support UF’s Institute on Agingand the UF College of Pharmacy.The Institute of Food and Agricultural Sciences (IFAS) http://ifas.ufl.edu/ has been throughoutthe 20 th century, and remains in the 21 st century, at a primary driver of discoveries and newproducts that have helped create new markets and develop Florida’s agricultural industries.Goal 4: Address Florida’s NeedsSince its creation as a land-grant university to serve the needs of the entire State of Florida, theUniversity of Florida has sought, as a mission imperative, to improve the lives of Floridiansthrough education, research, and outreach.Economic Impact. One important component of this imperative is a program to foster economicgrowth and prosperity in the State.UF has an overall economic impact of $8.76 billion annually and provides more than 106,000jobs directly and indirectly. For a comprehensive review of UF’s direct and indirect economicimpacts on the State, please consult the brochure “The University of Florida Economic Impact2009-10” at http://www.urel.ufl.edu/economicImpact/ and the comprehensive report “EconomicImpacts of the University of Florida in 2009-10” in Appendix 15. The following are thesummary highlights of the report.Economic impacts of the University of Florida and affiliated organizations on the Floridaeconomy for the fiscal year 2009-10 included:Total revenues of $4.27 billion, with $2.00 billion from sources outside of FloridaTotal spending of $5.83 billion for University operations, personnel, capital outlays,healthcare services, technology spin-off businesses, direct support organizations,students, and campus visitorsTotal spending within Florida of $4.92 billion and $2.51 billion in spending from sourcesoutside the state22 University of Florida

Direct employment of 41,434 jobs for faculty, staff and other non-permanent personnel atthe University of Florida, Shands Healthcare, and associated Direct SupportOrganizationsTotal employment impacts of 106,118 fulltime and part-time jobs in Florida includingregional multiplier effects of spending from outside revenuesTotal output or revenue impacts of $8.76 billion Total value added impacts of $5.17 billion, equivalent to 0.71 percent of Florida’s 2009Gross State ProductOutput impacts of $2.88 billion for healthcare services provided by Shands hospitals andFaculty Practice ClinicsOutput impacts of $1.43 billion from University technology spin-off businesses located inthe StateOutput impacts of $290 million from visitors to academic, athletic and cultural eventsfacilitiesLabor income (employee compensation and proprietor income) impacts of $3.46 billion;Indirect business tax impacts to local, state, and federal governments of $410 millionTotal output impacts increased by 14.6 percent between FY 2005-06 and FY 2009-10 ininflation-adjusted terms, and total employment impacts increased by 30.9 percent(excluding technology spin-off companies)Access to Higher Education Through Distance Education. Another important component of theland-grant imperative is to provide access to higher education to the citizens of the State. WhileUF does this on its main campus in Gainesville, it has always provided educational opportunitiesin every one of the State’s 67 counties through IFAS Extension Services. UF provides additionalaccess through its rapidly developing Distance Learning services http://www.distance.ufl.edu/There are over 60 university degrees currently available online and more to come in the nearfuture. This provides opportunities for degrees for citizens who may not be able to spend one ormore years in residential study in Gainesville. Distance Learning has developed into awonderful outreach tool, helping working pharmacists to upgrade their credentials through theDoctor of Pharmacy degree, helping teachers in K-12 school systems to upgrade theirprofessional training and credentials through Master of Education degrees offered online, anddeveloping the next generation of leaders and entrepreneurs through Executive M.B.A.programs.Services Provided by UF/IFAS Research and Extension.Cooperative Extension Service. Extension plays a vital role across the state in partnership withFloridians. Extension programs educate people about sustainable agriculture and horticulture,community development, conservation and protection of our natural resources and the23 University of Florida

environment, food safety and nutrition, consumer finances, parenting skills, and youthdevelopment. Extension also educates Floridians to maintain a safe and affordable food supply,to combat pests and invasive species, and to apply best practices for using land wisely andsustainably.Extension uses a wide range of methods to deliver information. This past year, state and countyfaculty responded to more than 5 million citizen requests for help. Faculty responded with oneon-oneconsultations and group educational events, distributed more than 41,000 research-basedmaterials, and used the Internet and other mass media to reach clientele.By recruiting and training volunteers, UF/IFAS Extension provides services to communities thatordinarily could not afford them. Last year, more than 37,000 volunteers donated the equivalentof 179,800 workdays. Volunteer groups include 4-H Leaders, Master Gardeners, MasterNaturalists, Money Mentors, Master Nutritionists, and Home and Community Educators.Extension annually conducts a “Customer Satisfaction Survey” that allows our clientele to judgeour performance. This past year, 15 counties participated. The results showed 95% of extensionusers believed the information delivered by Extension was up-to-date and accurate, delivered ontime (94%), relevant (94%), and easy to understand (95%). Seventy nine percent responded thatthey used the information and of those who used the information, 85% said it solved theirproblem.Here are some examples of how UF/IFAS Extension addresses Florida’s needs:Good Agricultural Practices (GAP) – IFAS Extension has created a new statewideeducational program that teaches producers how to grow and market fruits and vegetablesto minimize food safety risk.Nutrition Education – IFAS Extension’s Expanded Food and Nutrition EducationProgram (EFNEP) educated limited-resource adults (6,108) and youth (9,725) aboutnutrition, food resource management, and food safety. For every dollar spent on EFNEPprogramming, an estimated $10.64 is saved in health care costs.Freeze Protection – Freeze protection tools for Florida’s sensitive crops have beendeveloped. Depending on the severity of the winter, the FAWN system has savedbetween 7.6 and 38 billion gallons of water per year and from $4 to $19 million byproviding instantaneous weather information that has reduced water use for freezeprotection.Best Management Practices – IFAS Extension plays an integral part in the developmentand implementation of agricultural and urban Best Management Practices (BMPs). Duemainly to our educational workshops and seminars on BMPs and their implementation,about half of Florida’s agricultural acreage is enrolled in the FDACS BMP program.The 4-H Youth Development Program This Extension program annually reaches over230,000 Florida youth, ages 5-18, through 4-H clubs, school enrichment, camping, school24 University of Florida

age child care programs, etc. – with the help of more than 12,000 volunteers trained byExtension/4-H faculty statewide. Research findings indicate 4-H helps young peopleexcel beyond their peers.Deep Horizon Oil Spill- IFAS was instrumental in establishing a network of seafoodinspectors who were trained in detecting contaminated seafood. Extension created fourtask forces that worked on issues related to food safety, family stress and financialmanagement, disaster assistance and communication. Media coverage of theseinspectional efforts and the assurances from the inspections has led to a nearly totalrebound in sales for the $2.5 billion Gulf industry.Water Conservation – IFAS Extension programs result in water savings all acrossFlorida. For example, new irrigation technology installed in Miami-Dade county yardsresulted in at least 20% less water pumped, decreasing irrigation cost and saving waterfor future use.Agricultural Experiment Station and Economic Development. The IFAS research mission is toimprove the health and well-being of Floridians in the areas of agriculture, natural resources andhuman resources. This mission is carried out by IFAS statewide research faculty located at theGainesville campus and at the 13 Research and Education Centers throughout the state. Recentresearch advances include:Plant variety development: Each year new varieties of fruits and vegetables are releasedand licensed to Florida’s industries. In FY11 new varieties included 4 new mandarinoranges, a new strawberry, 12 new foliage plants and 2 new sugarcane varieties. Thenew tomato variety, Tastilee, is a vine-ripened tomato that contains high lycopene forhealth and is currently a best seller at supermarkets throughout Florida.Genome sequencing: The sequencing of the citrus and strawberry genomes facilitatingresearch to develop better tasting fruit, expand the growing season for fruit, and boostingthe resistance of fruit to pests such as the citrus greening disease.Nutritional research: A fundamental discovery that the B vitamin folate plays a centralrole in preventing oxidative stress-related diseases such as Alzheimer’s, Parkinson’s, andheart diseases.Diabetes research: A team of scientists discovered that children with Type I diabeteshave lost the normal balance of bacteria in their intestinal tract. This can be a useful earlyindicator test for Type I diabetes and could also provide a simple step to restore thenormal flora and delay or prevent onset of the disease.Forest management: A UF-led consortium won a $20 million federal grant to improvepine forest management in the southeastern U.S. through genetic improvement andmanagement strategies.25 University of Florida

Bioenergy: IFAS researchers explore new feedstocks and processing methods forbioenergy production. With several patents for cellulosic ethanol production, scientistscontinue to improve processing.Urban pest management: The most widely used termite elimination system, Sentricon,was developed by an IFAS scientist at the Ft. Lauderdale REC and is licensed by DowAgrosciences. This bait system is only used when termites are present and avoids the useof large amounts of insecticide. The Sentricon system protects such properties as theWhite House, the Statue of Liberty, Independence Hall and The Alamo.Services Provided by the UF Health Science CenterThe UF Health Science Center, with its six health profession colleges, and Shands HealthCare,with campuses in Gainesville and Jacksonville, collaborate closely as UF&Shands, theUniversity of Florida Academic Health Center. UF&Shands employs 19,000 faculty and staff.Patient care is at the heart of the work of UF&Shands. Patients from every county in Floridareceive treatment. Thirty percent are referred from outside UF’s primary service area for highlyspecialized diagnostics and treatment. The UF&Shands campus in Gainesville excels in a host ofareas, with nationally recognized programs for neurosurgery, brain tumors, movement disorders,specialized care of the elderly, Type 1 diabetes, rare metabolic childhood disorders, heart, lungand bone marrow transplantation, heart valve diseases, stroke and addiction medicine. InJacksonville, UF&Shands is nationally known for treatment of developmental disabilities. It isalso home to northeast Florida’s Level 1 trauma center and the UF Proton Therapy Institute,which treats 100 patients daily and serves as the referral site for St. Jude Children’s ResearchHospital and Britain’s National Health Service.The College of Nursing places students and practicing faculty members in more than 30 countiesin Florida. Most graduates work in Florida to help address critical shortages in health care andnursing education. Most of the state’s experts in specialized fields such as neonatal intensive careand nurse midwifery are UF graduates. The College has a particular focus on preparing nursesfor practice in rural and other underserved areas of the state. A compelling example is the ArcherFamily Health Care clinic, which provides approximately 500 patient care visits a month in acommunity that has no other primary care providers, and prevents uncompensated emergencyroom expenditures of at least $500,000 a month.The College of Pharmacy has students and faculty who practice and train in community andinstitutional settings in both metropolitan and rural areas across the state. In addition, these UFpharmacy personnel serve communities through screening, health fairs and public educationactivities.The College of Dentistry has a multifaceted service mission encompassing patient care,community outreach and education. Through its Statewide Network for Community Oral Health,the college improves access to dental care for Florida’s residents, focusing on vulnerable andindigent populations and special needs patients. The college has become one of the largestproviders of low-cost dental care in Florida, contributing nearly 10 percent of all indigent care toFlorida’s residents through comprehensive state-of-the-art clinical services.26 University of Florida

The College of Public Health and Health Professions, through six clinics in the Gainesville area,offers a range of specialized health care services including physical therapy, occupationaltherapy, speech and language therapy, audiology and clinical psychology. During the past year,these clinics had more than 47,000 patient visits.The UF College of Veterinary Medicine, the only school of its kind in Florida, providesadvanced clinical and preventive health care for companion animals as well for the equine, cattleand aquatic industries of the state. It also supports the State’s wildlife resources, conductsenvironmental studies and has many faculty who provide a wide range of outreach programs.The UF Veterinary Medical Center is a major veterinary referral center, treating more than18,700 animals annually. Its new $58 million Small Animal Hospital includes a linearaccelerator, cardiology catheterization laboratory and state-of-the-art diagnostic equipment,including MRI and CT.ConclusionWith its overall economic impact of $8.76 billion annually, the 106,000 jobs provided directlyand indirectly through University operations, its research operations and the spin-off companiescreated based on the new intellectual property, UF is an important driver of the Florida economy.In the midst of this large scale activity, however, UF does not forget the needs of individualcitizens. The University provides exemplary educational opportunities on its main campus inGainesville and around the State at all levels: bachelor, master, doctoral, and professional.Through its extensive network of health services clinics and IFAS extension offices, it bringshealth care and practical help in matters ranging from agriculture to financial services and moneymanagement to people in all parts of the State.As we approach the 150 th anniversary of the Morrill Act in 2012, it is worth reflecting on thisremarkable piece of legislation that created the nation’s stunningly successful system of publicland-grant universities. Under this act, the University of Florida entered into service to the entireState and pledged to improve the health, well-being, and prospects of all Floridians and the Statein which they live through research, education, and outreach. It is a pledge that endures.27 University of Florida

Appendix 1List of UF Degree Programs by Level

Degree Programs Offered by University of FloridaSource: BOG Academic Degree InventoryTotal Degree Programs 236Undergraduate Degree Programs 97Accounting 52.0301Advertising 9.0903Aerospace, Aeronautical and Astronautical/Space Engineering 14.0201Agricultural and Food Products Processing 1.0401Agricultural Economics 1.0103Agricultural Engineering 14.0301Agricultural Teacher Education 13.1301Animal Sciences, General 1.0901Anthropology 45.0201Architecture 4.0201Art History, Criticism and Conservation 50.0703Art Teacher Education 13.1302Asian Studies/Civilization 5.0103Astronomy 40.0201Athletic Training/Trainer 51.0913Audiology/Audiologist and Speech-Language Pathology/Pathologist 51.0204Biology/Biological Sciences, General 26.0101Botany/Plant Biology 26.0301Business Administration and Management, General 52.0201Chemical Engineering 14.0701Chemistry, General 40.0501Civil Engineering, General 14.0801Classics and Classical Languages, Literatures, and Linguistics, General 16.12Community Health and Preventive Medicine 51.2208Computer and Information Sciences, General 11.0101Computer Engineering, General 14.0901Construction Engineering Technology/Technician 15.1001Criminology 45.0401Dance, General 50.0301Digital Arts 50.0102Drama and Dramatics/Theatre Arts, General 50.0501East Asian Languages, Literatures, and Linguistics, Other 16.0399Economics, General 45.0601Electrical and Electronics Engineerin 14.1001Elementary Education and Teaching 13.1202English Language and Literature, General 23.0101Entomology 26.0702Environmental Science 3.0104Environmental/Environmental Health Engineering 14.1401Exercise Physiology 26.0908Family and Community Services 19.0707Appendix 1 1 University of Florida

Finance, General 52.0801Fine/Studio Arts, General 50.0702Fire Science/Fire-fighting 43.0203Food Science 1.1001Forestry, General 3.0501French Language and Literature 16.0901Geography 45.0701Geology/Earth Science, General 40.0601German Language and Literature 16.0501Graphic Design 50.0409Health Services/Allied Health/Health Sciences, General 51History, General 54.0101Horticultural Science 1.1103Insurance 52.1701Interior Design 50.0408International/Global Studies 30.2001Jewish/Judaic Studies 38.0206Journalism 9.0401Landscape Architecture 4.0601Linguistics 16.0102Management Science 52.1301Marketing/Marketing Management, General 52.1401Materials Engineering 14.1801Mathematics, General 27.0101Mechanical Engineering 14.1901Medical Microbiology and Bacteriology 26.0503Multi-/Interdisciplinary Studies, Other 30.9999Music Teacher Education 13.1312Music, General 50.0901Nuclear Engineering 14.2301Ornamental Horticulture 1.0603Parks, Recreation and Leisure Facilities Management, General 31.0301Philosophy 38.0101Physics, General 40.0801Plant Sciences, General 1.1101Political Science and Government, General 45.1001Portuguese Language and Literature 16.0904Psychology, General 42.0101Public Relations/Image Management 9.0902Radio and Television 9.0701Real Estate 52.1501Registered Nursing/Registered Nurse 51.3801Religion/Religious Studies 38.0201Russian Language and Literature 16.0402Sociology 45.1101Soil Science and Agronomy, General 1.1201Spanish Language and Literature 16.0905Appendix 1 2 University of Florida

Special Education and Teaching, General 13.1001Sport and Fitness Administration/Management 31.0504Statistics, General 27.0501Surveying Technology/Surveying 15.1102Sustainability Studies 30.3301Systems Engineering 14.2701Wildlife, Fish and Wildlands Science and Management 3.0601Women's Studies 5.0207Zoology/Animal Biology 26.0701Graduate/Professional 136Accounting 52.0301Advertising 9.0903Aerospace, Aeronautical and Astronautical/Space Engineering 14.0201Agricultural Economics 1.0103Agricultural Engineering 14.0301Agricultural Teacher Education 13.1301Agronomy and Crop Science 1.1102Animal Sciences, General 1.0901Anthropology 45.0201Architecture 4.0201Art History, Criticism and Conservation 50.0703Art Teacher Education 13.1302Astronomy 40.0201Audiology/Audiologist 51.0202Audiology/Audiologist and Speech-Language Pathology/Pathologist 51.0204Biochemistry and Molecular Biology 26.021Bioengineering and Biomedical Engineering 14.0501Biological and Biomedical Sciences, Other 26.9999Biostatistics 26.1102Botany/Plant Biology 26.0301Business Administration and Management, General 52.0201Cell/Cellular and Molecular Biology 26.0406Chemical Engineering 14.0701Chemistry, General 40.0501City/Urban, Community and Regional Planning 4.0301Civil Engineering, General 14.0801Classics and Classical Languages, Literatures, and Linguistics, General 16.12College Student Counseling and Personnel Services 13.1102Community Health and Preventive Medicine 51.2208Comparative Law 22.0206Computer and Information Sciences, General 11.0101Computer Engineering, General 14.0901Construction Engineering Technology/Technician 15.1001Counseling Psychology 42.2803Counselor Education/School Counseling and Guidance Services 13.1101Creative Writing 23.1302Appendix 1 3 University of Florida

Criminology 45.0401Curriculum and Instruction 13.0301Curriculum and Instruction 13.0301Dental Clinical Sciences, General 51.0501Digital Arts 50.0102Drama and Dramatics/Theatre Arts, General 50.0501Early Childhood Education and Teaching 13.121Ecology 26.1301Economics, General 45.0601Educational Leadership and Administration, General 13.0401Educational Statistics and Research Methods 13.0603Electrical and Electronics Engineerin 14.1001Elementary Education and Teaching 13.1202Energy, Environment, and Natural Resources Law 22.0207English Language and Literature, General 23.0101English/Language Arts Teacher Education 13.1305Entomology 26.0702Environmental/Environmental Health Engineering 14.1401Epidemiology 26.1309Exercise Physiology 26.0908Family and Community Services 19.0707Finance, General 52.0801Fine/Studio Arts, General 50.0702Fire Science/Fire-fighting 43.0203Fishing and Fisheries Sciences and Management 3.0301Food Science 1.1001Forestry, General 3.0501French Language and Literature 16.0901Genetics, General 26.0801Geography 45.0701Geology/Earth Science, General 40.0601German Language and Literature 16.0501Health Services/Allied Health/Health Sciences, General 51Health/Health Care Administration/Management 51.0701Higher Education/Higher Education Administration 13.0406Historic Preservation and Conservation 30.1201History, General 54.0101Horticultural Science 1.1103Insurance 52.1701Interior Design 50.0408International Business, Trade, and Tax Law 22.021International Construction Management 15.1005International Relations and Affairs 45.0901Landscape Architecture 4.0601Latin American Studies 5.0107Latin Language and Literature 16.1203Law 22.0101Appendix 1 4 University of Florida

Linguistics 16.0102Marketing/Marketing Management, General 52.1401Marriage and Family Therapy/Counseling 51.1505Mass Communication/Media Studies 9.0102Materials Engineering 14.1801Mathematics Teacher Education 13.1311Mathematics, General 27.0101Mechanical Engineering 14.1901Medical Microbiology and Bacteriology 26.0503Mental Health Counseling/Counselor 51.1508Museology/Museum Studies 30.1401Music Teacher Education 13.1312Music, General 50.0901Nuclear Engineering 14.2301Nursing Practice 51.3818Nursing Science 51.3808Nutrition Sciences 30.1901Occupational Therapy/Therapist 51.2306Ocean Engineering 14.2401Parks, Recreation and Leisure Facilities Management, General 31.0301Pharmacy 51.2001Pharmacy, Pharmaceutical Sciences, and Administration, Other 51.2099Philosophy 38.0101Physical Therapy/Therapist 51.2308Physician Assistant 51.0912Physics, General 40.0801Plant Molecular Biology 26.0308Plant Pathology/Phytopathology 26.0305Plant Sciences, Other 1.1199Political Science and Government, General 45.1001Psychology, General 42.0101Public Health, General 51.2201Reading Teacher Education 13.1315Real Estate 52.1501Registered Nursing/Registered Nurse 51.3801Rehabilitation Science 51.2314Religion/Religious Studies 38.0201Romance Languages, Literatures, and Linguistics, Other 16.0999School Psychology 42.2805Science Teacher Education/General Science Teacher Education 13.1316Social Studies Teacher Education 13.1318Sociology 45.1101Soil Science and Agronomy, General 1.1201Spanish Language and Literature 16.0905Special Education and Teaching, General 13.1001Sport and Fitness Administration/Management 31.0504Statistics, General 27.0501Appendix 1 5 University of Florida

Systems Engineering 14.2701Tax Law/Taxation 22.0211Veterinary Sciences/Veterinary Clinical Sciences, General 51.2501Wildlife, Fish and Wildlands Science and Management 3.0601Women's Studies 5.0207Zoology/Animal Biology 26.0701Professional Doctorate 3Dentistry 51.0401Medicine 51.1201Veterinary Medicine 51.2401Appendix 1 6 University of Florida

Appendix 2AAU Paper: America’s Research Universities:Institutions in Service to the Nation

AMERICA'S RESEARCH UNIVERSITIES:INSTITUTIONS IN SERVICE TO THE NATION"If we are to remain preeminent in transforming knowledge into economic value,America's system of higher education must remain the world's leader in generatingscientific and technological breakthroughs and in meeting the challenge to educateworkers."--Federal Reserve Board Chairman Alan Greenspan,February 16, 1999The Association of American Universities1200 New York Avenue, NW, Suite 550Washington, D.C. 20005(202) 408-7500www.aau.eduJanuary, 2001AMERICA'S RESEARCH UNIVERSITIES:INSTITUTIONS IN SERVICE TO THE NATIONExecutive SummaryKey Challenges Lie AheadThe President of the United States leads the nation in a new century of rapidlyincreasing change and uncertainty. This paper identifies four key areas of particularchallenge to the nation:●●●●Sustaining economic development and global technological leadershipEducating a knowledge-based workforceEnsuring continued medical breakthroughs and improving public healthMaintaining national security in a more uncertain worldThe Nation's Research Universities Are Essential to Meeting These ChallengesAppendix 2 1 University of Florida

The raison d'être of the American research university is to ask questions and solveproblems. Together, the nation's research universities constitute an exceptional nationalresource, with unique capabilities:●America's research universities are at the forefront of innovation; they performabout half of the nation's basic research.●The expert knowledge that is generated in our research universities is renownedworldwide; this expertise is being applied to real-world problems every day.●By combining cutting-edge research with graduate and undergraduate education,our research universities are also training new generations of leaders in all fields.We Call Upon the President to Sustain the Partnership with Research UniversitiesThe longstanding partnership between the federal government and the nation's researchuniversities is entering a new era as we move deeper into a knowledge economy. Wehope that the following will be possible:●Strong growth in research funding at the National Institutes of Health and theNational Science Foundation as well as agencies that have seen relatively littlegrowth in research funding over the past five years. The national investment infundamental new knowledge is key to ensuring continued technological payoff.●A balanced portfolio across the federal research agencies, and a balancedcombination of spending among investigator-driven research grants, training, andinfrastructure support. The latter category includes research facilities,instrumentation, and equipment.●High priority for ensuring access to higher education for students at both thegraduate and undergraduate levels.AMERICA'S RESEARCH UNIVERSITIES:INSTITUTIONS IN SERVICE TO THE NATIONThe President of the United States leads the world's greatest democracy at the turn ofthe millennium. As we celebrate this historic moment, we also must prepare for rapidchange and uncertainty. Four key areas of particular challenge will be:●Sustaining economic development and global technological leadership;Appendix 2 2 University of Florida

●Educating the workforce of the future;●Ensuring continued medical breakthroughs and improving public health; and●Maintaining national security in a more uncertain world.This paper discusses these challenges and the roles the nation's research universities canand will play in helping to meet them.Sustaining Economic Development and Global Technological LeadershipThroughout history, technology has been a powerful engine of change. But in the lasttwo decades, a fever of technological competition has swept through the globalmarketplace.Economist Robert Solow won the Nobel Prize for his paradigm-breaking research onthe sources of economic growth. Economic expansion had long been measuredprimarily in terms of labor and capital. Solow's work determined that today, the largestportion of economic growth comes from technological change.The U.S. has benefited greatly from its technological leadership. Largely as a result oftechnological innovation, the nation has enjoyed an unparalleled eight-year period ofeconomic expansion characterized by major productivity increases, job growth, andraised living standards.However, we cannot rely on past excellence to maintain or enhance our technologicalleadership. Whereas it used to take 20-25 years for a body of research to emerge indiverse market applications, the timetable now can be less than 25 months.In addition, capable and aggressive competitors abound. Those who are not yet goodinnovators are often superb imitators. The cluster of nations capable of adopting andimproving on every new commercial product, process, or service grows daily. In fastmoving fields, advantage accrues to those who first make the breakthroughs. That is amajor reason that research matters to competitive advantage.America has strong technological prowess, but its preeminence in any area is alwaysvulnerable to highly competent competitors. We are not leaders in every field oftechnology, as no nation can be. Defending our position in areas where we have currentleadership will be difficult, and besting competitor nations that are ahead of us in otherareas will be especially daunting.Appendix 2 3 University of Florida

Educating the Workforce of the FutureEducating and training the workforce of the 21 st Century will require the concerted andcollaborative efforts of all sectors of our economy, not just educational systems. Asinformation technologies become the primary infrastructure of the future, education willnot end with a diploma or a degree; effective workers and citizens will need to beperpetual learners.As workers, Americans will need to adapt to a constantly changing, fast-paced workenvironment that may include dealing with coworkers across the country or around theworld. This requires not only technical skills, but also the ability to understand and workwith those from different backgrounds and cultures. As citizens, Americans also willneed a broad understanding of our society and the world in order to evaluate a torrent ofinformation and make informed choices about their personal lives and about the life ofthe nation as a whole.To provide continued progress and leadership, the country also must pay attention to theeducation of the next generation of scientists, educators, and leaders in government andindustry. These individuals will be the prime movers behind the health of our economy,the well-being of our citizens, and our role in the world. They must not only be wellgrounded in their specific areas of knowledge, but also understand the values of oursociety and the new global society.Despite the importance of the sciences and technology to our modern world, we cannotforget that important and inspiring knowledge is not limited to these areas. Science maybe better equipped to explain the physical world, but the arts and humanities givemeaning to our existence. We need to balance our intense scientific and technical focuswith fields that enrich and enlighten the human spirit. New knowledge must includestrategies for institutions and individuals to deal with change and find meaning in theworld.In addition, the nation's demographics are changing rapidly. It will be critical that nosegments of society be left behind as we move forward in this new, knowledge-basedeconomy.Ensuring Medical Breakthroughs and Improving Public HealthHealth problems-large and small, esoteric and common-touch every citizen and familyin the nation. Some of these problems, such as cancer, cardiovascular disease, diabetes,and birth defects, are as old as humankind. Others-AIDS, for example-are more recent.Now, with life expectancy increasing further, we are confronted with new challengessuch as the escalation of Alzheimer's and other forms of dementia in the aged. TheAppendix 2 4 University of Florida

economic and social implications of this vast societal change are enormous. We faceother new public health challenges as well:●●●The transmission of infectious diseases across borders and around the globeposes an increasing threat. The world is growing smaller every day throughadvanced transportation, population growth, and overall global mobility.Travelers can carry a virulent disease to the other side of the globe in a matter ofhours. We will not only need creative strategies for immediate identification ofnew diseases but also for their containment.Overzealous use of antibiotics poses another new and dangerous set ofproblems. Unique and more virulent strains of old, controllable diseases areappearing. Some are proving to be resistant to antibiotics that were effective onmilder strains fifteen years ago. Without a whole new generation ofpharmaceutical remedies, we could face recurring outbreaks of epidemicproportions.The connections between environmental degradation and human healthproblems present yet more concerns. The rise in skin cancer being attributed tothe hole in the atmospheric ozone layer may be just the beginning of ourunderstanding of environmental impacts.Maintaining National SecurityAmerica's defense preparedness has, on many occasions, deterred or contained ourenemies and protected our citizens and our democracy. To be prepared is not onlypragmatic, but essential to survival.Since the end of the Cold War, the world has become a more uncertain place. Alongwith the need to be prepared for conventional battlefield conflicts, new and differentthreats have emerged:●A growing number of rogue nations now possess nuclear expertise andmaterials. The old challenge of monitoring a bear in the woods has beenreplaced by a task more akin to keeping track of a swarm of bees.●Terrorism is a new and volatile language. Victims of terrorist acts are mostoften innocent citizens. Bio-warfare is perhaps its most treacherous applicationbut all forms of terrorism are unpredictable and irrational. These threats willrequire innovative approaches if we are to maintain national security and worldstability.●Vulnerability to cyber-terrorism is increasing as communication andinformation technologies become inexorably linked with economic growth andAppendix 2 5 University of Florida

the daily function of everything from stock markets to families. A singleindividual can disrupt and even disable national networks and millions ofterminals. A computer virus can become the "black plague" of the informationsuperhighway. The ramifications are as far-reaching as the imagination. Securitymeasures must be developed to match the threats.THE NATION'S RESEARCH UNIVERSITIES ARE ESSENTIALTO MEETING THESE CHALLENGESWorld War II was a defining event in the role of U.S. research universities. The wareffort required immediate knowledge and innovative technologies to outmaneuver ourenemies. With their scientific facilities and bright minds, the research universitiesprovided these capabilities. In one of the classic partnerships of modern history, thefederal government and the universities joined national need and national expertise.Science and technology made major contributions to the war effort. This, in turn, pavedthe way for the highly effective university-government partnership to continue andexpand in ways that have served pressing national needs in many areas.A hallmark of the American university system is the marriage of research with thetraining of the next generation of scientists and engineers. This combination provides anextraordinary synergy in a nationwide system of diverse institutions. It ensurescontinuity between the newest thinking in every field and those who will carry its seedsinto industry, medicine, public service, and the perpetuation of enlightened teaching andtraining. The integration of research and education has become a model for universitiesaround the world.Research universities have remained steadfast to the highest standards of scholarshipand inquiry but at the same time have evolved to meet changing societal needs. Theyhave been the wellspring of new information and better understanding of historicinformation.As society becomes increasingly knowledge-based and driven by informationtechnologies, the role of the research university will become larger and ever morecentral to national prosperity.The unique amalgam of inquiry and education has repeatedly produced not only astream of new knowledge, but also insight and innovation often coming from theundergraduate and graduate students who are an integral part of the system.These students have been trained by master teachers and have been given the freedom totake new risks, ask new questions, and even forge new fields. They become the high-Appendix 2 6 University of Florida

value workers across the whole society-in industry, government, medicine, and publiclife.The Research University Role in Economic Development and Global TechnologicalLeadershipThe nation's research universities perform about half of the nation's basic research andabout 12 percent of its applied research. A recent study conducted by Dr. Francis Narinand others 1 clearly demonstrates that university research is a primary source ofinnovation and benefits to society: the study indicates that this research accounts formore than half of the papers cited on U.S. patents. In short, the momentum created byuniversity research-and by the education and training that are interwoven with itundergirdsand primes our world-class economic engine. For example:●University research in fiber optics and lasers helped create thetelecommunications revolution that has brought about unprecedented economicexpansion for America.●Recombinant DNA research at our universities in the 1970s opened the door fortoday's multi-billion dollar biotechnology industry.●University research revolutionized agriculture by developing vaccines andtreatments that have eliminated or controlled hundreds of plant and poultry andlivestock diseases, and by developing high-yielding, disease-resistant fruits,vegetables and grains.●Pioneering research at universities in satellite camera technology has led to theprecise photography vital for space exploration, weather forecasting,environmental monitoring, and military surveillance.The Research University Role in Educating the Workforce of the FutureThe nation's research universities educate nearly a third of all the nation'sundergraduates and three-quarters of the nation's Ph.D.s. They produce virtually all ofthe advanced degrees awarded in cutting-edge fields, such as molecular biology andcomputer science. They house the nation's leading schools of medicine, engineering,business, public policy, and law.The nation's research universities are at the forefront of the current educationalrevolution: integrating the new learning technologies into their classrooms andexpanding opportunities for distance learning, updating curricula to prepare students forcareers that cross disciplinary and cultural boundaries, and creating partnerships withAppendix 2 7 University of Florida

school systems, government, and industry to improve education at all levels.The Research University Role in Medical Breakthroughs and Improving Public HealthThrough research in their medical schools and related university departments, thenation's research universities have played a key role in developing many of the drugtreatments, vaccines, medical procedures, and devices that have improved the nation'spublic health in recent years. A child born today in the United States can expect to live76 years, nearly four years longer than a child born as recently as 1975.University researchers are currently on the threshold of major advances, if not outrightsuccess, in healing or repairing many human health maladies. Progress is being made ineverything from nerve cell regeneration to freeze-dried blood platelets. These advancesgive us hope for a healthier future.An improved understanding of molecular biology can result in more efficient andeffective pharmaceutical research, which can expand the number of lifesaving drugs andlower the costs of drug development.Research on the fundamental biology of disease mechanisms and the modification ofthose mechanisms can reduce chronic disability among the elderly. This, in turn, canreduce the costs of hospital and nursing home care.A better understanding of human genetics promises to revolutionize the prevention andtreatment of disease, perhaps eliminating such inherited afflictions as sickle cell anemiaand Lou Gehrig's disease, and creating new treatments for cancer and heart disease.The Research University Role in Maintaining National SecurityMilitary technologies and weapons systems based on university research have played akey role in the nation's successful defense since the days of World War II. Universitycontributions in this area have included radar, inertial navigation, precision guidance,advanced materials, and stealth technology.Currently, university researchers are:●Developing remotely-operated mini-robots that can survey battlefields and urbanlandscapes without danger to their users;●Creating highly sensitive chemical and mechanical sensors that can identifyminute amounts of dangerous substances in the environment;Appendix 2 8 University of Florida

●Using networking, supercomputers and advanced software to develop very largescalebattlefield simulations to improve training, assess new weapons and tactics,and analyze battlefield data; and●Working to create protein-based data memory systems, similar to the brain, thatcan store and retrieve vastly increased amounts of video, audio, and othercomplex data.WE CALL UPON THE PRESIDENT AND CONGRESS TO SUSTAINTHE PARTNERSHIP WITH RESEARCH UNIVERSITIES"The Council's bottom line is that the United States is reaping the benefit of pastinvestments in innovation without investing enough in the creation of new knowledgeand the development of the nation's talent pool. Meanwhile, the national assets thathave set the U.S. economy apart historically may not create as great an advantage inthe future as they have in the past."--Council on Competitiveness, "Competing Through Innovation: A Blueprint forAmerican Leadership," December 1999.This is a key time for increased investments in university research. We are on thethreshold of breakthroughs in many areas-from new insights about the origins of oursolar system to new drug compounds to treat disease. The opportunities are growing.But many technologies of today are based on research done 20 or more years ago. Thenational investment today in fundamental new knowledge is key to ensuring continuedtechnological payoff.The nation's research universities greatly appreciate that members of Congress, on abipartisan basis, have understood the importance of university research and educationand have worked to sustain funding for these areas.We hope that with the President's strong support, the following will be possible:Enhancing the national research enterprise. We look forward to continued stronggrowth in research funding at the National Institutes of Health and the National ScienceFoundation. We also hope that ways can be found to bolster research fundingsignificantly at agencies that have seen far less real growth over the past five years. Weare eager to work with the President and Congress in these efforts and to ensure thatresearch funds are spent most productively.Balancing the portfolio of federal research. A strong national research enterpriserequires a balanced portfolio across the scientific and engineering disciplines. We haveAppendix 2 9 University of Florida

seen time and again that research developments in one field can revolutionize work inothers. Breakthroughs in medical research and treatment, for example, often aredependent on tools developed in the physical sciences such as magnetic resonanceimaging machines, which were developed from basic research in nuclear physics,chemistry, and mathematics. As the President and Congress make decisions on the mosteffective means of investing additional federal research dollars, we also urge thefollowing: a balanced portfolio across the federal research agencies, and a balancedcombination of spending among investigator-driven research grants, training, andinfrastructure support.Investing in students. Increased federal support for research at universities is a twofoldinvestment for the nation. Not only are university researchers pushing back theboundaries of knowledge, but through the graduate and undergraduate students whoparticipate in research projects, they are training the next generation of leaders inacademia, high-technology industry, and government. But the education that is carriedout through research funding is only part of the story. We also urge the President andCongress to place a high priority on ensuring access to education for students at alllevels, including graduate and undergraduate students.CONCLUSIONThe raison d'être of the American research university is to ask questions and addressproblems. Research universities have a history of contribution and a future ofcommitment to the nation and its citizens. We look forward to a strengthened universitygovernmentpartnership to address the challenges that will face the nation in the newcentury.The government-university partnership is entering a new era as we move deeper into aknowledge economy. Research universities will play a continuing role in generating theknowledge that will be needed to address our challenges. The nation's academic talentpool is formidable. It should be used to its fullest in serving all our citizens.We share these glimpses of some important issues on the nation's-and the world'sagendafor the 21 st century in the hope and expectation that the President of the UnitedStates, his administration, and Congress will see the federal government's partnershipwith universities as essential to our nation.The nation's research universities stand ready to continue and expand this highlyproductive partnership as a means of improving society and the lives of individuals inthe new millennium.Appendix 2 10 University of Florida

1 Narin, Francis, Kimberly Hamilton, and Dominic Olivastro, "The Increasing Linkbetween U.S. Technology and Public Science," Research Policy, 26, 3, p.317-330, 1997.Appendix 2 11 University of Florida

Appendix 3UF Graduation Rates Compared toOther SUS and AAU Institutions

Graduation Rate ‐ Bachelor Degree Within 4 YearsFTICEntering CohortInstitution Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007University of Florida 54% 53% 56% 58% 59% 58% 64% 65%Average all Other SUS Institutions 23% 26% 26% 26% 28%Average all Other AAU Public Institutions 44% 46% 46% 49% 50%Average all Other 4 year Public Institutions 23% 23% 23% 24% 24%Source: IPEDS Graduation Rates Survey 2010‐2011 AND BOG for UF Fall 2005, 2006 and 2007Note: This rate is calculated as the total number of students completing a bachelor degree or equivalentwithin 4‐years (100% of normal time) divided by the revised bachelor subcohort minus any allowableexclusions. Note: For UF in Fall 2005, 2006, 2007, BOG data is used which report graduation ratesdifferently than IPEDS.Graduation Rate ‐ Bachelor Degree Within 6 YearsFTICEntering CohortInstitution Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005University of Florida 79% 81% 82% 82% 84% 83%Average all Other SUS Institutions 47% 49% 50% 50% 53%Average all Other AAU Public Institutions 73% 73% 72% 75% 76%Average all Other 4 year Public Institutions 46% 45% 45% 46% 46%Source: IPEDS Graduation Rates Survey 2010‐2011 AND BOG for UF Fall 2005Note: This rate is calculated as the total number of students completing a bachelor degree or equivalentwithin 6‐years (100% of normal time) divided by the revised bachelor subcohort minus any allowableexclusions. Note: For UF in Fall 2005, BOG data is used which report graduation rates differently thanIPEDS.Appendix 3 1 University of Florida

Appendix 4UF Degrees from 2005-06 to 2009-10

Number of Degrees Awarded at the University of Florida by CIP Title and Degree Level from 2005‐06 to 2009‐10CIP Title 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10Bachelors 7,931 8,156 8,919 9,396 9,518Accounting 206 191 161 203 183Advertising 172 174 209 198 227Aerospace, Aeronautical and Astronautical/Space Engineering 38 44 79 80 60Agricultural and Food Products Processing 7 8 9 5 10Agricultural Economics 130 155 128 159 184Agricultural Engineering 32 53 59 62 84Agricultural Teacher Education 27 24 23 36 35Animal Sciences, General 107 122 142 150 140Anthropology 105 140 203 245 276Architecture 94 100 101 107 99Art History, Criticism and Conservation 13 20 29 21 29Art Teacher Education 2 13 4 3 11Asian Studies/Civilization 0 6 8 3 5Astronomy 4 6 6 4 7Athletic Training/Trainer 0 1 31 19 12Audiology/Audiologist and Speech‐Language Pathology/Pathologist 78 81 84 86 96Biology/Biological Sciences, General 0 0 4 55 193Botany/Plant Biology 6 8 5 9 18Business Administration and Management, General 463 369 368 433 427Chemical Engineering 43 58 66 72 74Chemistry, General 60 75 106 134 133Civil Engineering, General 126 117 129 146 196Classics and Classical Languages, Literatures, and Linguistics, General 41 53 50 41 50Community Health and Preventive Medicine 0 0 86 176 154Community Health Services/Liaison/Counseling 136 137 74 0 0Computer and Information Sciences, General 70 46 28 32 11Computer Engineering, General 154 122 91 96 94Construction Engineering Technology/Technician 118 120 123 116 131Criminology 195 183 186 187 180Dance, General 18 16 21 20 25Drama and Dramatics/Theatre Arts, General 26 38 44 50 59East Asian Languages, Literatures, and Linguistics, Other 16 18 30 34 36Economics, General 207 159 253 213 201Electrical and Electronics Engineering 156 127 141 137 87Elementary Education and Teaching 191 207 188 181 167Engineering Science 1 0 0 0 0English Language and Literature, General 316 261 335 310 312Entomology 6 10 4 13 5Environmental Science 22 25 24 42 34Environmental/Environmental Health Engineering 14 18 27 24 27Exercise Physiology 0 0 0 64 110Family and Community Services 66 133 159 173 215Finance, General 385 368 407 392 405Fine/Studio Arts, General 53 55 66 73 77Fire Science/Fire‐fighting 4 2 7 5 10Food Science 241 285 277 247 222Forestry, General 74 63 69 73 50French Language and Literature 14 16 21 14 21Geography 21 29 26 28 29Geology/Earth Science, General 9 7 26 18 19German Language and Literature 9 7 8 5 2Appendix 4 1 University of Florida

CIP Title 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10Graphic Design 28 19 22 31 32Health Professions and Related Programs 194 201 182 210 205Health Unit Manager/Ward Supervisor 0 0 0 1 0History, General 185 236 284 267 263Horticultural Science 9 6 8 7 18Interior Design 27 30 26 19 16Intermedia/Multimedia 25 13 17 14 17Jewish/Judaic Studies 2 4 6 7 6Journalism 166 177 158 162 194Kinesiology and Exercise Science 183 150 119 65 0Landscape Architecture 16 22 16 27 25Linguistics 37 49 44 49 47Management Science 30 34 31 29 40Marketing/Marketing Management, General 226 242 302 283 256Materials Engineering 37 28 27 29 48Mathematics, General 49 53 74 72 76Mechanical Engineering 112 138 190 221 221Medical Microbiology and Bacteriology 193 179 183 182 187Multi‐/Interdisciplinary Studies, Other 138 174 217 228 163Music Teacher Education 11 13 14 8 13Music, General 35 30 30 41 37Nuclear Engineering 11 18 14 26 16Nursing/Registered Nurse (RN, ASN, BSN, MSN) 177 172 190 210 187Ornamental Horticulture 0 0 4 14 21Parks, Recreation and Leisure Facilities Management, General 151 168 176 171 150Philosophy 27 23 36 44 38Physical Education Teaching and Coaching 0 6 7 2 0Physics, General 14 27 41 34 27Plant Sciences, General 4 6 4 6 4Political Science and Government, General 324 343 424 440 409Portuguese Language and Literature 1 1 2 4 2Psychology, General 422 454 424 503 489Public Relations/Image Management 174 151 183 173 171Radio and Television 151 156 143 178 177Religion/Religious Studies 15 20 16 37 32Russian Language and Literature 11 10 15 10 15Sociology 191 187 156 172 187Soil Science and Agronomy, General 3 3 0 3 7Spanish Language and Literature 52 70 68 70 70Special Education and Teaching, General 23 26 24 29 30Sport and Fitness Administration/Management 15 79 117 113 121Statistics, General 15 8 22 24 16Surveying Technology/Surveying 15 12 15 23 25Sustainability 0 0 0 0 5Systems Engineering 81 87 92 89 100Wildlife, Fish and Wildlands Science and Management 0 0 0 0 24Women's Studies 11 14 12 18 15Zoology/Animal Biology 64 47 59 57 84Graduate (MS, PhD) 3,591 3,755 4,257 4,509 4,861Accounting 38 15 98 109 118Advertising 8 15 10 10 9Aerospace, Aeronautical and Astronautical/Space Engineering 24 22 31 28 25Agricultural Economics 24 35 35 39 44Agricultural Engineering 26 19 24 13 30Agricultural Teacher Education 15 29 30 20 19Appendix 4 2 University of Florida

CIP Title 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10Agronomy and Crop Science 11 6 12 12 10Animal Sciences, General 15 15 20 17 15Anthropology 31 26 37 27 42Architecture 37 61 62 46 46Art History, Criticism and Conservation 8 1 6 6 2Art Teacher Education 3 2 3 1 2Astronomy 9 10 10 9 6Audiology/Audiologist 106 131 138 103 99Audiology/Audiologist and Speech‐Language Pathology/Pathologist 31 31 31 34 30Biochemistry 2 0 0 1 1Bioengineering and Biomedical Engineering 9 17 28 30 20Biological and Biomedical Sciences, Other 50 66 53 64 79Botany/Plant Biology 9 8 8 3 8Business Administration and Management, General 603 643 767 901 854Chemical Engineering 19 29 38 27 25Chemistry, General 63 46 66 57 55City/Urban, Community and Regional Planning 15 17 18 14 24Civil Engineering, General 71 72 79 94 138Classics and Classical Languages, Literatures, and Linguistics, General 7 2 7 6 5College Student Counseling and Personnel Services 15 13 10 11 12Community Health and Preventive Medicine 0 0 10 15 17Community Health Services/Liaison/Counseling 16 10 6 0 0Computer and Information Sciences, General 11 9 6 9 7Computer Engineering, General 75 97 116 212 176Construction Engineering Technology/Technician 39 48 34 32 64Counseling Psychology 6 5 9 7 11Counselor Education/School Counseling and Guidance Services 19 18 23 38 41Creative Writing 15 17 16 15 3Criminology 9 5 9 10 8Curriculum and Instruction 58 45 48 98 66Dental Clinical Sciences, General 14 11 12 15 16Drama and Dramatics/Theatre Arts, General 11 11 10 14 11Early Childhood Education and Teaching 27 15 22 25 22Ecology 21 25 31 30 29Economics, General 16 8 13 6 6Educational Leadership and Administration, General 17 19 24 23 40Educational Psychology 3 5 2 4 5Educational Statistics and Research Methods 4 3 1 3 5Electrical and Electronics Engineering 128 174 157 170 294Elementary Education and Teaching 116 146 121 117 141Energy, Environment, and Natural Resources Law 0 0 0 2 3English Language and Literature, General 31 35 25 22 22English/Language Arts Teacher Education 30 22 29 21 21Entomology 29 26 26 20 36Environmental/Environmental Health Engineering 33 33 37 28 53Exercise Physiology 0 0 0 25 39Family and Community Services 7 11 9 8 5Finance, General 22 23 36 22 23Fine/Studio Arts, General 15 17 18 15 13Fishing and Fisheries Sciences and Management 14 11 12 17 14Food Science 21 20 30 29 23Foreign Language Teacher Education 0 1 0 1 0Forestry, General 16 17 12 16 26French Language and Literature 2 2 1 3 3Geography 3 3 7 13 22Appendix 4 3 University of Florida

CIP Title 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10Geology/Earth Science, General 7 10 11 9 11German Language and Literature 1 1 2 6 1Health/Health Care Administration/Management 36 31 22 19 18Higher Education/Higher Education Administration 9 10 11 6 7Historic Preservation and Conservation 0 0 0 1 5History, General 34 23 19 15 24Horticultural Science 14 25 9 23 20Interior Design 9 5 4 1 4Intermedia/Multimedia 1 3 3 4 2International Business, Trade, and Tax Law 0 12 7 8 24International Construction Management 0 0 1 3 3International Relations and Affairs 6 5 6 3 0Kinesiology and Exercise Science 54 57 61 25 0Landscape Architecture 7 11 0 4 5Latin American Studies 11 8 13 11 11Latin Language and Literature 5 8 4 1 8Linguistics 14 10 10 7 12Marketing/Marketing Management, General 3 0 1 0 0Marriage and Family Therapy/Counseling 17 11 26 8 34Mass Communication/Media Studies 70 59 51 64 75Materials Engineering 62 66 90 87 72Mathematics Teacher Education 1 2 7 2 4Mathematics, General 28 29 30 21 28Mechanical Engineering 67 80 74 94 109Medical Microbiology and Bacteriology 6 5 5 1 9Mental Health Counseling/Counselor 20 20 36 32 49Molecular Biology 0 1 1 5 3Museology/Museum Studies 4 7 8 4 2Music Teacher Education 7 2 8 8 11Music, General 27 24 19 21 18Nuclear Engineering 26 16 27 28 33Nursing Science (MS, PhD) 5 8 6 8 4Nursing/Registered Nurse (RN, ASN, BSN, MSN) 73 65 118 120 165Nutrition Sciences 0 0 0 0 1Occupational Therapy/Therapist 56 55 53 48 55Ocean Engineering 6 10 13 6 21Parks, Recreation and Leisure Facilities Management, General 9 7 9 7 10Pharmacy, Pharmaceutical Sciences, and Administration, Other 53 69 91 128 140Philosophy 4 6 12 7 4Physical Therapy/Therapist 40 44 42 47 52Physician Assistant 58 57 59 59 59Physics, General 37 32 35 26 26Plant Molecular Biology 6 5 9 4 7Plant Pathology/Phytopathology 12 6 10 5 10Plant Sciences, Other 11 5 2 13 3Political Science and Government, General 22 27 36 33 35Psychology, General 52 57 64 58 55Public Health, General 25 35 61 65 52Reading Teacher Education 9 9 2 5 5Real Estate 28 23 28 23 31Rehabilitation and Therapeutic Professions, Other 9 7 11 11 8Religion/Religious Studies 3 0 5 4 5Romance Languages, Literatures, and Linguistics, Other 6 2 5 6 12School Psychology 15 19 18 17 16Science Teacher Education/General Science Teacher Education 13 6 8 5 9Appendix 4 4 University of Florida

CIP Title 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10Social and Philosophical Foundations of Education 3 5 2 3 0Social Science Teacher Education 28 30 29 30 25Sociology 11 22 14 13 14Soil Science and Agronomy, General 22 23 25 21 26Spanish Language and Literature 12 4 6 6 3Special Education and Teaching, General 34 66 56 82 58Sport and Fitness Administration/Management 26 26 29 19 41Statistics, General 20 14 22 21 17Systems Engineering 82 83 101 146 114Tax Law/Taxation 95 83 83 99 100Veterinary Sciences/Veterinary Clinical Sciences, General 35 37 41 42 40Vocational Rehabilitation Counseling/Counselor 17 17 15 7 11Wildlife, Fish and Wildlands Science and Management 14 12 24 15 21Women's Studies 1 2 3 4 5Zoology/Animal Biology 16 13 11 8 16Professional 1,014 1,162 1,250 1,187 1,170Dentistry 78 79 72 81 91Law 394 427 488 424 377Medicine 115 124 115 124 130Pharmacy 345 453 492 474 483Veterinary Medicine 82 79 83 84 89Grand Total 12,536 13,073 14,426 15,092 15,549Appendix 4 5 University of Florida

Appendix 5UF Degrees Awarded in STEMand Other Critical Fields

Number of Bachelors Degrees Awarded at the University of Florida by Emphasis Area and CIP Title in Descending Order WithinEmpahsis Area, and Emphasis Area Percent of Total for the 2009‐2010 Academic YearEmphasis Area and CIP Title Degrees Awarded Percent of TotalSTEM 2,512 26.4%Mechanical Engineering 221Civil Engineering, General 196Biology/Biological Sciences, General 193Medical Microbiology and Bacteriology 187Animal Sciences, General 140Chemistry, General 133Construction Engineering Technology/Technician 131Exercise Physiology 110Systems Engineering 100Architecture 99Computer Engineering, General 94Electrical and Electronics Engineering 87Agricultural Engineering 84Zoology/Animal Biology 84Mathematics, General 76Chemical Engineering 74Aerospace, Aeronautical and Astronautical/Space Engineering 60Forestry, General 50Materials Engineering 48Management Science 40Environmental Science 34Environmental/Environmental Health Engineering 27Physics, General 27Landscape Architecture 25Surveying Technology/Surveying 25Wildlife, Fish and Wildlands Science and Management 24Geology/Earth Science, General 19Horticultural Science 18Botany/Plant Biology 18Intermedia/Multimedia 17Nuclear Engineering 16Statistics, General 16Computer and Information Sciences, General 11Soil Science and Agronomy, General 7Astronomy 7Entomology 5Sustainability 5Plant Sciences, General 4Career‐oriented 1,645 17.3%Business Administration and Management, General 427Finance, General 405Marketing/Marketing Management, General 256Accounting 183Criminology 180Community Health and Preventive Medicine 154Special Education and Teaching, General 30Appendix 5 1 University of Florida

Emphasis Area and CIP Title Degrees Awarded Percent of TotalFire Science/Fire‐fighting 10Health 295 3.1%Nursing/Registered Nurse (RN, ASN, BSN, MSN) 187Audiology/Audiologist and Speech‐Language Pathology/Pathologist 96Athletic Training/Trainer 12Other 5,066 53.2%Psychology, General 489Political Science and Government, General 409English Language and Literature, General 312Anthropology 276History, General 263Advertising 227Food Science 222Family and Community Services 215Health Professions and Related Programs 205Economics, General 201Journalism 194Sociology 187Agricultural Economics 184Radio and Television 177Public Relations/Image Management 171Elementary Education and Teaching 167Multi‐/Interdisciplinary Studies, Other 163Parks, Recreation and Leisure Facilities Management, General 150Sport and Fitness Administration/Management 121Fine/Studio Arts, General 77Spanish Language and Literature 70Drama and Dramatics/Theatre Arts, General 59Classics and Classical Languages, Literatures, and Linguistics, General 50Linguistics 47Philosophy 38Music, General 37East Asian Languages, Literatures, and Linguistics, Other 36Agricultural Teacher Education 35Religion/Religious Studies 32Graphic Design 32Geography 29Art History, Criticism and Conservation 29Dance, General 25Ornamental Horticulture 21French Language and Literature 21Interior Design 16Women's Studies 15Russian Language and Literature 15Music Teacher Education 13Art Teacher Education 11Agricultural and Food Products Processing 10Jewish/Judaic Studies 6Asian Studies/Civilization 5German Language and Literature 2Portuguese Language and Literature 2Appendix 5 2 University of Florida

Emphasis Area and CIP Title Degrees Awarded Percent of TotalGrand Total 9,518 100.0%Source: BOG Degrees AwardedAppendix 5 3 University of Florida

Number of Graduate and Professional Degrees Awarded at the University of Florida by Emphasis Area and CIP Title inDescending Order Within Empahsis Area, and Emphasis Area Percent of Total for the 2009‐2010 Academic YearEmphasis Area and CIP Title Degrees Awarded Percent of TotalSTEM 1,946 32.3%Electrical and Electronics Engineering 294Computer Engineering, General 176Pharmacy, Pharmaceutical Sciences, and Administration, Other 140Civil Engineering, General 138Systems Engineering 114Mechanical Engineering 109Biological and Biomedical Sciences, Other 79Materials Engineering 72Construction Engineering Technology/Technician 64Chemistry, General 55Environmental/Environmental Health Engineering 53Architecture 46Veterinary Sciences/Veterinary Clinical Sciences, General 40Exercise Physiology 39Entomology 36Nuclear Engineering 33Agricultural Engineering 30Ecology 29Mathematics, General 28Forestry, General 26Physics, General 26Soil Science and Agronomy, General 26Aerospace, Aeronautical and Astronautical/Space Engineering 25Chemical Engineering 25Ocean Engineering 21Wildlife, Fish and Wildlands Science and Management 21Bioengineering and Biomedical Engineering 20Horticultural Science 20Statistics, General 17Dental Clinical Sciences, General 16Zoology/Animal Biology 16Animal Sciences, General 15Fishing and Fisheries Sciences and Management 14Geology/Earth Science, General 11Agronomy and Crop Science 10Plant Pathology/Phytopathology 10Medical Microbiology and Bacteriology 9Botany/Plant Biology 8Computer and Information Sciences, General 7Plant Molecular Biology 7Astronomy 6Landscape Architecture 5Molecular Biology 3Plant Sciences, Other 3Intermedia/Multimedia 2Biochemistry 1Nutrition Sciences 1Appendix 5 4 University of Florida

Emphasis Area and CIP Title Degrees Awarded Percent of TotalCareer‐oriented 1,141 18.9%Business Administration and Management, General 854Accounting 118Special Education and Teaching, General 58International Business, Trade, and Tax Law 24Finance, General 23English/Language Arts Teacher Education 21Community Health and Preventive Medicine 17Science Teacher Education/General Science Teacher Education 9Criminology 8Reading Teacher Education 5Mathematics Teacher Education 4Health 1,309 21.7%Pharmacy 483Nursing/Registered Nurse (RN, ASN, BSN, MSN) 165Medicine 130Audiology/Audiologist 99Dentistry 91Veterinary Medicine 89Physician Assistant 59Occupational Therapy/Therapist 55Physical Therapy/Therapist 52Public Health, General 52Audiology/Audiologist and Speech‐Language Pathology/Pathologist 30Nursing Science (MS, PhD) 4Other 1,635 27.1%Law 377Elementary Education and Teaching 141Tax Law/Taxation 100Mass Communication/Media Studies 75Curriculum and Instruction 66Psychology, General 55Mental Health Counseling/Counselor 49Agricultural Economics 44Anthropology 42Counselor Education/School Counseling and Guidance Services 41Sport and Fitness Administration/Management 41Educational Leadership and Administration, General 40Political Science and Government, General 35Marriage and Family Therapy/Counseling 34Real Estate 31Social Science Teacher Education 25City/Urban, Community and Regional Planning 24History, General 24Food Science 23Early Childhood Education and Teaching 22English Language and Literature, General 22Geography 22Agricultural Teacher Education 19Health/Health Care Administration/Management 18Appendix 5 5 University of Florida

Emphasis Area and CIP Title Degrees Awarded Percent of TotalMusic, General 18School Psychology 16Sociology 14Fine/Studio Arts, General 13College Student Counseling and Personnel Services 12Linguistics 12Romance Languages, Literatures, and Linguistics, Other 12Counseling Psychology 11Drama and Dramatics/Theatre Arts, General 11Latin American Studies 11Music Teacher Education 11Vocational Rehabilitation Counseling/Counselor 11Parks, Recreation and Leisure Facilities Management, General 10Advertising 9Latin Language and Literature 8Rehabilitation and Therapeutic Professions, Other 8Higher Education/Higher Education Administration 7Economics, General 6Classics and Classical Languages, Literatures, and Linguistics, General 5Educational Psychology 5Educational Statistics and Research Methods 5Family and Community Services 5Historic Preservation and Conservation 5Religion/Religious Studies 5Women's Studies 5Interior Design 4Philosophy 4Creative Writing 3Energy, Environment, and Natural Resources Law 3French Language and Literature 3International Construction Management 3Spanish Language and Literature 3Art History, Criticism and Conservation 2Art Teacher Education 2Museology/Museum Studies 2German Language and Literature 1Grand Total 6,031 100.0%Source: BOG Degrees AwardedAppendix 5 6 University of Florida

Appendix 6Career Resource Center

Career Resource CenterTOP EMPLOYERSThe following companies reported the largest volume of hires for the respective years indicatedincluding both intern and full time hires. This is certainly not an exhaustive list of where ourstudents work, however it does provide a diverse representation of the employers recruiting atthe institution.2010-20111. Enterprise2. GE3. KPMG4. Lockheed5. Teach for America6. Peace Corps7. Disney8. PWC9. Ernst & Young10. Target2009-20101. Lockheed Martin2. General Electric3. Teach for America4. Enterprise Rent-a-Car5. Deloitte6. Winn Dixie, Ernst & Young7. Harris and Research in Motion8. KPMG9. Target10. Amazon2008-20091. Deloitte &Touché2. Ernst & Young3. PWC4. Target5. KPMG6. Lehman Brother7. Crowe Chizek8. Walgreen9. Siemens10. Dillards2007-20081. General Electric2. Lockheed Martin3. ExxonMobil4. Ernst & Young5. Target6. Deloitte &Touché7. PWC8. KPMG9. Teach for America10. DillardsAppendix 6 1 University of Florida

EMPLOYER ADVISORY BOARDEach year, the Career Resource Center invites a select group of employers to serve on anadvisory board to discuss recruitment trends, how the Career Resource Center and university canbetter prepare students to enter the workforce and potential collaborative efforts between theuniversity and industry.2011-2012 2010-2011 2009-20101. Amazon 1. Amazon 1. Amazon2. Intel 2. Intel 2. Intel3. Lockheed 3. Lockheed 3. Lockheed Martin4. Macy’s 4. Macy’s 4. Macy’s5. Nielson 5. Nielson 5. Nielson6. Sears 6. Sears 6. Sears7. Siemens 7. Siemens 7. Siemens8. Target 8. Target 8. Target9. GE 9. GE 9. GE10. Schlumberger 10. Schlumberger 10. Schlumberger11. TFA 11. TFA 11. Deloitte12. Enterprise 12. Enterprise 12. PWC13. Deloitte 13. Deloitte 13. KPMG14. Winn Dixie 14. Winn Dixie 14. Wells Fargo15. Ernst & Young 15. Ernst & Young 15. Exxon Mobil16. Harris 16. Harris 16. Raymond James &17. Research in Motion 17. Research in MotionAssociates18. KPMG 18. KPMG 17. Microsoft19. Raymond James 19. Raymond James 18. Bloomberg20. Northrop Grumman 20. Northrop Grumman 19. Northrup Grumman21. Toys R Us 21. Toys R Us 20. Altria22. Chevron 22. Chevron 21. Toys R Us23. Altria 23. AltriaAppendix 6 2 University of Florida

GATOR CAREER LINKGator CareerLink is the university’s career portal, providing students and alumni with access tofull-time, part-time, and internship opportunities in the US and around the world. GCL is also themanagement tool for on-campus interviews. The data reflects the student user accounts withinGator CareerLink for students and alumni. Recently, we imported 47,923 new users into thesystem to further promote job and internship opportunities and employment connections to allUF students and alumni.Year Number of Students2006 55812007 81612008 78622009 64342010 73222011 6827Appendix 6 3 University of Florida

CAREER FAIRSThe career fair data reflects our career and information fairs held to connect students withemployment opportunities in various sectors. Employer and student attendance are noted withevent descriptions. Career Showcase is the largest campus hosted job fair in the Southeast. We host CareerShowcase biannually (one fair in both the fall and spring semesters) as an opportunity forstudents and employers to connect for prospective full-time and internship employment. Graduate and Professional School Information Day is a fair held to support studentsinterested in expanding their education in graduate school or professional oriented careeroptions. The Summer Job and Internship Fair is an event that allows students to exploreopportunities for summer employment. The Part-Time Job Fair primarily serves and engages local employers and universitydepartments to recruit students for part-time and seasonal hiring needs. Education Day is an event held specifically for students interested in working within theK-12 teaching and/or administrative environments.Spring Showcase Companies Students2003 196 53502004 202 46292005 253 42432006 313 38662007 359 43522008 353 47002009 226 46512010 182 42212011 196 4468Fall Showcase Companies Students2003 229 56342004 263 37582005 365 42302006 436 45302007 438 48552008 408 59112009 272 57722010 265 57342011 284 6306Appendix 6 4 University of Florida

GAP Day Companies Students2003 107 3932004 115 4342005 102 4822006 121 4952007 105 4932008 131 7042009 146 5362010 144 500ED Day Companies Students2003 38 3602004 45 2902005 44 2902006 48 2162007 40 3082008 35 1862009 14 2072010 16 214Summer Job Fair Companies Students2003 22 1502004 19 1552005 22 1702006 18 1802007 23 *N/A2008 34 2502009 30 2502010 29 350Part-Time Job Fair Companies Students2007 44 10002008 27 10002009 23 15002010 18 1500Appendix 6 5 University of Florida

JOB POSTINGSThe job posting numbers reflect the number of jobs posted within our online job board, GatorCareerLink, specifically for University of Florida students and alumni. The significant change inthe data points during 2007 and 2008 are due to a change in the job posting system.Year Number of Students2009 4,1812010 4,190ON-CAMPUS INTERVIEWINGThe Career Resource Center provides numerous opportunities for employers and students toconnect about future employment. The data reflects our student and employer participation in oncampusinterviewing activities within the Career Resource Center.Year Employers Students2009-2010 220 4,9002008-2009 336 6,2612007-2008 524 9,3572006-2007 453 7,5582005-2006 412 7,5402004-2005 387 8,7502003-2004 299 7,2062002-2003 309 7,673Appendix 6 6 University of Florida

CAREER PLANNINGThe Career Resource Center assists students and recent alumni (up to 12 months postgraduation)with their career planning concerns including choosing/changing a major or careerpath, resume critiques, job search strategies, applying to graduate school assistance, salarynegotiation, finding an internship, and other career-related topics through individualized drop-inand scheduled appointments.Year Number of Participants2005-2006 56342006-2007 69132007-2008 85512008-2009 68822009-2010 6859ONLINE PROGRAMSOnline programs designed to assist students with their career development needs includedatabases, virtual mock interviews, and live chats with career staff for career questions/concerns.Year Number of Participants2005-2006 N/A2006-2007 N/A2007-2008 6962008-2009 6752009-2010 1460Appendix 6 7 University of Florida

CAREER COURSESSLS 2301 and SLS 2302 are 1-credit academic courses designed to assist students with theircareer development needs. SLS 2301 is designed for first and second year students focused oncareer exploration and major/career decision-making. SLS 2302 is designed for juniors andseniors focusing on job search strategies and strategies for success with career plans postgraduation.Year Number of Participants2005-2006 2282006-2007 2682007-2008 3232008-2009 3002009-2010 200BRIDGEBRIDGE (Building Relationships through Internship Development with Gainesville Employers)is a local internship program for students. Employers registered with the Gainesville Chamber ofCommerce are eligible to participate and students must attend an information session to apply.The program allows students to participate in a work-related experience part-time while takingclasses.Year Number of Participants Number of Internships2005-2006 472 Unavailable2006-2007 507 Unavailable2007-2008 558 2112008-2009 1319 3492009-2010 3612 386WORKSHOPSInteractive or lecture-style sessions delivered to student audiences on career topics such asresumes, interview skills, career exploration, and finding a job or internship.Year Number of Participants2005-2006 168242006-2007 179552007-2008 258612008-2009 172582009-2010 18534Appendix 6 8 University of Florida

GATOR LAUNCHGator Launch is a career education and mentoring program, for racially/ethnically diversestudents funded, by the Motorola Foundation. These students participate in educational seminars,meet with employer mentors in their career areas and now complete a shadowing experience. In2010, the program began serving underrepresented students in the STEM disciplines.Year Number of Participants2005-2006 422006-2007 432010-2011 18EMPLOYER-LED PROGRAMSEmployers assist students in the educational process by volunteering their time to discuss career-relatedtopics through workshops and panels. Employers also participate in more direct student services severaltimes a year with employer resume critiques and employer mock interviews.Year Number of Participants2007-2008 14222008-2009 34602009-2010 992Appendix 6 9 University of Florida

EMPLOYER SITE VISITSIn an effort to increase employment opportunities, the Career Resource Center has incorporatedemployer development activities to recruit new employers to provide diverse employmentconnections for students. Our staff contacts employers based on geographical regions, economictrends and developments. We visited the following companies (2008-2009: 102; 2009-2010: 53;2010-2011: 73) to expand recruitment activities and encourage the hiring of UF students andalumni.2008-2009352 Media Grandiflora3G Coalition ‐ EDCGROBAccounting Services, PLLCGroovesharkAgilentH. Lee Moffitt Cancer Center & Research InstituteAlachua County GovernmentHarrisAlachua County Library and SAGE?Holland America LineAmazonING Financial Partners ‐ Oliveri AgencyAmerican ApparelIntelAndromeda Systems IncorporatedJames Moore & CompARC of Alachua CountyJr. AchievementArthrexLockheed MartinAvanadeModern Woomen Fraternal FinancialBig Brothers Big SistersNaples Chamber of CommerceBMWNCDA – TBDBoys and Girls Club of Alachua CountyNeutral 7 Design GroupBrooks Health System and Rehabilitation Hospital NordstromBroward AuditorsNorthrop GrummanCario InternationalNorthwestern MutualCelebrations cateringOzean MediaCertaPro PaintersPartnerships for Public ServicesCharlotte – TBD – ACAPBC Literacy Coalition ‐ AmeriCorpsCiscoPender NewkirkCitrixPensacola ChamberCity of Gainesville Tourism and visitor center Pershing Yoakley & AssociatesCity of Gainesville, Parks and RecreationsPompano Beach Chamber of CommerceClay County ChamberPrudentialClearwater ChamberPublixConservancy of Southwest FlRegeneration Tech. TourContinental ConstructionRehrig PacificCrime Prevention Security SystemsRitz CarltonCROMRonald McDonald HouseCurascriptSchlumbergerDavid Lawrence CenterSiemensDisneyland ParisSiemensDisneyWorldSite visit ‐ St. Johns River Community CollegeCareer FairDOEStrykerAppendix 6 10 University of Florida

Dragon Rises College of Oriental MedicineEncoreErnst & YoungExactechFederal Department of Contract ManagementFERCFive Elements AcupunctureFL Institute for Workforce InnovationFlagler County ChamberGACC/Florida WorksGainesville Opportunity CenterGainesville Wilderness InstituteGEICOGoldenrod Chamber of CommerceGood Earthkeeping Project2009-2010Aero Simulation, Inc.Bacardi USABogin, Munns & MunnsBoston AquariumBrightstarBureau of Labor StatisticsCenters for Disease Control and PreventionCHEP USAChildren's Home Society of FloridaCity of Gainesville, Department of Parks,Recreation, & Cultural AffairsCity YearCloud 9Crowley Maritime Corp.Department of Homeland SecurityDick's Sporting GoodsEnergy CorporationErwin‐Penland AdvertisingFalcon Financial Management, Inc.Fidelity National Information Services (FIS)Firehouse Restaurant GroupFloridaWorksGeneral Electric ‐ AppliancesGoogle Non‐Tech RecruitingGroovesharkHill HolidayInkTel DirectJacksonville Regional Chamber of Commerce,IMPACTjaxTampa Bay BuccaneersTampa International APTBWA / Chiat / DayTeco Energy PlantTwo Men & a TruckU.S. Probation Position & Baskerville‐Donovan, IncUF Div. of Small Business & Vendor DiversityRelationsUnited Way of North Central FLVmWareWindstreamWinter Park Chamber of CommerceYMCA (34th Street)YMCA of Sun CoastZimmermanJP Morgan ChaseL'OrealMacy'sMainline Information SystemsMerck Research LabsMiami HeatNatural Elements PaintingNewell‐RubbermaidSandvik Mining and ConstructionSeacor HoldingsState StreetStellarStudley RealtySumTotal Systems, Inc.Tallahassee Memorial HealthcareTeachNOLATech Data CorporationTECO Energy (Peoples Gas)Terremark Worldwide, Inc.The Jacksonville BankTimes PublishingU.S. Department of StateUS Gas & Electric, Inc.Veterans Health AdministrationWorld Fuel Services CorporationYpartnershipsAppendix 6 11 University of Florida

2010-2011CBS InteractiveRegisterPatient.comBig Brothers and Big SistersExxonMobilGirl Scouts of Gateway CouncilKBRChildren Beyond Our BordersDB Surgical, IncCDS Behavioral and Health SciencesFarmers InsuranceHaven HospiceAnn Storck CenterMarch of DimesAdmeco,IncRonald McDonald HouseGuideStone Financial ResourcesSouthern Methodist UniversityMorochTrinity ConsultantsSt. Mark's School of TexasBoggy Creek GangInvensysCentral Florida Zoo and Botanical GardensReynolds & ReynoldsHomeland SecurityA Child is MissingLarson Allen LLPNASA ‐ Johnson Space CenterNemour's Children's HospitalBroward Children's CenterCenter for Independent Living NCFMercerDignity ProjectPierson GrantCollege of PhysiciansArnet PharmaceuticalFranklin InstituteTrinity ConsultantsBanyan Biomarkers, Inc.Texas InstrumentsAshland Hercules Water TechHabitat for HumanityNorthwestern Mutual Financial NetworkWisteriaMeridian Behavioral HealthcareImperial SugarXhale, Inc.Music Intelligence Solutions, Inc.EvolugateWaldorf Astoria Orlando/Hilton Orlando Bonnet CreekBread of the MightyFlorida Department of Law EnforcementCapital OneAverett Warmus Durkee Osburn HenningQuadramedCarley CorporationFederal Energy Regulatory CommissionFlorida Virtual SchoolCrime Prevention Security SystemsBuild‐a‐BearChild Advocacy CenterMonsantoFBINational Council on Alcoholism and Drug Abuse ‐ St. Louis AreaNational Multiple Sclerosis Society, National Capital Chapter Foundation for Children with CancerQuest IncTek SystemsPerth Leadership InstituteFoundation for Applied Molecular EvolutionGRIMCOUSAABig Brothers Big Sisters of South TexasAppendix 6 12 University of Florida

Appendix 7UF Approach to MeasuringStudent Learning Outcomes

University of Florida Section on Student Learning OutcomesThis appendix contains the text of the University of Florida’s accreditation reportto SACS (Southern Association of Schools and Colleges) in March 2010. Part III.4below outlines the University of Florida’s approach to the assessment of studentlearning outcomes. Examples of how different programs assess student learningare referenced in the attached sub‐Appendix III.4.1. In addition, Appendix 8contains all of the academic learning compacts for undergraduate and graduateprograms.Part III.4: The institution identifies expected outcomes, assesses theextent to which it achieves these outcomes, and provides evidence ofimprovement based on analysis of the results in the following area:(Comprehensive Standard 3.3.1)3.3.1.1 educational programs, to include student learning outcomes ComplianceNon‐ComplianceThe University of Florida affirms its compliance with ComprehensiveStandard 3.3.1 and presents its evidence below.Narrative:Annual Goals AssessmentIn recent years, there has been increased emphasis on the identification and assessment of corestudent learning outcomes in higher education. The Florida Board of Governors has articulatedthe importance of student achievement in its strategic planning and accountability processes.Simultaneously, the Board has placed more emphasis on the devolution of authority to theuniversities, campus-level decision-making, and institutional accountability. Accordingly, theBoard has determined that universities will develop “Academic Learning Compacts” and relatedassessment processes to ensure student achievement in baccalaureate degree programs in theState University System.The University of Florida requires annual reporting on educational goals, assessment andresulting changes / improvements. Every academic unit reports on the undergraduate, graduateand professional programs offered. While undergraduate, graduate and professional programsutilize differing mechanisms, there is clear evidence that UF faculty and administrators haveAppendix 7 1 University of Florida

identified outcomes, assessed these outcomes and used this assessment for improvement.Examples of assessments leading to program improvements at every degree level are included inAppendix III.4.1.Undergraduate ProgramsThe University of Florida has Academic Learning Compacts (ALC) and specific StudentLearning Outcomes (SLO) for every undergraduate degree program.The SLOs state what students are expected to learn by completion of their baccalaureate degreeprogram. The ALCs identify specific instruments and levels of performance that will be used toassess the attainment of these SLOs. The ALCs provide clearly defined, measurable terms forassessing student learning. Examples include passing scores on particular tests, a final project,term papers, successful completion of certain courses, portfolios and internships. Core learningoutcomes in communication and critical thinking, as well as content knowledge and skillsspecific to each major are identified in the ALCs. Results of assessments of SLOs areconsidered at departmental and college levels. Strategies to improve outcomes are implementedwhen the measures indicate performance below expectations. For example, in the College ofPublic Health and Health Professions, changes were made in course prerequisites, core coursecontent and reading materials in the undergraduate (B.A. of Health Science - BHS) degreeprogram based on assessment of student outcomes. As a result of assessment, a new course wasintroduced in the undergraduate physics curriculum to strengthen understanding ofinterdisciplinary research approaches. In the College of Education, program size was reduced inan undergraduate and a master’s degree program as a result of student outcome assessments.Strategies to enhance cultural sensitivity were added in the College of Fine Arts Music Educationprogram following an assessment process. Additional examples are contained in AppendixIII.4.1.The UF Catalog also includes requirements that students must fulfill in order to gain entry to adesired major, and to remain in that major. Examples of typical course sequences that may beused to successfully complete majors are also included. UF has developed a mechanism fortracking students to determine if they are meeting the requirements for the major. This UniversalTracking program provides information to the colleges, departments, and students and is FERPAcompliant. Not only can students monitor their progress, but colleges and departments are ableto identify students who may not be making suitable progress so that advising and support areprovided early.Participation in overall assessment activities at UF is monitored by the Provost’s Office whichworks closely with the dean’s office in each college which in turn, oversees assessment ofindividual programs. Deans assign program assessment activities as a specific responsibility forAppendix 7 2 University of Florida

staff and administrators in their respective areas. There is regular interaction between theseindividuals and the Provost’s Office. Specific evidence of broad-based participation inassessment is also provided by the many external national accreditation reports prepared byfaculty and staff.Data on retention and graduation rates, and regular student surveys, are made available toacademic units by the Office of Institutional Planning and Research. For many years UF hasused the NSSE (National Survey on Student Engagement) survey to obtain data on theeffectiveness of the academic and support programs. However, that survey only produced data atthe institutional level which limited its usefulness in the assessment of academic programs. In2009, UF implemented the SERU (Student Experience in the Research University) survey forundergraduates enrolled in Spring 2009. Unlike NSSE, SERU focuses more on theundergraduate mission of research universities and surveys the entire student population, not justa sample. As a result, it enables analysis and reporting about majors, colleges, and other subpopulationsand on many topics including academic experience, student development, civicengagement, campus climate, and global knowledge and skills. This survey was successfullyimplemented and resulted in a 69% completion rate, which produced data from more than 22,000students. This large dataset has been used to produce data on academic programs at the programlevel, and is currently being analyzed to produce detailed information for assessing programeffectiveness and relevance to students’ goals.Each academic program at UF undergoes a thorough review every seven years and reports to theFlorida Board of Governors on how it is meeting expectations. This report requires explicitinformation on the SLOs, their assessment and an analysis of how the program is meeting itsgoals. If goals are not met, there is a description of measures that are being implemented toimprove performance.Most academic units have external advisory committees that regularly provide input on currenttrends in the discipline and educational needs of prospective employers.Data from these multiple sources are used by departmental faculty and administrators to evaluatethe outcomes of college-level programs. Workforce needs and recommendations fromemployers and alumni are considered. There are monthly meetings between universityadministrators and college personnel that provide an informal venue for discussing assessmentdata and developing strategies for program improvement. One clear indication of the success ofUF’s academic assessment system is the steady climb in graduation rates which are now 60%,75%, and 80% in 4, 5, and 6 years respectively.Academic Learning Compacts, which include student learning outcomes for every undergraduateprogram, are found in Appendix III.4.2.Appendix 7 3 University of Florida

Graduate and Professional ProgramsThe Graduate School oversees the curricular integrity of master’s and Ph.D. degree programsand ensures review of all curricular changes. Thesis and dissertation requirement ensureachievement of program outcomes for all Ph.D. programs and the majority of master’s degreeprograms. Other master’s degree discipline-specific programs, such as those in business and inthe health professions, must meet national accreditation requirements that include studentoutcome assessment and related program improvement. Likewise, UF’s specialized andprofessional degree programs are nationally accredited (see Appendix III.4.3.) and meetrequirements for outcome assessment and program improvement set by their respectiveaccrediting bodies.UF graduate students produce hundreds of articles, book chapters, monographs, andpresentations each year. Several colleges require their Ph.D. students produce refereedpublications as a condition of graduation. In addition, graduate students are included on over20% of the patents held by the University of Florida.Completion rates are important outcome measures of successful programs. The university hasrefined data on completion rates by programs for Ph.D. students. The median completion ratefor UF’s 83 Ph.D. programs for the cohort of students admitted from 2000-2003 was 63.6%.Less detailed information is available for master’s, specialists, engineer and other non-Ph.D.doctoral program but the estimated completion rate is 70-80%.The university has job placement data by program for Ph.D. students who graduated between2005 and 2009. This is an important outcome and reflects the success of graduates. During thisperiod of time, UF graduated 2,862 Ph.D.s; 542 hold postdoctoral positions, 688 are facultymembers at universities and schools, and 674 have non-academic appointments. It is worthnoting that 127 graduates during this period of time hold faculty appointments at AAUinstitutions.Appendix 7 4 University of Florida

APPENDIX III.4.1Examples of Assessments That Have led to ProgramImprovementsCollege of Education: Undergraduate and Graduate ProgramCollege of Nursing: Undergraduate ProgramCollege of Medicine: Professional Degree ProgramCollege of Liberal Arts and Sciences: Three Undergraduate ProgramsCollege of Engineering: Two Undergraduate ProgramsCollege of Public Health and Health Professions: Undergraduate Programand Graduate ProgramCollege of Journalism and Communications: Undergraduate Programand Graduate ProgramCollege of Agriculture and Life Sciences: Undergraduate Program and GraduateProgramCollege of Fine Arts, Music Education: Undergraduate ProgramCollege of Business Administration: Undergraduate Programs and GraduateProgramsAppendix 7 5 University of Florida

Continuous Improvement PlanUnified Elementary Education Program – Single Certification(BAE and MED)CandidatePerformanceAssessmentsMay include:Admissions – Applied,Admitted, EnrolledEAS – FEAPs, Reading,ESOL, PEC 13FTCE ResultsPortfolio EvaluationsInternship PerformanceEvaluationsGrades on KeyTasks/CoursesAnalysis(Identify Strengths and Areas forImprovement)Strengths:Knowledge of pedagogy(FCTE Prof. Ed.).Success rates on FTCE subjectarea and professionaleducation exams.Internship performance andconsistency in ratings by CTand UF.High percentage of candidatesmeeting FEAPs in all areas.Areas for Improvement:Performance of candidates onFEAPs: 5.1, 7.1, 11.1Maintenance and continuedimprovement on subject-areaperformance of candidates onFTCE.Enrollment level versusadmittance level (89% ofadmitted actually enroll).Resulting ProgramChangesRevise admission processto add steps to ensure thehighest quality candidatespossible who understandand are committed toprogrammatic themes.Reduce program sizebeginning Fall, 2010,allowing for enhancedfacilitation of individualcandidate success.Goals for 2009-2010(3-5 per category)Increase number of candidatesachieving a rating of “met” or“met with weakness” forindicators 5.1, 7.1, and 11.1 to95% or higher through increasedscaffolding in courses addressingthose indicators.Among students admitted to theprogram, increase rates ofenrollment to 95% through arevised admission process.Maintain high passing rateswhile further improvingcandidate performance onsubject-area exams on the FTCEthrough increased awareness ofsubject-area expectations andenhanced support for students inpreparing for exams.Appendix 7 6 University of Florida

ProgramQualityMay include:Employer/GraduateSatisfaction SurveysExit SurveysFeedback from MentorsAdvisory Board FeedbackExternal Program ReviewInternal Program ReviewGraduate RatesEmployment/JobPlacement StatisticsScholarship – Faculty,Graduates, CandidatesFCAT Learning Gains ofUEP GraduatesESOL CredentialsStrengthsSatisfaction rates of employersand graduates.Satisfaction rates of exitingstudents.Quality of instruction.BAE graduate rates.Impact on student achievementof graduates as indicated bypercent of students achievinggains in reading and math(80% identified as highperforming).Areas for ImprovementAlignment of course contentwith FCAT expected outcomesfor students.Faculty and instructorcredentials in ESOL to ensurehigh quality instruction inESOL infused courses as wellas stand-alone courses.Continued improvement ofquality of instruction providedby course instructors.Expand professionaldevelopment opportunitiesfor faculty and graduateinstructors of ESOLinfused courses.Survey new faculty andgraduate instructors ofESOL infused courses asto their ESOL credentialsand provide additionalprofessional developmentwhere indicated.Implement a system tobetter monitor andimprove quality ofinstruction; i.e.assignment of courseleaders, instructorevaluations reviewed bycourse leaders anddiscussed with instructors;enhanced graduateassistant orientation.Improve the impact on studentachievement by graduatesthrough greater alignment ofcourse instruction with outcomesexpected on the FloridaComprehensive AchievementTest resulting in an even higherpercentage of graduates beingidentified as “high-performing”teachers.Increase research and scholarlyoutput related to the UnifiedElementary Program as indicatedby increased publication andgrant generation.Appendix 7 7 University of Florida

ProgramOperations(Process)May include:Internship Placements andEvaluationsApplied, Admitted,Enrolled Data (e.g., yield)Learning AssessmentsAssignment QualityCurriculum/ CoursesSchedulingFacultyTA/Adjunct QualificationsClinical Educator TrainingMeasurement of P-12ImpactStrengthsCollaboration with schools andschool districts andsurrounding.Field placements integratedwith coursework.Commitment of UEP faculty.Field placements andinstructional emphasis onteaching high needs andracially diverse studentpopulations.Arrangement of candidates incohorts.Correlation betweenexpectations of UF supervisorsand mentor teachers.Areas for ImprovementField component for thirdsemester students and the needfor more opportunities to workwith ESOL students.Means of assessing P-12impact.Exit surveys indicate need formore coordination betweenintensive internship andcompanion course as well asreduction of expectationsoutside of those twoexperiences for that semester.Revise candidateadmission /selectionprocess to ensurecandidates are committedto the program throughcompletion.Begin discussionsregarding revision of thefifth year of the program,reducing specializationoptions to better supportprogrammatic themes aswell as university andnational priorities.Provide for collaborationamong instructors for eachcohort to monitor studentprogress and reviewcourse expectations.Improve candidate retention ratesto 90% beginning withcandidates admitted Spring, 2010through implementation ofan improved selection process;increased opportunities forcommunication and reflectionamong candidates at differentstages of the program and withfaculty during transitional pointsin the program; and, closermonitoring of student progress asthey advance through theprogram.Streamline and coordinate theconnection between the intensiveinternship experience andcompanion course in order toenhance the satisfaction andbenefit gained among candidatesof both the course and internshipexperience.Revise the fifth year of theprogram to include a fieldcomponent and advanceddevelopment of pedagogy amongcandidates in literacy, math, andscience.Appendix 7 8 University of Florida

APPENDIX III 4.1College of Nursing Bachelor of Science in NursingContinuous Improvement ProgramEDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGES1. A graduate clinically competent for anentry level professional nursing position.Utilize the AACN/EducationalBenchmark, Inc. (EBI) NationalStudent Undergraduate Assessmentas an exit survey to providecomprehensive, credible, andcomparative assessment of BSNProgram continuous improvementefforts for a through e below (class of2009).Graduates rated their educationalpreparation on a 7-point scalefrom not at all (1) to moderatelywell (4) to extremely well (7).Based on Carnegie Classcomparison data, weighted meansfor UF data higher for the majorityof goals, therefore no curricularchanges warranted at this time.a. A graduate able to promote, maintainand restore wellness and to prevent andtreat illness for clients in a variety ofsettings.b. A graduate able to utilize critical thinkingin solving clinical problems in a variety ofhealth care delivery systems.Summary of results:a. 6.08b. 5.99c. A graduate responsive to diverse clientsystems.d. A graduate able to apply communicationprinciples and techniques in collaborativerelationships with clients, health care teammembers, and the community to achievehealth care goals.c. 5.71d. 5.88Appendix 7 9 University of Florida

e. A graduate able to apply managementprinciples to ensure efficiency, quality, andcontinuity in health care delivery.e. 5.682. A graduate clinically competent for anentry level professional nursing position.a. A graduate able to promote, maintainand restore wellness and to prevent andtreat illness for clients in a variety ofsettings.AACN/EBI Exit SurveyWill utilize the AACN/EBIUndergraduate Nursing AlumniAssessment Survey to providecomprehensive evaluation of thelearning outcomes, effectiveness ofinstitutional resources and overalleducation experience of ourgraduates.The vast majority of students whoapplied for jobs prior tograduation were offered andaccepted positions.The Alumni Assessment Surveywas mailed to all 2007 BSNgraduates with only a 15% returnrate.Mean scores indicated allrespondents felt very wellprepared in all areas.Overall satisfaction items:1) Preparation for their success intheir first position after graduation(6.56 of 7 highest score)2) How inclined were they torecommend the nursing programto a close friend(7 of 7 highest score)None needed; job market forgraduates is excellent.Due to the low return rate on thissurvey, a decision was made toutilize the on-line version of theAACN/EBI Undergraduate NursingAlumni Assessment Survey for the2008 BSN graduates.b. A graduate able to utilize critical thinkingin solving clinical problems in a variety ofhealth care delivery systems.c. A graduate responsive to diverse clientsystems.Will utilize the AACN/EBI NursingEmployer Assessment Survey tocollect employer satisfaction for ourgraduates.Due to the low return rate on thissurvey, a decision was made toutilize the on-line version of theAACN/EBI Nursing EmployerAssessment Survey for the 2008BSN graduates.Appendix 7 10 University of Florida

d. A graduate able to apply communicationprinciples and techniques in collaborativerelationships with clients, health care teammembers, and the community to achievehealth care goals.e. A graduate able to apply managementprinciples to ensure efficiency, quality, andcontinuity in health care delivery.3. 100% pass rate on national RN licensureexamination (NCLEX)Annual pass rates on nationallicensure examination2008 UF College of Nursing passrate on the NCLEX-RNExamination was 95.23%. Stateof Florida pass rate 84.94% andthe national pass rate 86.73%.Continue Comprehensive HESIExamination for all seniorstudents, with follow-upremediation plans individuallydeveloped.4. A majority of graduates will pursuegraduate level education.AACN/EBI Exit Survey74% indicated that they willpursue graduate education within3 years.Currently analyzing variables thatmay better identify "at risk"students. Will continue to utilizefaculty and "peer tutoring" to assiststudents who are having difficultywith coursework.Continue final comprehensiveexaminations for each course.Continue increased studentaccess to computer-assistedinstruction.Continue to offer web-basedNCLEX review programs.Annual College of NursingGraduate Education InformationFair held each Fall semester aswell as career counseling andsenior seminars on graduateeducation.Appendix 7 11 University of Florida

5. A graduate who is prepared to progressto graduate studies6. A graduate with leadership experience instudent governance activities.Review of admission and progressiondata.Examination of student leadership instudent organization and studentrepresentation on faculty organizationcommittees.88% of 2008 graduates admittedto the College of Nursing MSNprogram are progressing onFifty percent of 2008 BSNgraduates were active in theFlorida Nursing StudentAssociation (FNSA) and 3student representatives servedon Faculty Organization standingcommittees.Appendix 7 12 University of Florida

LevelAPPENDIX III 4.1College of Medicine: MD DegreeContinuous Improvement ProgramUndergraduate GraduateEDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGES1. Provide a program thatdefines core curriculumdesigned to provide thefoundations of medical scienceand practice and preparesstudent for the residency of theirchoosing.1. Annual evaluation of the generalprofessional education program byevaluation subcommittee. 2. Annualsurvey of UFCOM student performancesin residency programs by residencyprogram directors. 3. Review collegeadoptedlist of competencies to ensuregeneral professional education of eachstudent. 4. United States MedicalLicensure Examination (USMLE)performance. 5. Evaluation of annualAAMC Graduation Survey. 6. Survey ofgraduates (1, 3, and 6 years postgraduation). 7. Direct observation byattending faculty. 8. Student ClinicalSkills Examinations (CSE) each year ofprogram.1. Of the students in the class of2009 who participated in the match96% matched their residencyprogram of choice. Two studentsfailed to match in Obstetrics andGynecology and 3 students failed tomatch in Dermatology (these 3students matched for their PGY-1year). Oral surgery students do notparticipate in the match. 2.The UFfirst-time takers in the Class of 2011(tested in Spring 2009) had a passrate for USMLE Step 1 of 95%;above the national average. 3. TheUF first-time takers in the Class of2009 had a pass rate for USMLEStep 2 Clinical Knowledge of 99%;national average was 96%. 4.TheUF first-time takers in the Class of2009 had pass rate for USMLE Step2 Clinical Skills of 99%; above thenational average. 5.Clinical SkillsExaminations (CSEs) are given atthe end of each of the first 3academic years. A student mustpass a CSE to advance. CSE casesare derived from the clinicalpresentation list. Pass rate for thefirst year CSE was 100%; the passrate for the second year CSE was97%; the pass rate for the end ofthird-year CSE was 100%.1. Continue annual assessment ofthe education program. 2.Continue to monitor students'performances on USMLE andCSEs. 3. Continue to monitorstudents' success in obtainingresidency training in the specialtyof their choice.2. Develop a competency-basedcurriculum and evaluationsystem.1. Evaluation subcommittee assessedcurriculum and evaluation system viaretreats and reports to the curriculumcommittee to track whether thecompetencies are being addressed andtheir respective learning objectives.1. All courses and clerkships have 1. More interaction betweenincorporated the competency-based students and faculty incurriculum that is aligned with the competency-based evaluations.graduate medical education Students are participating in morecompetencies (ACGMEs). 2. self-assessments. 2. Continue toStudent performances are based provide faculty development inupon demonstrating proficiency in basis of program and evaluationgiven competency-based categories methodology. 3. Educationalusing competency-basedfocus is shifting from grade todescriptors. 3. The scores on the competency attainment. 4.competencies are reported as part of Feedback from residency programthe "Dean's Letter" for residency directors is based now on level ofapplications for all 4th year students. preparedness of graduates inspecified competencies.3. Develop an integrativeframework for relating basic andclinical science.1. Assessment by evaluationsubcommittee and the office of programevaluation and development. 2.Incorporation of basic science-basedinterstations in the annual clinical skillsexaminations (CSE's).1. More clinical correlations arepresented in first and second years.2. There are more small groupscentered around clinical cases. 3.Student performances oninterstations are used to providefeedback to basic science coursedirectors.1. Continue to assess students inthe Harrell ProfessionalDevelopment and AssessmentCenter via clinical presentationscenarios. Explore the use ofsimulations to improve learningand evaluation.Appendix 7 13 University of Florida

4. Develop structure andlearning methodologies thatfoster independent learning.Assessment by evaluation subcommitteeand the office of program evaluation anddevelopment. Course and clerkshipdirectors are asked via annual reports toidentify how independent learning is beingachieved.1. Contact hours during first andsecond years are limited to 25 hoursper week on average; learningsessions outside of lecture areencouraged 2. More computerassistedlearning modules. 3. Moresmall group sessions and programsthat encourage student-peerteaching. 4. More website resourcesfor students to assess independently.5. Have a required second-yearcourse, Evidence-Based Medicine,that addresses this principle.1. Approximately one-third oftraditional lectures have beenreplaced with time for students tolearn in small groups orindependently. 2. More ITresources have been developedby UF COM faculty for studentlearning. 3.All letures are availablethrough an online learning tool:MOD CORE and lectures areaudiotaped.5. Develop curriculum andprograms to encourage thehighest standards ofprofessionalism.Annual assessment by evaluationsubcommittee of the CurriculumCommittee.1. Professionalism addressed inorientations. 2. Professionalism is acompetency category in theevaluation process. 3.Professionalism emphasized inWhite Coat ceremony-3rd yr.1. Student class code ofprofessionalism created uponmatriculation. 2. Student'sprofessionalism assessed duringeach course and clerkship of fouryear curriculum. 3. Peerevaluations are used in specificcourses, and at the end of the 2ndand 3rd years to provideadditional information regardingstudent demonstration ofprofessionalism. 4. The ChapmanHumanism Society recognizesstudents who demonstratehumanism/professionalism in anexemplary manner.6. Develop learning experiencesto focus on the family andcommunity context. Developopportunities that fosterinterdisciplinary learning acrossall 4 years.Annual assessment by evaluationsubcommittee of the CurriculumCommittee.1. Home visits occur during the first 1. Continue to increase homeyear via Interdisciplinary Family visits in curriculum. 2. FosterHealth. 2. Geriatric component of interedisciplinary service learningFamily Medicine/Geriatrics of thirdyear. 3.Preceptorship during the firstsemester of the first year. 4. RuralFamily Practice sites in clerkship. 5.4th year rotataion in Geriatrics. 6.Service learning in the 1st year withATTAC and all HSC colleges. 7.Service learning elective in the 4thyear 8. International healthexperiences with other colleges atthe HSC7. Utilize diverse clinicalsettings and utilize our bestteaching faculty in thosesettings.Annual assessment by evaluationsubcommittee of the CurriculumCommittee.1. More ambulatory settings arebeing utilized for teaching andlearning. 2. Addition of ambulatorypediatrics in pediatric clerkship. 3.AHEC rural Preceptorship in firstyear initiates student to clinicalmedicine. 4. Multiple private practicesites in Gainesville and Jacksonville.1. Continue to expand ambulatorylearning experiences for student.2. Increase use of patientexaminations at the HarrellProfessional Development andAssessment Center. 3. Willmonitor the amount of inpatient vsoutpatient clinical training. 4.Continue to monitor with the useof tracking system to determineappropriateness of clinicalsettings related to curriculumobjectives.8. Develop an educationalprogram that is informed by andresponsive to multipleconstituencies involved in thehealth care delivery.Annual assessment by evaluationsubcommittee of the CurriculumCommittee.1. Created Atkins Health CareEconomics Society. 2. Increaseduse of community-based preceptors.3. Have program through AVMED,(IFH) and Community HealthScholars (CHS)-AHEC.Continue to expand participationby community physicians andhealth care professionals in thecurriculum development andimplementation.Appendix 7 14 University of Florida

A. Natural and Mathematical SciencesDepartment of PhysicsAppendix III 4.1College of Liberal Arts and SciencesContinuous Improvement ProgramPerformance of individual undergraduates with respect to the department’s learning objectives isevaluated mostly based on performance in the identified core physics major courses. The program isrigorous enough that the best undergraduate majors can successfully apply for assistantships at themost prestigious and competitive graduate schools in the nation and then can continue in careers inteaching and research at the highest level. In recent years, ten students on average have been admittedto competitive graduate programs in physics and related disciplines.Successful completion of the core courses meets the standard for students to acquire competence inmechanics, electromagnetism, thermal physics and quantum mechanics. The field test was selected asan assessment method to ensure students have mastered physics prior to graduation and preparesstudents to succeed. The field test provides information for the department to evaluate their curriculaas well as measure the progress of their students. Results of the Academic Learning Compact (ALC)questions are reviewed every year. Since the ALCs have been introduced, the graduating senior classhas always achieved the benchmark of 70% correct answers.Additional changes that have been made as a result of assessment gathered include the introduction ofa new course PHY 2064L. The course improves the research and interdisciplinary approach to researchfor students. It is also included as part of the Howard Hughes Science for Life program. Another changeinvolved the introduction of the UF Teach program which is designed to strengthen the recruitment andretention of middle and high school math and science teachers. It is a major step towards transformingUF through a comprehensive approach to provide world class mathematics and science education forall. Another major change was scheduling Mechanics I and Electromagnetism I every semester whichallows more choices for students and keeps the student-to-teacher ratio down.B. Social SciencesDepartment of PsychologyThe Department of Psychology has an academic advising office which is visited by more than 90% of thepsychology majors. During these visits students are queried about their plans for graduate school.Based on information gathered at this point along with faculty evaluation of student performance in anoptional senior level “Communicating Psychological Science” class, the department offers more smallsenior level classes with writing assignments so that more students can gain experience in writing in thediscipline. This change directly impacts the educational goal of developing critical writing skills inpsychology.Appendix 7 16 University of Florida

To assess students’ understanding of the scientific method in the field of psychology, faculty andinstructors’ evaluations of student performance in laboratory situations including classroom and facultyresearch laboratories, assessment of research products such as presentation at poster sessions orconference, authorship of scientific publications and through formal defense of senior theses. Studentshave three levels at which they can achieve these skills. The required general methods lab provides abasic understanding of scientific method so that students can become critical consumers of information.The next level is a senior lab in which students achieve a higher level of data collection and analysis. Thehighest level is hands-on research in a faculty lab, often leading to a senior thesis and in some cases,publication. In addition to continuing to revise and upgrade the curriculum for the 3000 level generalmethods course the department now offers extensive on-line exercises to enhance their researchexperience.C. HumanitiesDepartment of EnglishAn undergraduate advisor and undergraduate coordinator work together to gather assessmentinformation to determine how well students achieve expected learning outcomes, and how the resultsof these assessments are used for continuous program improvement.Class writing assignments and discussions with other faculty are the primary sources used to clarify goalsand grading rubrics for all upper division classes. As a result of this assessment, additional ENC1145,ENL2022, and LIT2120 classes were offered to assure classes of 19 students in these courses. Previouslylower-division writing courses class sizes were 23, 25, and 30. Of the 248 English majors to graduate inFall 2008 and Spring 2009, 103 graduated cum laude, 9 graduated magna cum laude, and another 14graduated summa cum laude. Collection of this data is part of promoting undergraduate research in theEnglish major by soliciting seats in the department’s honors seminars prior to advance registration. Thedepartment has increased from 30 to 70 honors seminar seats. This data related directly to theAcademic Learning Compact that requires students to demonstrate proficiency in five student learningoutcomes, which are graded according to the department grading rubric. Pursuing successfully thehonor seats represents a major improvement in the program.The English department also administers a six-question survey to all graduating seniors to obtainfeedback and data concerning the quality of the program, student expectations, and opportunitiesstudents anticipates after graduation. The survey has been revised since its inception, againdemonstrating responsiveness to acquire knowledge to support and improve the English program.Results of the survey are maintained in the department and used as additional support for changes suchas those listed previously.Appendix 7 17 University of Florida

Appendix III 4.1College of EngineeringContinuous Improvement ProgramUndergraduate ProgramsThroughout the college, we use direct assessment of learning outcomes. These outcomes arepredefined from our national accreditation board, ABET. These outcomes are then defined to bemore specific in the context of programs and courses. Assessments are then made on specificskills as parts of tests, homework assignments, or projects. Course grades are not used for thisassessment because they commingle many of the outcome skills. Typically, faculty use a 1-5scale to measure performance on the outcome. These are defined to be 1-not acceptable, 2-minimally acceptable, 3-acceptable, 4-mastered, 5-outstanding. Data on the metrics is sampled.Many courses have many of the outcomes. Typically, performance is measured directly in one tothree courses.This data is then used to review performance and identify issues. The data is fed into thecurriculum revision process of the departments and college. The assessment data informs bothchanges in a single course on emphasis of particular areas and also leads to overall curriculumchanges – changes in prerequisites, new courses, etc. Specific examples of assessment data andprogram changes follow.Our undergraduate programs were all successfully accredited by ABET in 2007.A. Electrical EngineeringElectrical engineering assessment of the program specific criteria “knowledge of advancedmathematics including linear algebra, complex variables and discrete mathematics” takes placein several introductory courses. This area was one of the students weakest areas. Directassessment data is shown in the table below during the 2006/2007 academic year.Fall 2006 Spring 2007Average % achieve Average % achieve3105-Complex 3.64 87% 4.2 95%3105-Linear 4.03 86% 3.95 92%3135 3.1 79% 3.91 86%The student averages were not strong. The numbers of students achieving a 2 or better on theone to five scale is also not strong enough to insure student success in the program.We have recently begun to implement a change to further our student accomplishment. EE nowrequire EE Analysis, 3015, for all students in place of the analysis course in engineeringmechanics. An extra credit was added to Circuits II, 3112, to further reinforce transformtechniques for differential equations. We are still refining the syllabus and expectations for thisAppendix 7 18 University of Florida

course. Students are now beginning to move on in the program with improved skills. The mostrecent data shows averages have now moved to the 4.0 range with greater than 95% mastery.B. Materials Science and EngineeringThe Department of Materials Science and Engineering conducts assessment at the levels of theassessment process itself, the overall curriculum, and individual courses. The assessment processis designed to provide continuous feedback to allow for improvement of the program on aregular basis. The central feature of the assessment is a list of 13 expected outcomes that studentsshould be able to accomplish upon graduation. Performance of students on these outcomes is theprimary feedback used to make changes to the program.As one example, in the senior level course Biomaterials: Structure and Properties it was notedthat students did not perform adequately on MSE Outcome 1, Ability to apply knowledge ofmathematics, science, and engineering to materials systems. The instructor added a grouphomework at the beginning of the semester which served as a review of prerequisite material forthe students and a diagnostic for the instructor. In the semester in which the group HW wasadded performance improved such that the performance criteria was met.The Outcome Assessment Forms are also used at the curriculum level to determine if there areany systematic problems with performance on outcomes that need to be addressed throughchanges to the curriculum as a whole. Data is also collected on outcome coverage across allcourses. Analysis of the curriculum content associated with MSE Outcome 1 indicated that therewas too heavy an emphasis on organic chemistry and not enough coverage of other aspects ofatomic and molecular principles. As a result a new course has been created, FundamentalPrinciples of Materials, which replaces the previous requirement for Organic Chemistry.The assessment process itself is also examined through feedback obtained from the faculty as awhole. The purpose of this “meta-assessment” is to ensure the process provides adequate datawithout becoming burdensome on the faculty. As a result of this level of assessment changeshave been made to the way in which the Outcome Assessment Forms are collected. Previously,the outcomes were assessed in only 7 courses, and the instructors were allowed to select theoutcomes to be assessed. This placed a heavy burden on these instructors, and resulted ininconsistency from year to year. The process was therefore changed to have outcome datacollected in all 13 program core courses and to define the set of outcomes that would be assessedin each class on an annual basis.Performance Improvement ProcessEngineering has a rigorous accreditation process for undergraduate degree programsadministered nationally by Accreditation Board for Engineering and Technology (ABET). Tosuccessfully obtain national accreditation, programs must document direct assessment oflearning outcomes and use that assessment data in a continuous improvement process.ABET specifies all engineering programs meet the outcomes a-k listed below:a - an ability to apply knowledge of mathematics, science, and engineeringb - an ability to design and conduct experiments, as well as to analyze and interpret dataAppendix 7 19 University of Florida

c - an ability to design a system, component, or process to meet desired needs withinrealistic constraints such as economic, environmental, social, political, ethical, health andsafety, manufacturability, and sustainabilityd - an ability to function on multi-disciplinary teamse - an ability to identify, formulate, and solve engineering problemsf - an understanding of professional and ethical responsibilityg - an ability to communicate effectivelyh - the broad education necessary to understand the impact of engineering solutions in aglobal, economic, environmental, and societal contexti - a recognition of the need for, and an ability to engage in life-long learningj - a knowledge of contemporary issuesk - an ability to use the techniques, skills, and modern engineering tools necessary forengineering practiceThese are typically defined for each program and class with more specifics. For example, aknowledge of contemporary issues might include being able to search the web and compare partperformance and price for particular applications. Modern engineering tools would be defined inthe discipline and would include a circuit simulator and oscilloscope in electrical engineering orstress analysis software and a strain gauge in mechanical engineering.A capstone design project is also required by the national standards. Departments also use this tounderstand student capabilities over the outcome set close to graduation. Capstone classesusually direct measure performance on all of the a-k outcomes.In addition, there are discipline specific outcome topics. For example, in electrical engineeringstudents are also expected to demonstrate skills in these areas:knowledge of probability and statistics, including applications appropriate to thedisciplineknowledge of mathematics, basic sciences, and engineering sciences necessary to analyzeand design complex systemsknowledge of advanced mathematics including linear algebra, complex variables anddiscrete mathematicsAt the individual course level, performance on outcomes is typically measured in most programsin multiple courses against a common rubric. Performance criteria have been defined whichindicate adequate performance on the outcomes. Instructors complete an Outcome AssessmentForm for each outcome being assessed in their course. This form includes information on howthe outcome was assessed, student performance, and any changes that are needed to improveperformance in the future.This data is used in refinement of the program. Data is fed forward to the faculty teaching thecourse. Several of the larger departments make use of course committees – an appointed bodythat oversees the course, syllabus, textbook, and learning outcomes. This committee can thenmake changes within the course as appropriate. Changes to the overall structure of thecurriculum are fed into the department curriculum committee. Smaller departments might nothave a curriculum committee and use the entire faculty to review changes. Any recommendedchanges are forwarded to the college curriculum committee, which has one member from eachdepartment.Appendix 7 20 University of Florida

For example, in mechanical engineering, an on ongoing problem exists in the ability of studentsto formulate problems in dynamics. A faculty committee is currently reviewing this to makerecommendations for change. To help identify the specific problem, pre-tests were used in aclass that that expects students to have mastered the material. The pre-test covers severaldifferent sub-areas of the skill set to ascertain which area is most in need of help. The figurebelow demonstrates some of the data collected to assess this problem from summer 2009:C. Periodic Reviews of Assessment DataDirect assessment data is supplemented with some indirect assessment techniques. This includesexit survey data on all graduating students, informal observation by faculty and staff, specialdirected surveys of students, and student evaluation of teaching. Indirect assessments are notconsidered sufficient to meet the ABET accreditation standards.The national accreditation standards also require us to set goals for the performance of ouralumni. We annually survey alumni that graduated three, five, and eight years ago on the careersuccess. This data is also used to improve the program. These surveys are run centrally by thecollege administration for each program. Data are summarized for the program. A survey isdone annually, so we have the opportunity to examine how classes have done over time.The survey responses are used within the program to improve the degree. For example, wefrequently find ECE alumni stressing the importance of communication skills in programs. ECEhas recently expanded its capstone design course to a two-semester sequence. This allowsgreater opportunity for students to write technical reports and prepare and give presentations ontheir project progress. This data is typically reviewed in the departmental curriculum committeeand is often summarized at full faculty meetings.All programs must have an external board. These boards meet annually. The board reviewsstudent data and acts as a focus group of alumni, employers, and recruiters. These bodiesAppendix 7 21 University of Florida

provide feedback to the individual programs. They look at data and performance of both ourgraduate and undergraduate programs.Our undergraduate programs prepared self-studies as part of the ABET review process in 2006.The campus review occurred in the fall of that year. All programs were given a six-yearaccreditation in the summer of 2007. Our next visit from this body will be in 2012. The collegehas an ABET committee, with a minimum of one representative from each program. This groupmeets several times per year to review progress, discuss changes in accreditation, and to sharebest practices.We also have a dean’s advisory board that reviews data for the entire college and sets collegewideobjectives for our programs. A frequent topic of these meetings is providing moreopportunities for leadership and entrepreneurship.We are also beginning an external review process for each department. We plan to have reviewsfrom three faculty members for each program in the college. This process has begun and wehope to finish it in the fall semester. These reviews would examine all aspects of the departmentand would focus on both undergraduate and graduate programs.Appendix 7 22 University of Florida

Appendix III 4.1COLLEGE OF PUBLIC HEALTH AND HEALTH PROFESSIONSContinuous Improvement ReportUndergraduate Health Science Program (BHS degree)1. Documentation of assessment data that has been gathered for each program anddocumentation of improvements that have been made to the programs from the use ofthis assessment data. The goals that are assessed on an annual basis are consistent withthe outcomes reflected in the Bachelor of Health Science Academic Learning Compact(ALC). These outcomes address core content knowledge and critical thinking andcommunication skills specific to the BHS program. The outcomes for which we collectassessment data, the five-year averages for data collected, and changes made during the5-year period as a result of data collected are provided below.We used two primary methods for assessing achievement of core areas during the fiveyearperiod 2004-05 to 2008-09, including course grades (C or better) and a degreecandidate exit survey on which students indicated their perceived success in achieving theALC outcomes. Students complete this survey in the latter half of their graduating term,typically in spring.Student Learning OutcomesOutcome 1: Demonstrate an understanding of the U.S. health care system and the role ofthe health professional in this system (Core Content Knowledge).Results: 76% of students indicated agreement or strong agreement that they were able todemonstrate an understanding of the key components of the U.S. health caresystem. 87% of students indicated understanding different disciplines and theircontributions to health management. 98% of students passed HSA 3111 U.S. Health Care System with a grade of C orbetterOutcome 2: Understand and comprehensively describe various disabilities and factorsaffecting their management. (Core Content Knowledge).Results: 91% of students indicated they understood common diseases and disabilities andthe factors affecting their management. 77% of respondents reported achieving the ability to adequately andcomprehensively describe pathophysiological processes affecting the body. Therewas a trend over time towards improvement (from 63% in 2004 to over 80% in2008), which we attribute at least in part to the addition of physiology as aprerequisite.Appendix 7 23 University of Florida

99% of enrollees passed HSC 3502 Survey of Diseases and Disability and HSC4558 Disability Management with a grade of C or better.99% of the total enrollees passed OTH 3416 Pathophysiology in Rehabilitationwith a grade of C or better.Outcome 3: Demonstrate basic knowledge of core bioethical and legal principlesimpacting contemporary health issues (Core Content Knowledge).Results: 80% of respondents indicated agreement or strong agreement that they were ableto demonstrate basic knowledge of core bioethical and legal principles impactingcontemporary health issues. 100% of enrollees passed HSC 4653 Ethical and Legal Issues in the HealthProfessions with a grade of C or better.Outcome 4: Develop appropriate professional behaviors and leadership skills for careersin health care (Core Content Knowledge).Results: 92% of respondents indicated achieving an appreciation of multiple leadershipstyles and an awareness of their own leadership style. 99% of enrollees passed HSC 4184 Leadership Skills and Styles with a grade of Cor better.Outcome 5: Critically evaluate the empirical bases of practice in health sciencedisciplines (Critical Thinking).Results: 90% of respondents indicated they felt able to demonstrate basic skills in criticalthinking to facilitate appropriate analysis of health science information. 100% of enrollees passed HSC 4608 Critical Thinking in Health Care with agrade of C or better.Outcome 6: Demonstrate basic therapeutic communication skills using appropriatepresentation modalities (Communication).Results: 96% of respondents indicated achieving the ability to demonstrate basictherapeutic communication skills and professional behavior. 99% or enrollees passed HSC 3661 Therapeutic Communication Skills withPatients, Families, and the Health Care Team with a grade of C or better.Outcome 7: Demonstrate and understanding of the impact of disease and disability onthe health of populations (Core Content Knowledge)Results: (This outcome is a relatively new addition; therefore, results are based onaveraging two years of data instead of five.) 92% of respondents indicated achieving the ability to demonstrate anunderstanding of the impact of disease and disability on the health of populationsAppendix 7 24 University of Florida

Improvements made to BHS program based on assessment results: Changed prerequisite for Pathophysiology to strengthen students’ basicunderstanding of physiology to allow more in depth focus in pathophysiology Current events review added to US Health Care System Modified format for Critical Thinking to small group labs Adjusted teaching assistant load in Therapeutic Communication Skills so thatstudents continued to receive small group lab experience Adjusted content for Therapeutic Communication Skills to enhance diversity ofexamples reflecting our preprofessional disciplines Adjusted course content between Survey of Diseases and Disability and DisabilityManagement to create a two-semester sequence that eliminates redundancy ofmaterial Textbook for Public Health Concepts replaced with contemporary journal articlesand web-based materials reflecting evolving landscape in public health Have divided Public Health Concepts and U.S. Health Care System into sectionsto reduce faculty-student ratio Moved Research Methods course from senior year to junior year to provide earlierbenefit of information, particularly for students in honors sequence undertakingsenior research projects Will implement curricular sequence change next year based on student feedback(Critical Thinking and Ethics will be paired in spring of senior year andTherapeutic Communication Skills will move from spring of junior year to fall ofsenior year)2. Process developed to use assessment data obtained from undergraduate students’performance to improve programs.The assessment data are collected using the resources of the Dean’s Office. Oncecompiled, the results are distributed to all faculty in the health science program.Specifically, each faculty member is provided information that reflects the responses ofthe overall class to the ALC-related questions. Data are summarized such that individualstudent responses are not identifiable. Faculty members receive a list of the studentoutcomes with associated percentages and response rates. The results related to eachindividual outcome as well as trends in student comments provided on the DegreeCandidate Exit Survey relevant to the student outcomes being assessed are reviewed anddiscussed in the standing meeting of the Bachelor of Health Science oversight committee.This meeting is open to all faculty and includes a student representative. Althoughmeetings are typically held once per semester, the results of the assessment of studentlearning outcomes are reviewed on an annual basis. Students’ comments are used to assistfaculty in clarifying changes in students’ performance and/or perceptions of programsuccess in helping students achieve their academic goals. After review and discussion ofthe data, the BHS oversight committee participants formally discuss whether any changesto the curriculum should be considered. Proposals to change the undergraduate programare considered and voted on during the same meeting or a subsequent meeting of theAppendix 7 25 University of Florida

BHS oversight committee, depending upon proposal complexity or need for additionaldeliberation and input prior to a vote to recommend implementation.3. How periodic reviews of programmatic outcomes are used to improve the program.The health science program is primarily designed to prepare students for graduate orprofessional school. As such, the primary programmatic outcome data we track arestudents’ post-graduation plans. Therefore, as part of the Degree Candidate Exit Survey,we routinely ask students to report their intended plans after graduation. We query aboutprofessional and graduate school, work, and other plans (e.g. travel, personal). Wespecifically ask students whether they have applied and/or have received acceptance toone or more postbaccalaureate academic programs and in what discipline. We also trackwhether students complete our program and whether students believe the health scienceprogram met their intended goals. Similar to annual SACS reviews, these data arereviewed in the BHS oversight committee. Based on trends over time regarding the preprofessionalmake up of our overall class and feedback from graduating students, wehave changed advising foci to address specific needs of our pre-professional groups. Wehave also used these data to make changes to our curricular make-up. For example, weadded additional science courses (anatomy and nervous system and disorders) to our listof college electives based on feedback from our pre-professional students provided on theexit survey.Master of Occupational Therapy (MOT)Graduate Programs - Master’s LevelThe Master of Occupational Therapy (MOT) provides students with the degree necessaryto enter the profession of occupational therapy at the practitioner level. Students thatreceive this degree are eligible to sit for the national certification exam in OccupationalTherapy (NBCOT).The program is required to perform extensive assessment and reporting by both ourprofessional accreditation organization (American Council on OT Education (ACOTE),and the professional accreditation body for colleges of public health (Council onEducation in Public Health (CEPH).1. Documentation of assessment data that has been gathered for each programand documentation of improvements that have been made to the programs fromthe use of this assessment data.Goal 1: Demonstrate ability to apply research of importance to the practice ofoccupational therapy.Results: During the 5 years of this report, all MOT students earned a B or better in theresearch methods courses, and successfully completed evidence-based research project. Atotal of 26 MOT students presented research posters or papers at state and nationalconferences.Appendix 7 26 University of Florida

Goal 2: Demonstrate an in-depth knowledge of occupational therapy theoreticalperspectives and the ability to analyze these theories for usefulness to occupationaltherapy.Results: During the 5 years of this report, 100% of students earned B or better in theadvanced theory courses emphasizing breadth and utility of occupational therapytheories. UF Occupational Therapy Department is currently meeting the current ACOTErequirements.Goal 3: Demonstrate ability to apply biological/behavioral sciences, therapeutic skills,and OT theory to intervention in the various clinical settings.Results: During the 5 years of this report, 100% of students were placed in the tworequired fieldwork settings and 97.9% received passing scores on the AmericanOccupational Therapy Association, Inc. Fieldwork Evaluation for the OccupationalTherapist; 218 took the NBCOT exam 8 students repeated and all 218 passed NBCOTnational certification evaluation. UF MOT students continued to score higher than thenational mean in all subject areas on the NBCOT certification exam.Goal 4: Recognize trends and issues in discipline and their impact entry-level practice.Results: 100% of graduate syllabi reflect required assignments in current trends andissues in OT as recognized in new ACOTE standards. 100% of students were able toarticulate key issues in course assignments. 100% of students received passing grades inIssues in Occupational Therapy Issues classes.Programmatic outcomes: retention, graduation rates, GPA and NBCOT exam rates2005 2006 2007 2008 2009Number of entering graduate 43 46 44 43 46studentsNumber of graduates 43 43 45 44 42Median graduation GPA 3.56 3.47 3.6 3.43 3.46Pass rate on fieldwork 100% 100% 100% 97.6% 97.9%Pass rate on NBCOT Exam:First time pass ratePass rate within 6 months ofgraduation97.7%100%97.67%100%100%N/A84%97.6%National NBCOT Exam Pass Rate 85.35% 87% 85% 75%* rates unavailable at this timeAs illustrated in the table above the department has met and succeeded for the graduation,retention and national certification exam goals we have set. Attrition rates have been low,100% of students have completed fieldwork successfully, and on average 100% havepassed the national certification exam within 6 months of graduation.*Appendix 7 27 University of Florida

Improvements made to occupational therapy program based on assessment results:As a result of 2005 and 2006 program evaluation, information from the NBCOT entrylevelpractice research, and the faculty member experience over the last year we changedcourse materials in several courses and eliminated some topic redundancy. Some of thechanges resulted in: re-organizing some of the topics in our evaluation and interventioncourses, creating an additional therapeutic skills course now offered early in thecurriculum, and developing additional case materials and assignments.In 2007 the OT faculty and staff department developed a new Strategic Plan. This planwas developed in a series of meetings between department groups (support staff, programadministrators, senior and junior faculty) and then refined in 2 large group meetings withall faculty and staff in attendance. This plan will assist the department to meet thechanging priorities and environment in the profession, the college, the university and thestate.In 2008 we made 2 changes in our program. The first is the addition of a portfoliorequirement. The initiative came from faculty observations, and qualitative commentsmade by students, clinical educators (CE) and employers. Students often reported thatthey wished they had taken more advantage of the educational opportunities presented inour academic health science center (rounds, presentations, etc.). CEs and employers bothreported that our students did not always take advantage of available extra-curriculareducational opportunities for professional development. This year we ran a voluntarypilot project, and were surprised to find that we had 100% participation by the students.Currently we are holding focus groups with the students and faculty to fine tune theobjectives and procedures for this project, and will implement it formally this for theincoming class.When surveyed, students also reported that they wished that they had been able toparticipate in more “hands-on” activities in classroom labs. As a result during the 2008and 2009 school years we expanded our relationships with several local centers (VA,Center for Autism and Related Disorders, area schools, etc.) to increase the number oflabs that have therapist and patient visitors.2. A description of the process your college has developed for using assessment dataobtained from students' performance to improve your programs.Monthly meetings of course instructors allow for immediate adjustments in coursematerial and lab activities based on the current student performance and feedback.Individual student performance is discussed at the end of each semester and uponcompletion of each level of fieldwork. Data is presented based on individual studentclass and assignment grades, faculty observations and fieldwork performanceevaluations.Appendix 7 28 University of Florida

The department evaluation and data collection concerning student performance during theprogram is organized as follows:Student Course Evaluations: Students complete evaluations of each course, eachsemester using a university designed course evaluation form, and comment sheet.Student Data: Yearly statistics are tracked retention, re-admission, class grades, GPA,and fieldwork performance. The individual performance of students on a series ofcapstone projects (research poster, case studies, and presentations) is also monitored.Feedback from Clinical Faculty: We seek feedback from clinical supervisors concerningareas where the student might need additional instruction.Review of Fieldwork Performance: Our Fieldwork Coordinator reviews the evaluationsof student performance on fieldwork, and shares with faculty any identified performanceproblems.3. A discussion of how periodic reviews in which programmatic outcomes such asretention, graduation rates, employer and alumni satisfaction, and the like assessed,reviewed and used for improvements.A retreat is held yearly during the summer semester. One day of the retreat is devoted toa curriculum review and a discussion of student performance. This discussion includessummary data from performance evaluations (fieldwork evaluations, NBCOT exam,etc.), student course evaluations, and all current graduate and employer surveys.Adjustments in course content and materials, curriculum changes and specific programneeds are discussed and implemented. The subsequent day is devoted to evaluation andplanning for the research and clinical service missions.Student Data: Yearly statistics are tracked concerning admission characteristics (GREscores and entering GPA), retention, graduation rates, class grades, graduation GPA, andfieldwork performance.Student Curriculum Survey: Shortly after graduating from the program, students arerequired to provide feedback about their experiences in the program. They respond toquestions about learning objectives and program goals, courses, experiences with facultyand support personnel, and preparation for fieldwork.Recent Graduate Survey: Within 3 months of graduation we survey our most recentgraduates. In this survey we ask questions about employment status and thecharacteristics of their current employment.Survey of Alumni: Every 3 years we survey graduates going back 5 years. In this surveywe ask questions about employment status and the characteristics of current employment.The survey also solicits data relative to program strength, and suggestions for change.Appendix 7 29 University of Florida

Review of NBCOT Certification Examination Results: We examine the results of ourstudent’s performance on the certification exam. We discuss course content and studentperformance in each domain area and make appropriate adjustments.Feedback from Clinical Faculty: We seek feedback from clinical faculty that haverecently supervised our students concerning areas where they might need additionalinstruction.Review of Fieldwork Performance: Our Fieldwork Coordinator reviews the evaluationsof student performance on fieldwork, and shares with faculty any identified performanceproblems. She also collates students’ perceptions of their academic preparation forfieldwork from their fieldwork site evaluations.Review of Employer Survey: After receiving employment placement information aboutour graduates we survey those employers concerning their satisfaction with ourgraduate’s job performance. This survey occurs every 3 years.PhD - Psychology1. Documentation of assessment data that has been gathered for each program anddocumentation of improvements that have been made to the programs from the use ofthis assessment data.The goals that are assessed are derived from the overall philosophy and mission of ourdoctoral training program and are consistent with the goals for doctoral training programsin clinical psychology as articulated by the American Psychological AssociationCommittee on Accreditation. The goals for which we collect assessment data, the fiveyear averages for data collected, and changes made during the 5 year period as a result ofthe data collected are provided below:Goal 1: Students obtain a broad knowledge base in psychology and integrate thisknowledge in science and practice. Students will develop knowledge in public healthapplications of clinical psychology.Assessment methods: Review of student performance in coursework, studentqualifying examinations, cores on national licensing exams.Results:1. All students received a grade of B or better in core and basicpsychology courses2. 94.5% of students passed comprehensive qualifying examinations onthe first attempt, with the remainder passing on the second attempt3. Average score on the EPPP, the national licensing exam, was 163.This is well above the average score nationally.Goal 2: Students are prepared to contribute to the knowledge base of the disciplinethrough scientific research.Appendix 7 30 University of Florida

Assessment methods: Review of publications and presentations reported instudent vitae and activity reports, review of activity in research organizations, review ofgrant funded research activityResults:1. 51% of students authored or coauthored a paper at national juriedmeetings2. 42% of students published in a peer reviewed professional journal3. 63% of students were members of a professional research society4. 67% of students were involved in grant supported research projectsGoal 3: Students will be prepared for the professional practice of psychology.Assessment methods: Review of supervised clinical experience, review ofperformance on internship.Results:1. Data from internship applications across the 5 year period reveal thatour students obtained an average of 1950 supervised hours of clinicalexperience prior to internship2. All students over this time period obtained and completed an APAaccredited internshipGoal 4: Students will be prepared for work with increasingly diverse populations.Assessment methods: Curriculum and practicum contact review, student andfaculty recruitment.Results:1. Over the five year period, an average of 19.6% of our students havebeen members of an ethnic minority group each year.2. Current faculty composition is 18% minority3. Inclusion of diversity issues in all courses and evaluations of clinicalworkGoal 5: Students are prepared to teach competentlyAssessment methods: Faculty review of student presentations, teachingexperience during student’s enrollment in program.Results:1. 27% of students over the five year period were involved in teachingundergraduate or graduate courses2. 20% were involved in voluntary classroom teaching experiences orenrolled in supervised teaching within our program3. 51% demonstrated oral communication skills through presentations atnational conferencesGoal 6: Students understand international perspectives in psychology and haveopportunities for international training experiences and interaction with internationalstudents attending the UF clinical psychology program.Assessment methods: Number of international students in program, facultyparticipation in international teaching and learning.Appendix 7 31 University of Florida

Results:1. We have developed two international exchange programs, one withOxford University and on with the University of Jordan. Dr. RonaldRozensky, former chair of our department, is now Associate Dean forInternational Affairs and is working to enhance our internationalefforts2. 5 Oxford students have attended UF and one UF trainee has attendedOxford3. 2 Oxford faculty have taught at UF and 4 UF faculty have taught atOxford4. 2 students from Jordan graduated in the five year period and are nowteaching at the University of Jordan5. Students from Taiwan, Canada, Japan, and France enrolled in ourprogram and have graduated over the 5 year periodRepresentative improvements made to Clinical and Health Psychology program in thelast 5 years based on assessment results:1. Courses on evidence-based practices, health policy, rural behavioral health,principles of epidemiology, and principles of public health have been added to thecurriculum.2. Formal courses in scientific writing and grantsmanship have been added toimprove scientific research success.3. Departmental data bases have been developed to track clinical training activities.4. Clinical competency assessment strategies are being studied and implemented.5. Efforts to increase minority recruitment of students and faculty have beenongoing. One new African-American faculty member was recruited in 2009.6. Teaching assistantships have been established within the Bachelor of HealthScience curriculum.7. Formal relationships with Oxford University and University of Jordan have beenestablished and maintained.2. A description of the process your college has developed for using assessment dataobtained from students' performance to improve your programs.Data are collected through resources in the Department of Clinical and HealthPsychology. This includes a web-based clinical data tracking system, yearly student andfaculty activity reports, summaries for the APA Committee on Accreditation that arecompleted annually, and yearly student review by our department faculty. All data aresummarized and distributed to faculty for self, student, and program evaluation. TheDepartment has both an Executive Committee and a Curriculum Committee that reviewthese data, give feedback to faculty and students, and plan changes to be implemented toimprove program performance. The Curriculum Committee includes two graduatestudent representatives who provide consumer input to the evaluation of the data and toAppendix 7 32 University of Florida

the proposal of changes based on the assessment results. Proposals to change programcontent or process are submitted to the entire faculty for discussion and input. Mostchanges to the curriculum and program plan are decided by a vote of the faculty3. A discussion of how periodic reviews in which programmatic outcomes such asretention, graduation rates, employer and alumni satisfaction, and the like areassessed, reviewed and used for improvements.Evaluation of the program is ongoing. Each year, data are compiled for the APACommittee on Accreditation as part of our yearly self study. These data includeinformation on current graduate students and program alumni. Every seven years a fullprogram review is conducted by the APA Committee on Accreditation to insure that ourprogram is performing at national standards. Our program has been continuouslyaccredited since 1953. The last Accreditation site visit occurred in 2008 and our programwas fully accredited for an additional seven years at that time.The APA reviews are combined with additional assessment data such as the annualSACS goals assessment report, feedback from graduates and current students, andinternship placement outcome data to evaluate program components and to plan forchanges. These data are reviewed by the Department Chair, the Program Director, and thefaculty as a whole during faculty meetings and periodic retreats. Program changes areinitiated when these data suggest areas where improvement or growth may be indicated.For example, the program is currently reviewing all clinical competency assessmentprocedures in order to improve the quality of our clinical teaching program component.Our data collection and distribution systems are continuously being refined so that wecan easily identify program areas that may benefit from further improvement.Appendix 7 33 University of Florida

LevelAppendix III 4.1College of Journalism: Undergraduate JournalismContinuous Improvement ProgramUndergraduate GraduateEDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESOffer professional andscholarly education injournalism based on a liberalarts foundation and assurethat students receive trainingin uses of new technologies.Consultation with ourprofessional advisory council ledto several long discussions aboutchanges need for the curriculumto keep pace with the everchangingindustry.Maintain curriculum in compliancewith ACEJMC (Accrediting Council forEducation in Journalism andCommunication) standards. Regularfaculty curriculum reviews. Assessnational ranking of program throughinformal survey of Academic peers,alumni and journalism professionals.The department launchedanother curriculum review inSummer 2007 with the goal ofmaking changes by Fall 2009.Though we have notimplemented the changes yet,we have gone through thecollege curriculum committee'sapproval stage and are poisedto take the changes to thecollege faculty.Foster the development ofgood news judgment, writing,reporting, editing andphotojournalism skills.Provide journalism studentswith high quality appliedjournalism curriculumexperience to enhancetheoretical foundation.Prepare students foremployment in journalism.Continuous evaluation of curriculum inskills-based courses, with morecourses meeting in common lectures.Skills courses need assignmentsdesigned to encourage soundnews judgment in new mediaenvironment. Experiments weremade to integrate multimediastorytelling throughout thecurriculum.Skills courses need assignments Students performed well in majordesigned to encourage sound news competitions, including thejudgment in new media environment. Hearst PhotojournalismAssess student performance in Competition and the Society ofnational competitions and other award Professional Journalists Mark ofprograms.Excellence competition, amongother award programs.Track students who completeprofessional internships and assessquality of internships. Check onstudents’ participation in on-campusinterviews with newspapers andmagazines. Review student workpublished in student newspaper ordepartment magazine.114 students completedinternships for credit, mostearning high praise fromemployers. Students work atmost of the state’s majornewspapers and on nationalmagazines and majornewspapers elsewhere in thecountry.As part of our new curriculum,we will foster a wholecurriculumapproach i toprovide greater continuitybetween classes. We plan onmore cross-coursecollaboration as a way ofduplicating the collaborationthat occurs in a medianewsroom.We are still on track for ourcollaborative classes, whichwill focus on team projects,that will serve as high-qualityentries for nationalcompetitions. Students willwork more directly withexperienced journalists in thenewsroom environment.Our experimental exit coursefocused on developing andreinforcing professionalismhas become extremely popularwith students and we believe itserves as an important part ofour curriculum. He areconsidering making it arequirement..Expose students to diversity Count number of students completingthrough explorations of courses in ethics, history, law andethical, historical,world communications. ACEJMCinternational and legal issues. reviews syllabi and interviews facultyto check coverage and inclusivenessof diversity issues.The department continues toincorporate multicultural issuesinto all courses. Students aregiven orientation andassignments to responsiblyreport and reflect a diversesociety. The subject is mostexplicitly addressed in the historyand race/ghender/,edia courses,as well as in the required ethicsand law courses.From the moment firstsemesterfreshmen enter ourintroductory courses, they areimmersed in our culture andsystem of values, includingthe need for diversity in themedia. That course alsoexposes students to theethical, legal and historicalaspects of the media.LevelAppendix III 4.1College of Journalism: Master of AdvertisingContinuous Improvement ProgramUndergraduate GraduateEDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESAppendix 7 34 University of Florida

Enhance the breadth anddepth of students' knowledgeof advertising as a form ofintegrated marketingcommunication.Enhance students' research,analytical and communicationskills to bring knowledge tothe profession and pursuesuccessful careers inadvertising and academia.Satisfactory completion of ADV 5005,Advertising Planning, ADV 6305,Creative Strategy and Research, andADV 6602, Advertising Management.Satisfactory completion of corecourses: ADV 6505, AdvertisingResearch, ADV 6006, Theories ofAdvertising, and COM 6315,Advanced Research Methods as wellas thesis or project in lieu of thesis.Confirmed the need to alter ADV5005 to better fit needs ofstudents with less professionalexperience and to provide morecontinuity among courses.Implemented chainges in ADV5005, Fall 2009, along withefforts to build continuityamong courses. Testingcreating campaign for "real"client in ADV 6602, AdvertisingManagement.All students successfully Continued improvement incompleted these courses. Quality courses. Completed statementof data analysis continued to of requirements for a projectshow improvement. Identified the compared to a thesis. Willpotential need to add emphasis finalize requirements for anto projects rather than theses. "appropriate project."Supplement students' Satisfactory completion of advertisingpractical skills with theoretical theory, internships and thesis orperspectives to enhance their project in lieu of thesis.career pursuit and careerdevelopment.Increase the diversity ofadvertising professionals withadvanced degrees.Prepare students to functionin a diverse global workplaceand society.Count number of minority studentsenrolled and who successfullycompleted the program.Monitor course syllabi andperformance on theses for contentand student's understanding ofinternational and diversity issues.All students successfullycompleted these courses.Theses provided evidence ofstudents' ability to incorporatetheoretical perspectives withpractical application and decisionmaking.4-1 students tooksupervised practice course.Continud improvement ofcurriculum, includingSupervised Practice inAdvertising. Continuedemphasis on need forprofessional experience andinternships.Hosted guestprofessionals.6 students matriculated for our Increased recruiting efforts.sixth MA class. The class Continued adding students toincluded 1 domestic student, 1 4-1 specializations inAsian male, and 4 Asian females. advertising sales managementand in internationaladvertising.Course content and students'understanding showedimprovement. Identified need tocontinue current efforts.Continued to offer graduateinternational and cross-culturaladvertising course andencourage students toparticipate in our study abroadprogram.Appendix III 4.1College of Journalism: Master of Mass CommunicationContinuous Improvement ProgramLevelUndergraduate GraduateFUNCTIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESEnhance the breadth and Satisfactory completion of MMC 6400 14 of 15 students earned a “B” Continued development ofdepth of the students' (mass communication theory) or or better in MMC 6400 in Fall specialty courses to provideknowledge of massrequired course in specialty area such 2008 and students also more in-depth knowledge forcommunication and related as advertising public relations theory. performed well in equivalent students in specializations.professions.theory courses in specialty areas. Addition of new seminars toenhance individual tracks suchhealth comm; digital andothers.Improve the analytical andcommunication skills ofstudents to bring knowledgeto the profession and pursuesuccessful careers inacademia and research.Satisfactory completion of MMC 6421(mass communication researchcourse) or equivalent methods coursein specialty areas such as advertisingor public relations research.18 of 19 students earned a “B” orbetter in MMC 6421 duringSpring 09. Students alsoperformed well in specializedresearch methods courses. Exitsurvey of grads to track studentknowledge gain of the principles,ethics, practice and application oftheir professionExpanded methodologicalcourse offerings to includecontent analysis, experimental,survey, qualitative courses.Continue a regular rotation ofmethods courses. Exit surveydata revealed studentsbelieved strongly that they hadgained knowledge in the keyareasAppendix 7 35 University of Florida

Supplement students'theoretical perspectives withpractical skills to ensurepursuit of successfulprofessional careers.Increase the diversity ofmass communicationprofessionals with advanceddegrees.Enhance cross-disciplinaryexperiencesPercentage of students who have During 2008--09 academic year,satisfactorily completed a professional students successfully completedinternship, a thesis, a comprehensive 38 theses, 13 projects in lieu ofexamination, and a project in lieu of thesis and 3 comprehensivethesis.examinations.Count number of minority studentssuccessfully completing program.Review curriculum and studentresearch interests to determine whichunits need to be incorporatedIncreased focus onrelationship between theoryand practice in specializationportion of the comprehensiveexam. Added new practicalskills courses such as onlinemedia.During 2008-09 academic year, Increased recruiting efforts.4 African-American and 12 Worked with the university toHispanic students successfully provide recruiting materialcompleted the master’s program. packets to distribute toIn 2008-09 12 African-American underrepresented students.and 15 Hispanic students were Significant increases in diverseenrolled in the master's programs enrollment.in the College. Included measureof student preparedness tooperate in a diverse society onexit survey.Based on faculty expertise andstated student interest, Women'sStudies and science/healthcommunication are areas ofgreat interest to studentsWorking to bring in IFAS waterconservation, public healthstudents into our sciencehealth classes. Working toenroll more women's studiesstudentsIncrease emphasis oninternationalization ofmaster’s program.Review curriculum, determinecourses with international content.Count number of internationalstudents and students who completetheses and dissertations oninternational topics. Assessinternational exchange programs.Program enrolls approximately43 international master'sstudents. Built course content ininternational topics, includinggraduate course in InternationalAdvertising, offered additionalwork in International PublicRelations. In 2008-09 academicyear, approximately 6 of 38theses dealt with internationaltopics.Continue integration ofinternational content incoursework. Continue trackinginternational numbers, thesesand projects, publications andconference papers to assessannual changes. Encouragemaster's students to attendstudy abroad programs offeredin the college. More studentstheses have dealt with thesetopicsAppendix 7 36 University of Florida

LevelAppendix III 4.1College of Agriculture and Life Sciences Undergraduate and Graduate ProgramsContinuous Improvement ProgramUndergraduate GraduateMicrobiology and Cell ScienceEDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESProvide basic instruction in Evaluate student performance in The curriculum includes all of the The curriculum is modified tomicrobiology for students in individual courses by testing their subject areas identified as reflect changes in molecularother departments and knowledge of the course material and essential for undergraduate biology, biotechnology,advanced instruction for their ability to solve problems. students majoring in microbiology emerging new diseases, andstudents in Microbiology andCell Science.by the American Society forMicrobiology.host-parasite interactions andhost defense mechanisms.Provide students with theopportunity to learnexperimental microbiology.Students are expected toperform experiments usingsound techniques, report theresults, evaluate the resultsand draw conclusions.All majors are required to take oneintroductory and one advancedlaboratory. Laboratories includeexercises in identifying andcharacterizing bacteria, methods forcontrolling bacteria, and the use ofmolecular techniques for studyingmicrobes.Student performance inlaboratory courses is evaluatedby observation of the student'stechniques, the results ofexperiments, and the interpretionof results.The training they acquire inexperimental laboratorycourses permits our studentsto acquire positions in medicaltechnology laboratories,biotechnology companies, anduniversity researchlaboratories.Provide students with theopportunity to conductresearch and to developresearch skills.Special courses on current research The performance of studentstechniques and opportunities for taking research techniquesundergraduate research are available. laboratories or who are engagedStudents learn to apply modern in undergraduate research isprocedures and evaluate their use. evaluated by observation.Students are also required tosubmit wtitten reports of theirresults.The research training thatstudents receive asundergraduates is a majorfactor in their success ingaining entrance to graduateschools.Provide an effective We have an academic advisingacademic advising system for system that tracks students who arenew students, transfer making progress towards graduationstudents and students in the and those who need more direction.program. Student's progress With guidance from an advisor,is monitored to ensure that printed material and information fromthey are making required our web site, students plan theirprogress toward graduation. curriculum. Different courses areavailable for students who want tocontinue in graduate or profesionalschool or want to be employed aftergraduation.Students have a clearunderstanding of therequirements for graduation.Students are assisted indeveloping plans that permitthem to graduate in the minimumamount of time. The number ofstudents who develop problemshas been reduced.The number of students whoremain in our program andwho have a low probability ofgraduating has been reducedby our advising program thatidentifies students withproblems. These students arecalled in for advisment.Students who continue to failto make progress are referredto the College Dean's office fora change of major.Wildlife Ecology and Conservation - Undergraduate ProgramFUNCTIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESAppendix 7 37 University of Florida

Undergraduate programenhances the breadth anddepth of knowledge ofstudents in the WildlifeEcology and Conservationmajor.All majors are required tocomplete core courses and areevaluated by undergraduatefaculty.Satisfactory completion ofcore courses ensure studentsobtain requisite knowledgeand technical skills prior tograduation.New courses have beendeveloped to meet evolvingchallenges in the field ofwildlife ecology andconservation. Department isexploring short courses withoutside stakeholders, suchas FWC.Undergraduate programdevelops the diverse,interdisciplinary skill setsneeded by its students.Undergraduate programintroduces students to theglobal dimensions ofwildlife ecology andconservation.Undergraduate ProgramCommittee periodically evaluatesdepartmental curriculum. Periodicevaluation is also performed byexternal reviews.Assessment is reflected bychanges in the number ofundergraduates participating instudy abroad, internationalresearch, and international shortcourses.Curriculum has evolved toprovide increased training inproblem-solving, criticalthinking, communication andconflict resolution, humandimensions, technical skills,field methods andgeographical informationsystems.Department routinelycommunicates internationalstudy and researchopportunities to its students.Multidisciplinary learningexperiences andapplications of skill sets areintegrated into applicablecourses.Undergraduate participationin international study andresearch abroad hasincreasednotably.Department hasdesigned and implementednew UF in Namibia/UF inNew Zealand programs.Undergraduate programpromotes studentparticipation inprofessional and researchactvities.Undergraduate programintroduces non-majors toconservation issues andcomplexities surroundinguse of natural resources.Surveys of students andprofessionals are used to assessnew needs and opportunities inthe conservation professions.Assesment is reflected by thedemand for and enrollment in nonmajorcourses taught by WECfaculty.Undergraduate participation ininternships, research, andprofessional membershipshas increased significantly.Department offers courses onwildlife issues and globalbiodiversity to an increasingnumber of non-majors everysemester. Added honorssection of WIS 2552.Department providessetting to promoteproductive interactionamong students, facultyand professionals.Department has expandedweb-based sections tocomplement large lecturecourses for non-majors.LevelAppendix III 4.1College of Agriculture and Life Sciences Undergraduate and Graduate ProgramsContinuous Improvement ProgramUndergraduate GraduateWildlife and Ecology Conservation - Graduate ProgramEDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESAppendix 7 38 University of Florida

Provide quality education,commensurate with highestacademic standards, whileproviding foundation forcomprehending andaddressingwildlife/environmental issuesin an evolving society andworld.The graduate program and objectivesare reviewed at faculty retreats.Programmatic directions, curriculum,and standards for admission areroutinely reviewed by the graduateprogram committee. Comments andcritiques from the wildlife graduatestudent association are solicited aswell as student participation inrevisions of departmental graduatehandbook. Additionally, exitinterviews are conducted bydepartment chair. Additionalanonymous evaluation forms andopportunities are provided andencouraged for feedback to theprogram.The department chair is inthe process of instituting an outsidestake holder steering committee witha charge for serving as anothersource of assessment.Department has utilized both Department has implementedformal and informal opportunities "Area of Emphasis" courseto encourage collegial dialogue requirement to ensure balanceand interaction among students of ecological, quantative,and faculty. Department chair analytical and humanregularly meets with Wildlife dimensions in student'sGraduate Student Association. curriculum. Foundational coreStudents are represented on course requirementgraduate program committee. implemented. Short focusThe department chair has courses implemented.recently instituted an informaldiscussion group, "GraduateStudents Discussion and Forum",that he hosts periodically toencourage exchange betweenthe students as a group and thefaculty to advance the intellectualspirit of the department, promoteprofessional development, andencourage collegiality.Enhance the disciplinarybreadth and depth ofstudents.Department initially conducted aretreat to assess graduate programneeds and has subsequently focusednew faculty appointments consistentwith perceived needs. In the pastyear the department has participatedin a retreat that identified 5disciplinary foci in the department andformally begun a planning effort toenhance the department's capabilityfor achieving academic excellence inthese areas.Department has targeted andadded new faculty with expertisein population ecology, landscapeecology, conservation genetics(shared position with Fisheriesand Aquatic Sciences),wildlife/agricultural interactions,as well as a herpetologist (atPlant City campus) and wildlifeecologist (at Quincy campus) toenhance programmatic diversity..Graduate curriculum has beenaugmented by addition ofseveral population ecology andlandscape ecology courses, aswell as wildlife /agricultureinteractions course, andconservation genetics both atcore and "special topics"levels.Develop and maintain anacademic environment whichis conducive to therecruitment of excellentgraduate students.Target recruitment of minoritygraduate students with goalof increasing pool of qualifiedpersons from underrepresentedconstituenciesavailable to natural resourcesacademia/agencies.Faculty participate in retreats andperiodic departmental reviewsGraduate Student Association hasbeen invited to both participate andcritique curriculum as well as programin general.Faculty participate in retreats andperiodic departmental reviews.Diversity Enhancement Committeereports periodically to faculty.Department has embraced andfaculty are actively involved inseveral new multi-disciplinaryprograms across campus.Admission requirements havebeen raised. Several state lineteaching assistantships havebeen allotted to attract and recruitexcellent students. Thedepartment intends to implementa formal competition amongnominated students for these TApositions.Inclusion and espousal ofdiversity enhancement goals byfaculty.Faculty are supervising anumber of SNRE students andare involved in teaching corecurrriculum courses to SNREstudents. Cummulative GPAand GRE scores haveincreased. Several studentsare now supported on Alumni,McKnight, Spice, andFulbright Fellowships.Qualified potential graduatestudents with minority statusare being identified, andappropriate faculty matchesare being made whenpossible. Department hassecured the equivalent of anAlumni Fellowship to support aminority doctoral student forthe next 4 years. CALSMatching Assistantship usedto support minority student.Appendix 7 39 University of Florida

EDUCATIONAL GOALS ASSESSMENT METHOD RESULTS OF ASSESSMENT RESULTING CHANGESTo prepare students with thetechnical expertise and theintellectual, communicativeand interpersonal skillsnecessary for thedevelopment of successfulprofessional careers inanimal science or relatedfields.A student's intellectual skills areassessed primarily via the traditionalclassroom but also through qualifyingexams and final defense of thesesand dissertations. The latter alsoserve, along with seminars,presentations at scientific meetings,etc. as vehicles to assesscommunication skills. Technicalexpertise is largely assessed withinthe various laboratory facilities.Students must demonstratesufficient knowledge to receivepassing grades and mustgraduate with at least a 3.0 on4.0 scale. The ability tocomprehend, integrate and retaininformation is assessed by thesuccessful completion ofqualifying exams and defense ofthesis or dissertation.Student evaluations, peerassessment and exitinterviews are used to providefeedback to faculty forprogram improvement.To encourage and developstudent creativity, initiative,motivation and responsibility.Animal Molecular and Cellular Biology - Graduate ProgramSome graduate courses requirestudents to develop grant proposalsor to develop grant proposals as apart of their qualifying exam. Thisstimulates creativity and providesmotivation and responsibility toadhere to deadlines, format, etc.Grant proposals are peer reviewed byfaculty to assess their worth. Facultyalso require the development of grantand research proposals to serve asthe student's thesis or dissertationresearch. These latter proposals arereviewed and approved by thesupervisory committee.Several of our graduate studentshave written and submittedsuccessful grant proposals tovarious granting agencies.Within courses requiring a grantproposal, a portion of thestudent's grade is determined bythe assessment of the grantproposal.Feedback from faculty andgranting agencies are used toenhance written skills as wellas creativity. Adherence todeadlines and consequencesassociated with not meetingdeadlines provide incentives,serve to motivate and holdpeople responsible.To encourage and supportexcellence in teaching andresearch endeavors ofgraduate students.To provide consumers andproducers with newknowledge upon which futuredecisions concerning animalscience will be based.Provision is given to students toparticipate in teaching courses,attending and presenting results atprofessional meetings and variousseminars, interaction with fundingagencies, and interaction ininterdisciplinary research as well asall of our students are required topresent at least one departmentalseminar.Information is assessed by thesupervisory committee and thepublishing of that information in peerreviewed journals, grant reports,extension reports, etc. In addition,exit seminars and defense of theresearch contained in theses anddissertations are required.Students receive feedback from Teaching evaluations are usedevaluations of their teaching to assess the studentsefforts and their presentations at knowledge and presentationprofessional meetings. The skills and thus serve todepartmental seminars are uncover weaknesses thatreviewed by faculty and fellow need further development.graduate students so that Feedback from superiors andexcellent feedback is received. peers further enhanceRecognition is also granted to development ofthem for funded research communication skills,projects and work withinterpersonal skills andinterdisciplinary research such as knowledge.that in IRBG proram.Students have successfullycompleted graduate degrees,published their research results,provided well-received reports tovarious readers and deliveredeffective oral presentations.Students have successfullycompeted for professionalcareers in the public andprivate sectors where theycontinue to provide informationto producers and consumers.Feed-back from employers isused to enhance graduateeducation.Appendix 7 40 University of Florida

Appendix III 4.1College of Fine ArtsMusic Education ProgramContinuous Improvement ProgramINTRODUCTION:Following the 2003 State Program Review Site Visit, each program area reviewed anyweaknesses cited in the Visiting Committee Report as well as the report of the ProgramApproval Board (PAB), as a continuous improvement process. The unit, under thedirection of the Dean of the College of Education and appropriate faculty andadministrators in the College of Education and in affiliate programs, began the process ofdetermining the most effective way to capture and display the accomplishments of thecandidates within each program.Beginning in 2007, in preparation for the submission of new Florida Uniform CoreCurriculum Matrices and supporting documents to the Florida Department of Education,each program area faculty group reviewed the Florida Uniform Core Curriculumrequirements and determined, through collaborative efforts, where high stakes evaluationof each Core Curriculum element would occur. In September 2009, the Unit receivednotification from the Department of Education that all state-approved programs receivedcontinued approval through 2010 based on the review of matrices and supportingdocumentation.Standard 1. Core Curriculum ContentThe curriculum content delivered in each approved program includes the Uniform CoreCurriculum and all other state-mandated requirements.1. Current mandated state requirements and curricular content are consistentlyimplemented and published in required documents.Mastery (Benchmark Points) DefinedProgram faculty, in consultation with stakeholders, and after review of the required corecurriculum identified at least three benchmark points for candidate demonstration of theFlorida Educator Accomplished Practices and the Competencies and Skills forCertification (appropriate edition) –(1) prior to student teaching (i.e., internship) within coursework and/or fieldexperiences,(2) during student teaching (i.e., internship) , and finally(3) by reporting passing scores on the Florida Teacher Certification SubjectArea Examination (SAE) and Professional Education Examination (PED).Demonstration at all three points is necessary for full demonstration of the FloridaEducator Accomplished Practices (FEAPs) at graduation/program completion.Appendix 7 41 University of Florida

The Music Education program developed a Florida Core Curriculum Matrix (FCCM)identifying the locations (“X”) of content coverage of the FCCM elements withincoursework, within field experiences, within internship, and on the FTCE. Because ofthe complexity of the FCCM and the necessity for clarity, our program also developed aFEAP Assessment Summary and a Reading Competencies Matrix based on the JustRead! template provided by the Florida Department of Education. These additionaldocuments provide clear evidence of program expectations for meeting the requirementsof SBE Rule 6A-5.066.An overall Assessment Benchmark document (University of Florida Approved ProgramAssessment Benchmarks)identifying the two assessment points for each program can befound in the DOE Standard 1 Evidence (see Standard 1.1).Florida Educator Accomplished Practices and Professional Education CompetenciesThe Unit has identified a unifying set of thirty-four (34) indicators across all 12 FEAPs.The Music Education program has developed a set of matrices with an accompanyingFEAP Assessment Summary that includes the FEAP, the indicator number anddescription, the course in which the indicator is taught and assessed, the title of theassessment, a description of the assessment activity, and the instrument used forassessment. Professional Education Competencies that are not associated with a FEAPare identified on the overall FCCM, as Professional Education Competencies PEC 13,Knowledge of the history of education and its philosophical and sociological foundations(Foundations of Education) in MUE 2040: Introduction to Music Education and as PEC14, Knowledge of specific approaches, methods, and strategies appropriate for studentswith limited English proficiency (ESOL) in TSL 4324: ESOL Strategies for Content AreaTeachers.Each FEAP is assessed at least twice during the candidate’s program of study – withincoursework, field experiences, and/or internship. In addition, the FEAPs are assessed aspart of the candidate’s passing score on the Professional Education Examination of theFTCE, a requirement for completion of the program.Competencies and Skills for Teacher Certification, 14 th EditionThe Music Education program has designed its overall Florida Core Curriculum Matrix(FCCM) to (1) identify the location of content based subject area competency and skillcoverage within the approved program, and to (2) identify the Subject Area Examinationin the certification specialization as the second demonstration point for programcompletion. In the Music Education program, subject area competencies are alsoassessed through FEAP #8 – Knowledge of Subject Matter, as indicated on the FCCM.Each candidate, therefore, completes at least three assessments of Competencies andSkills for Certification – within FEAP # 8 tasks, within academic coursework based onGPA, and on the Subject Area Examination of the FTCE.The Music Education program also assesses FEAP #8 through required illustrations incandidates’ Music Education portfolios.Appendix 7 42 University of Florida

25 ESOL Performance Standards and 11 ESOL Competencies and SkillsCandidates in affiliate programs are required to complete a 3-credit ESOL survey course.For the Agricultural Education program, the overall FCCM includes coverage of the 25ESOL Performance Standards and 11 Competencies and Skills, based on therequirements of Rule 6A-5.066 for that program through a three-credit survey course,TSL 4324. This course is supervised by and/or taught by ESOL faculty and focuses onfuture teachers in scope and design.TSL 4324 ESOL Strategies for Content Teachers is an undergraduate course which isoffered twice a year and particularly targets students in affiliate programs (music, art,agricultural education, physical education). This course provides a basic survey of thefoundations of language and culture, teaches strategies for setting language objectives,for adapting curriculum and materials, for teaching language and literacy through thecontent areas, and for using appropriate assessments.Due to the fact that many ESOL courses are offered in the Summer after the school yearhas ended, K-12 field experience opportunities are limited. In TSL 4324/TSL 5324 ESOLStrategies courses, candidates are required to meet weekly with a second languagelearner to collect information about their experiences learning another language andentering a new culture. This can be an adult or a child. Last summer (Summer 2009),most candidates were able to observe and interview an ELL in the school where theycompleted their internship. Some candidates participated in a summer school programthat was offered.Instruction Related to Sunshine State Standards (Knowledge and Understanding)The Music Education program includes attention to the inclusion of Sunshine StateStandards in field experiences, specifically through lesson planning activities and lessondelivery.For example, in MUE3311, Music in Elementary Schools, students teach children at theP.K. Yonge Developmental Research School at least 5 times. They are required todevelop lesson plans for these teaching experiences. Students follow a template for thelesson plan, and are assessed using a specially designed rubric that correlates directlywith the lesson plan format. The Lesson Plan templates, the rubric for assessing the plans,and two lesson plan examples with their completed rubrics are provided as evidence. Thefollowing examples are posted in the Electronic Exhibit Room: K-2 lesson PlanTemplate, 3-5 Lesson Plan Template, Lesson Plan Rubric, Sample Plan 1, Sample LessonPlan 1 Rubric 1, Lesson Plan 2, Sample Lesson Plan 2 Completed Rubric.The Lesson Plan template requires that students identify the specific music GLEs they areaddressing in the plan. Students also develop one assessment related to the chosen GLE,as well as a critical thinking exercise that focuses on one specific part of the lesson.Appendix 7 43 University of Florida

Students are also required to identify the specific FEAPs and behavioral indicators theyare addressing in their lesson plan.Reading RequirementsThe Music Education program adheres to the required reading elements. The overallFCCM for Music Education program includes all relevant competencies and indicators.An additional Reading Matrix for our program has been developed to show in detailReading Competencies 1 and 2 and their indicators as assessed in RED 3312 and requiredby Just Read! Florida. An activity for each indicator in the competency that demonstratesthe progression from theory to application is included in the Just Read! Template.Syllabi for all courses can be found in the Music Education program documentation inthe electronic exhibit room.Other Elements in the Core CurriculumThe overall FCCM includes all the additional elements within the Uniform CoreCurriculum for the Music Education program. When appropriate, and for most of theelements, instruction, tasks/activities within courses and field experiences identified inthe FEAP assessments are used to cover the additional elements of the Core Curriculum.Four elements in particular did not overlap with other elements of the FCCM. Theseelements are assessed independently in coursework as follows Math Computational Skills element in course MGF 1106 Sunshine State Standards element in course MUE 3311 School Improvement and Accountability element in course MUE 3311 School Safety element in course MUE 4940Other elements are covered within coursework and identified clearly in the FCCM.Professional Education Competencies PEC 13, Knowledge of the history of education andits philosophical and sociological foundations (Foundations of Education – offered inMUE 3311) and, PEC 14, Knowledge of specific approaches, methods, and strategiesappropriate for students with limited English proficiency (ESOL) is covered in TSL 4324.Description of Published Documents for Program RequirementsThe University of Florida catalogs for both undergraduate and graduate programs areavailable electronically on the registrar’s website. In addition, the Music Educationprogram area website, and programs of study and program planning guides providedescriptions of degree requirements.2. Field/clinical experience sites represent diverse cultures and varyingexceptionalities and performance levels, in a variety of settings, including highneedsschools.Appendix 7 44 University of Florida

Field Experience PlacementsElementary field experiences take place concurrently with MUE 3311 (Elementary MusicMethods) at PK Yonge Developmental Research School (PKY). Candidates teach 2 nd and4 th graders a minimum of 5 times, working in teams of 3. Candidates are evaluated by theprofessor, graduate assistants, the PKY Elementary Music Specialist, and each other.Candidates in this course complete evaluation forms for each student, providing positiveand constructive feedback on their peers.A copy of the practicum observation document is also available. There are no samplecompleted forms because these are distributed to the candidates immediately followingthe observations for their review and reflection.Secondary field experiences take place concurrently with MUE 3330 (Secondary MusicMethods). Candidates are assigned to schools and teachers to teach twice per week forapproximately a six week period. During that time, they are observed and evaluated bythe course professor, teaching assistant, and the cooperating teacher.Our placements are in schools where our candidates will receive experience working withdiverse cultures and students with varying exceptionalities. Local schools such asEastside HS, Duval Elementary, Lincoln MS, and Howard Bishop MS all serve largeminority populations. All of the schools we use for placement serve students withdisabilities, and one of our placement schools is Sidney Lanier, which serves studentswith profound disabilities exclusively.Description of Final InternshipThe final internship in the Music Education program is 15 weeks long and occurs in thefinal semester of the students program, normally in the spring but may be in the fall. TheCoordinator of Student Teaching in the Office of Student Services, Becca Kidwell,provides support to the program by managing the placement process, coordinating theapplication process, contacting schools and school district contacts, communicating withthe program coordinator as well as individual faculty, and notifying the program area andthe candidate of the final placement. The Coordinator of Student Teaching also processesall paperwork and maintains the student teaching database records.The internship is considered a capstone experience in the music education program. Dueto many school districts with limited numbers of qualified music teachers, this is atedious process. Student teachers are placed with quality music teachers in AlachuaCounty and, occasionally, out of county to best match candidate needs. The Coordinatorof Music Education consults with county arts supervisors and music teachers throughoutthe state to identify quality mentor teachers. In addition, all cooperating teachers musthave Clinical Education Training, required by the State of Florida Department ofEducation for state-approved programs. Clinical Education Training alone does notAppendix 7 45 University of Florida

qualify cooperating teachers as a quality mentor. Cooperating teachers are expected toevaluate interns on a daily basis and serve as mentors for them. The expectations of themusic education faculty for the Cooperating Teacher are also outlined in the musiceducation Student Teaching Handbook (found at http://www.arts.ufl.edu/musiceducation).The internship program requires two placements of a half-semester each tojustify the K-12 Music certificate that is the credential for music teachers in the state ofFlorida and most other states. The Cooperating Teacher from each placement alsocompletes a music education interim and final evaluation (these documents are found athttp://www.arts.ufl.edu/music-education) and submits these to the program faculty.The ETS Pathwise Observation system is used for student teaching observations.Observation ratings are transferred to an overall evaluation instrument at the conclusionof the internship experience. University supervisors rate students in the EAS on theStudent Teaching Evaluation form. Cooperating teachers provide a copy of theirevaluation to the Office of Student Services where a staff member enters their ratings inthe electronic assessment system database.3. Program faculty meet state-mandated requirements for supervision offield/clinical experiences.4. School district personnel meet state-mandated requirements for supervision offield/clinical experiences.Supervising FacultyUF faculty that supervise candidates in field settings must hold one of three staterequirements for Clinical Supervision - specialized training in clinical supervision; avalid professional teaching certificate; or, at least 3 years of successful teachingexperience in prekindergarten through grade 12. The faculty in the Music Educationprogram comply with the requirement and documentation is maintained at the departmentlevel.The Program Faculty all have extensive experience teaching music in public schools.Area Head Dr. Russell L. Robinson has 6 years of public school teaching experience inthe Cassville Public Schools (Missouri), conducts in-service workshops for teachers andregularly conducts elementary, middle school, high school honors and all-state choruses.Dr. Charles R. Hoffer has taught music 1 year in Holt, MI; 3 years in Grand Ledge, MI; 3years at Campus School of SUNY-Buffalo; and 7 years in Clayton Schools, St. LouisCounty, MO. Dr. Timothy S. Brophy has over 20 years experience teaching grades K-8 inOhio, Kentucky, Virginia, and Tennessee, and his primary work has been in elementarygeneral music.Appendix 7 46 University of Florida

District PersonnelThe College of Education’s Student Teaching Coordinator, located in the StudentServices Office coordinates placements for all student teachers in the Unit. Candidatesare placed in multiple school districts throughout northeast Florida and the rest of thestate. Maintaining records of district personnel qualifications is beyond the scope of theUnit’s capabilities. However, each placement request requires the Principal of the schoolto attest to the educator’s qualification for supervision prior to the placement.In rare instances a field placement or internship may begin prior to the completion ofClinical Educator Training (CET).Credentials of ESOL Faculty (Infused and Stand-alone models)This program requires an ESOL stand-alone survey course, TSL 4324. Faculty who teachthe course have the appropriate qualifications for this role. Faculty vitae are available foreach ESOL faculty member.Standard 2. Candidate PerformanceEach candidate in the approved program will demonstrate all competencies identified inStatute and Rule.Information Management Decision-Making SystemThe Unit tracks candidate performance through the Educator Assessment System (EAS).The EAS was initially designed in 2004 to be a dynamic, transparent, web-based systemto assess candidate competency in the Florida Educator Accomplished Practices. Thesystem was expanded in 2008 to incorporate the other elements of the State’s UniformCore Curriculum relevant to educator preparation, including the Reading Competenciesand ESOL Performance Standards. The unit utilizes the FCCM as a “road map” for eachstate-approved program to identify the specific courses in which each standard is assessedthrough the EAS. Indicators for a particular standards set are assessed in designatedcourses through key tasks with rating guides for three levels of achievement (met, metwith weakness, not met).In addition to key tasks identified in coursework, electronic internship evaluation formsare included in the web-based EAS system for all teacher preparation programs.University-based and field-based supervisors of teacher education interns completeevaluation forms at the midpoint and culmination of the internship period. Theseevaluations are based on multiple sources of evidence gathered throughout the semesterby each supervisor. The remaining elements of the Uniform Core Curriculum (e.g., passrates on tests of the Florida Teacher Certification Examination) are tracked through theOffice of Student Services.In fall 2002 the music education area initiated an online music education portfolio projectin which all music education students are required to provide evidence of their progresstoward meeting the pre-service level Florida Educator Accomplished Practices. ThroughAppendix 7 47 University of Florida

a series of sequenced web page illustrations that are grounded in their coursework andfield experiences, students provide evidence from their class and fieldwork assignmentsthat demonstrate the FEAPs. Students begin their portfolios in their 3 rd year and workover the remainder of their uncomfortable program to complete the requirement.From 2002-2008 there were 3 illustrations required for each of the 12 FEAPs, for a totalof 36. In fall 2008 the portfolio project was revised and updated to reflect the revisedState Rule regarding educator preparation. Candidates now complete a total of 30illustrations. Candidates who started their portfolios prior to 2008 have beengrandfathered in to the revised project, so they will complete somewhere between 30-36illustrations.The portfolio website is at http://portfolios.music.ufl.edu. The site is currently still underrevision as we accommodate the new illustration requirements. However, the ModelStudent Portfolios are current.1. Each program consistently applies state-mandated admission requirements.Admission RequirementsThe Music Education program consistently applies state-mandated admissionrequirements. Admission requirements are outlined on the College of Education StudentServices website, program websites, in the university’s undergraduate catalog, and inother program materials. Admission to the Music Education program is managed byMutlu Citim-Kepic, who provides individualized advising services to each studentseeking to enter the program. Admission requirements for all programs are listed in theAdmissions Criteria table and specific information regarding admission, enrollment andcompletion is located in Applied, Admitted, Enrolled table in the Electronic ExhibitRoom. In addition all candidates must successfully pass an audition (live or taped) whichis reviewed by the faculty.Candidate Progression (Enrollment)The department and program faculty track student progression through the curriculum toascertain whether students are maintaining the required GPA and mandated courserequirements of the program. In addition, Director of Music Admissions andUndergraduate Advisor Mutlu Citim-Kepic tracks candidates who may be experiencingdifficulties meeting program requirements. Mrs. Citim-Kepic receives a report at the endof each semester indicating all candidates who have received grades below a C. Thesecandidates are contacted and put on academic probation through the School of Music.Candidate Completion (Graduate Decisions and Transcript Endorsement)At the conclusion of the bachelor’s degree program, candidates’ programs of study areaudited through an electronic auditing process in the department where the program isAppendix 7 48 University of Florida

housed. Mutlu Citim-Kepic is in charge of auditing the students’ records. Mutlu Citim-Kepic is in charge of auditing the students’ records. All degree candidates are reviewedand approved by faculty vote at the end of each semester. The Office of Student Services(OSS) in the College of Education also performs an audit of EAS requirements, courseand GPA requirements, and successful completion of the FTCE examinations and isresponsible for notifying the Registrar’s Office to place the transcript endorsement atprogram completion.Candidates Entering Under 10% Waiver (if applicable)YearAdmittedAdmitted withWaiver2003-2004 14 52004-2005 15 92005-2006 13 52006-2007 11 82007-2008 16 142008-2009 13 122. Candidate evidence of attainment of Uniform Core Curricular content is assessedand data are collected from coursework, field/clinical experiences and on theFlorida Teacher Certification Examinations.Assessments or Data Sources usedCandidates are assessed throughout the Music Education program in multiple settingsincluding courses, field experiences and FTCE examinations. Data for FCCM content iscollected in the Educator Assessment System (EAS) as faculty enter the ratings for eachtask assigned to the program courses and field experiences. In addition, the internshipexperience for each candidate is evaluated by the University Supervisor and theCooperating Teacher; results of these assessments can be found in the Student TeachingEvaluation reports for 2003-2008. Individual and group data can be accessed by theprogram coordinator, the department chair, and the Assessment and AccreditationDirector at any time in the program. In addition, students may access their EAS datathrough a student portal that allows them to see their ratings in courses they havecompleted as well as which courses and indicators they must still complete.Appendix 7 49 University of Florida

Pass Rates on FTCECandidates in the Music Education program have maintained a 100% pass rate on allportions of the FTCE since 2005, as evidenced in the FTCE pass rate table.3. Candidates demonstrate impact on P-12 student learning based on studentachievement data within field/clinical experiences.Impact of P-12 Student Learning During Field/Clinical Experiences While in ProgramDuring the program, candidates assess their impact on P-12 student learning through anassignment in MUE 4940. During the internship, teacher candidates listen to musicalperformances, assess them, and provide instruction to improve these performances. Afterthe teacher candidates present and teach a song or instrumental piece to the class they areassigned, the students perform the musical work and the teacher candidates evaluate andassess the performance using a candidate-designed, grade appropriate rubric.This will be tracked in the Educator Assessment System beginning in spring 2010through course MUE 4940.4. The program documents the assistance and the results of the assistance providedto program completers who do not meet employer satisfaction in their first twoyears of teaching.Remediation for Beginning Teachers When Employer is Not Satisfied (if applicable)University of Florida Music Education graduates are highly qualified and highly indemand based on our track record of graduates. In the 25 years that existing faculty havebeen at UF, there has never been an inquiry from a dissatisfied employer. If this everoccurred, our plan of action would be the following: assess the problem, discuss with thegraduate and the administrator, and offer to do in-service with the teacher, includingmodeling in their classroom resulting in an improved situation.Standard 3. Continuous ImprovementThe approved program implements processes to ensure continuous programimprovement.1. The program remains responsive to the needs of the state and districts served.District and State NeedsThe University of Florida Music Education faculty places students in field experiencesand internships in a wide variety of areas both in terms of student populations andAppendix 7 50 University of Florida

demographics in the state. Schools benefit from our pre-service teachers in their schoolsand communities. Area Head Dr. Russell L. Robinson and the other faculty are in contactwith district music supervisors and they share their specific needs with us. We providethem with the names of recent graduates to help find candidates to fill their positions. Allof our graduates (100%) who wish to teach are in teaching positions. In addition, musiceducation faculty are called upon to do in-service workshops for teachers throughout thestate of Florida as well as speaking at conferences for diverse audiences and offeringpractical workshops for teachers.An ongoing project of the Florida Music Educators Association, in partnership with UFmusic education faculty member Dr. Timothy Brophy, has also provided new evidence ofprofessional development needs in music education programs across Florida.Specifically, the pilot and field tests of the Florida Music Assessment, chaired by Dr.Brophy, have shown that there are needs for teachers to obtain professional developmentin delivering composition and improvisation instruction in elementary schools, and musictheory and history instruction in secondary school ensembles. As a faculty we areworking to help address these needs through conference sessions and, when invited,district workshops.2. Employers of program completers indicate satisfaction with the level ofpreparedness for the first year of teaching, including the rehire rates of programcompleters and the length of stay in the classroom.Employer Satisfaction SurveyThe Employer Satisfaction Surveys are sent out each year to employers of the MusicEducation program completers based on data provided by the Florida Department ofEducation. The purpose of this survey is to elicit feedback from graduates’ employersregarding their perceptions of the graduate’s educator preparation. Each year, thisfeedback is summarized by the Office of Student Services and is distributed to the MusicEducation program coordinator and faculty for their consideration in makingprogrammatic improvement. Copies of the survey, as well as numerical and open-endedquestion responses can be found in the Electronic Exhibit Room for the period 2003-2008.Appendix 7 51 University of Florida

Rehire RatesProgram Completers Obtaining Full-time Teaching Employment inFlorida public schools within First Year of Graduation# of 2003-2004ProgramCompleters# of 2003-2004Program CompletersHired in 2004-2005per DOE Report% of 2003-2004Program CompletersHired in 2004-200511 5 45%# of 2004-2005ProgramCompleters# of 2004-2005Program CompletersHired in 2005-2006per DOE Report% of 2004-2005Program CompletersHired in 2005-20068 4 50%# of 2005-2006ProgramCompleters# of 2005-2006Program CompletersHired in 2006-2007per DOE Report% of 2005-2006Program CompletersHired in 2006-200710 3 30%# of 2006-2007ProgramCompleters# of 2006-2007Program CompletersHired in 2007-2008per DOE Report% of 2006-2007Program CompletersHired in 2007-200813 6 46%Appendix 7 52 University of Florida

Length of Stay in Classroom (Retention)Average Length of Stay of Program Completers in their Full-Time Teaching Positions# of 2000-2001ProgramCompleters# Employed in 2001-2002 only# Employed for onlyTwo Years (2001 andone other year)# Employed forThree Years(2001-02, 2002-03, 2003-04)AverageLength ofStayN/A N/A N/A N/A N/A# of 2001-2002ProgramCompleters# Employed in 2002-2003 Only# Employed for onlyTwo Years (2002 andone other year)# Employed forThree Years(2002-2003, 2003-2004, 2004-2005)AverageLength ofStayN/A N/A N/A N/A N/A# of 2002-2003ProgramCompleters# Employed in 2003-2004 Only# Employed for onlyTwo Years (2003 andone other year)# Employed forThree Years(2003-2004, 2004-2005, 2005-2006)AverageLength ofStayN/A N/A N/A N/A N/A# of 2003-2004ProgramCompleters# Employed In 2004-2005 Only# Employed for onlyTwo Years (2004 andone Other year)# Employed forThree Years(2004-05, 2005-06, 2006-07AverageLength ofStay11 0 0 5 3# of 2004-2005ProgramCompleters# Employed In 2005-2006 Only# Employed for onlyTwo Years (2005 andone Other year)# Employed forThree Years(2005-06, 2006-07, 2007-08AverageLength ofStay8 0 0 4 33. Program completers indicate satisfaction with the level of preparedness for thefirst year of teaching.Completer Satisfaction SurveyThe Graduate Satisfaction Surveys are sent out each year to graduates of the MusicEducation program. The purpose of this survey is to elicit feedback from graduates oneyear out in the field regarding their perceptions of their educator preparation. Each year,this feedback is summarized by the Office of Student Services and is distributed to MusicAppendix 7 53 University of Florida

Education program coordinator and faculty for their consideration in makingprogrammatic improvement. Copies of the survey, as well as numerical and open-endedquestion responses can be found in the Electronic Exhibit Room for the period 2003-2008.4. Candidates demonstrate impact on P-12 student learning based on studentachievement data during the first year of teaching.Impact of P-12 Student Learning During First Year of TeachingBecause FCAT data is not available for music teachers, we gather data from the Collegeof Education’s graduate and employer satisfaction surveys. The survey summary resultsshow that our graduates and their employers are rating the majority of the criteria at anaverage of 4.0 and higher on a 1-5 scale where 5 is the top rating. The only ratings below4 (3.67, 3.75) are from graduates, not employers, and are in the areas of technology andESOL. Music Education faculty do not teach the ESOL course, and we recognize thattechnology is an area of need for our program.Regarding impact on student learning, at this time our plan is to participate in the Collegeof Education plan to collect data on the revised Graduate and Employer Satisfactionsurveys beginning in 2010.4. Continuous improvement across and within programs is the result of routineanalysis of data collected on Standards 2 and 3; admission, enrollment, andcompletion status of each candidate; and results of recent faculty experiences.Annual Review ProcessBeginning with the 2008-09 academic year, the Director of Assessment and Accreditationprovided the Music Education program with data from the previous year in a single“package” designed to give both summary as well as specific feedback to the programarea based on specific elements. Included in the data package were applied, admitted,enrolled, and graduation data; EAS candidate ratings data; internship evaluation results;candidate disposition reports; exit survey feedback; FTCE pass rates; and graduate andemployer satisfaction survey results. Program area faculty were asked to review theinformation provided and to answer a set of questions for continuous improvement. TheMusic Education program faculty determined that the data provided gave them insightinto various elements of their program; either affirming decisions that had been madepreviously or providing data to inform changes they wanted to make in their program.Program Changes reports from previous years, as reported in the annual IPEP process,are also part of the annual review process and are provided in the Electronic ExhibitRoom. The CIP annual review process will be consistently applied each year.Institutional Program Evaluation Plan (IPEP)The College’s IPEP report is managed by the Director of Assessment and AccreditationAppendix 7 54 University of Florida

ased on data within the EAS, data from the Office of Student Services (OSS), and datafrom the program area. The program area reviews the EAS and OSS data and provides asummary to the Director of Assessment and Accreditation.The UF Music Education faculty assesses and makes recommendations for improvementof the program based on several factors (student evaluations, faculty reviews) and thedata that are provided by the Director of Assessment and Accreditation offer additionalinformation to improve our program. With a nationally recognized program,improvement based on data is essential.Candidate Progression (admission to completion)Candidates are reviewed upon admission. They must meet the academic requirements ofthe university and School of Music prior to entering their first professional musiceducation course, MUE 2040, Introduction to Music Education. Throughout theirprofessional sequence, students are assessed in their courses through standard tests andpre-service teaching experiences. The music education faculty meets regularly once amonth, and student progress is discussed at these meetings when necessary. Thelongitudinal student assessment for our program is the Music Education Portfolio.Program completion/graduation data for the Music Education program is available in theElectronic Exhibit Room which reports the number of candidates who have completedthe program since 2003. In addition, the Applied, Admitted, and Enrolled data tablesprovide attrition data for candidates. Candidates are monitored from admission tocompletion through multiple analyses –annual review of EAS data by program faculty,review of practicum evaluations, review of internship evaluations, and final EAS reviewprior to program completion.Data Analysis on Candidate PerformanceMusic Education faculty review program data on a continuous basis to improve ourprogram. Our primary sources of data are exit surveys, records of teaching observations,EAS ratings, and student evaluations. Our program is set up so that all candidates mustmeet or exceed our expectations regarding their demonstration of the FEAP indicators orthey do not pass our professional courses. Our data Internship/Clinical SupervisionReports reveal that our students tend to be highly rated by their cooperating teachers. ExitSurvey Reports provide valuable comments and constructive criticisms.We require all 3 sections of the FTCE be passed in order to student teach in musiceducation, so our 100% success rate is not surprising. The graduates’ ratings on ourEmployer and Graduate Satisfaction Survey Reports and the Exit Surveys revealconcerns with the ESOL training.Impact on P-12 Student LearningItems will be included in the Employer and Graduate Satisfaction Surveys requestinginformation regarding candidates’ impact on P-12 student learning during their first yearAppendix 7 55 University of Florida

of teaching. A Unit work group will revise this instrument in spring 2010. This data, aswell as measures of impact on P-12 learning tracked through the Educator AssessmentSystem, will be considered for future program changes and improvements.Annual Review – Remediation of Weaknesses found in beginning teachersNot applicable.Employer and Completer Satisfaction SurveysOur Employer Satisfaction surveys are very positive and we use this data to confirm thatour program is successful. Our graduate surveys consistently bring up technology as anarea of weakness in our program, and our Music Technology course is occasionallyreviewed and updated. At this time we do not have a course specifically for musiceducation technology, and there is not any room in the program for this. Another areawhere students indicate a need in their open-ended comments is in skills courses. Wework with our colleagues to strengthen the piano and other skills courses as these aretaught by members of the applied faculty in the School of Music.Stakeholder InvolvementStakeholders are identified through cooperating teachers in observations, fieldexperiences and final internship. Through the UF chapter of the Collegiate MusicEducators National Conference, teachers, administrators and recent graduates are invitedto speak as well as serve as guest lecturers for our professional courses. Our localCooperating Teachers are consulted once yearly at a luncheon and their input andsuggestions are considered in our program improvement plan.Recency of ExperienceAs evidenced by the faculty vitae, the three music education faculty members areinternationally prominent scholars and practitioners in the field. The faculty makesnumerous conference presentations across the United States and abroad and theirextensive publications are at the leading edge of music education scholarship andmaterials. The faculty is very active with teachers and student in P-12 music educationsettings, working as clinicians for schools and school districts, all-state and honorensemble directors and adjudicators, and as invited presenters across the world. Becauseof our contact with students and teachers worldwide, we bring a global perspective to ourprogram. For example, in Dr. Brophy’s travels to international conferences, he hascollected a corpus of authentic children’s songs and dances. These materials are used toenhance the MUE 3311 – Music in the Elementary Schools course that he teaches. Dr.Robinson reaches and teaches thousands of students yearly in the many ensembles heconducts in the US and abroad. These experiences impact our program and keep itcurrent and responsive to the needs of our candidates.Appendix 7 56 University of Florida

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Appendix III 4.1College of Business Administration: Undergraduate Programs and Graduate ProgramsContinuous Improvement ProgramsOUR MISSIONAs a professional school in a major public research university, the Fisher School of Accounting(FSOA) is committed to scholarly research, teaching, and service to advance knowledge and preparefuture leaders for business, professional, and academic careers.PROGRAMS:Bachelor of Science Degree in Accounting - BSAcThe 120 credit hour curriculum includes: 36 hours of general education, 22 hours of preprofessional /critical tracking course work, 28 hours of business core, 21 hours of accounting, and 13 hours ofelectives. It should be noted that, because many preprofessional courses also fulfill general educationrequirements, the number of electives required is typically 25 hours. The program was revised in2004 to use a modular format for some courses and to accommodate larger class sizes. The programaccepts as equivalent all state-approved common prerequisites for its preprofessional courses.Because of increasing class sizes due to declining faculty resources, it is critical that limited accessstatus be retained.Master of Accounting - MAccThe graduate Master of Accounting degree at the University of Florida offers a balanced,intellectually vibrant study of the field of accounting. Upon completion of the degree, graduates willpossess the requisite accounting knowledge and skills to obtain professional licensure and to serveas professionals in the practice of public accounting, in industry, in financial services, ingovernment, and in business more generally. They will also be prepared for life-long learning in aconstantly evolving global business environment. The degree is offered through three distinctprograms: The curriculum was extenSively revised in 2004. The revision converted all accountingand business courses to a modular system of eight week, two credit hour courses. In addition, alltracks were eliminated. Both changes were motivated by the desire to continue to offer theopportunity for career specialization but to also afford students a broader course selection inconceptual and technical courses when developing their individual plan of study. The curriculumnow includes a common core of 6 hours of accounting, 12 hours of accounting electives, 12 hours ofcommon core business and communications, and 4 hours of approved business electives.LEARNING GOALS:Learning goals are derived from the School's mission statement were developed as a collaborativeeffort. The School's Curriculum committee was charged with: developing assessmentmeasurements, establishing benchmarks, and analyzing assessment results for the purpose ofrecommending curricula action. The committee worked closely with the faCUlty, the School'sAdvisory Board, students, and other stakeholders. More information about the goals and objectivesis addressed in the analysis section of this reportAppendix 7 83 University of Florida

Fisher School of Accounting Assurance of Learning StandardsBachelor of Science in AccountingLearning ObjectiveslA_ Analyze, interpret,and report economicevents using quantitativemethods,lB, Identify the majoraccounting system inputsand process flows ofinformation within theaccounting system.Conrse ExposnreI = Introduced R = ReinforcedECO 2013 (I), ECO 2023(I), ACG 2021C (I), BUL4310 (I), CGS 2531 (I),ECP 3703 (I), FIN 3403 (I),MAN 3025 (I), MAN 4504(I), MAR 3023 (I),QMB3250 (I)ACG 2021C (I), ACG 3481(R)Assessment Measurement (See Table VI -2)Results (See Table VI -3)Assessment: Stand-alone testing. Completion of theBusiness Field Test produced by Education TestingServices. Test administered in MAN 4504. Initialassessment was conducted Fall 2008.Results: The average total score was 176 whichrepresents the 95 th percentile of mean scores recordedfrom 564 institutions tested over a two year period.Similar results were achieved in 6 of the 7 componentareas tested. The exception noted was in informationsystems which resulted in a average score in the 70 thpercentile.Recommendation: Compare results to next scheduledtesting in Fall 2010.Assessment: Course-embedded measure completed inACG 4133C. Initial testing was conducted Fall 2008 forthe purpose of establishing benchmark standard.Results: In excess of 90% of students meet or exceed thestandards in all areas assessed. Compare results to nextscheduled testing in Fall 2010.Learning Objectives2A. Apply GenerallyAccepted AccountingPrinciples in FinancialAccounting2B. Apply economicprinciples and analyticskills to cost assessment,developing data fordecision making, andproviding financial datafor a managementcontrol system.Course ExposureI = Introduced R =ReinforcedACG 2021C (I), ACG 3481(I), ACG 3482C (I), ACG4133C (I)ACG 3481 (I),ACG3482C (I),ACG4352C (R), ECP3703 (I), MAN 4504 (I),QMB 3250 (I)Assessment Measurement (See Table VI-2)Results (See Table VI-3)Assessment: Course-embedded measure. Assessmentcompleted in ACG 4133C. Initial assessment wasconducted Summer 2008 with the goal of establishing abenchmark for future testing.Results: In excess of 70% of the students meet orexceed standards in all areas assessed. To comparethese results to next scheduled testing in Summer 2010.Assessment: Course-embedded measure.Assessment completed in ACG 4352C. Initialassessment was conducted Spring 2008 with thegoal of establishing a benchmark for future testing.Results: In excess 78% of the students meet orexceeds standards in all areas assessed. Tocompare these results to next scheduled testing inSpring 2010.2Appendix 7 84 University of Florida

Learning Objectives3A. Attest to thefairness of financialrepresentations and theadequacy of internalcontrols.3B. Apply U.S. TaxLaw for Complianceand Planning PurposesConrse ExposureI = Introduced R = ReinforcedACG 3481 (I), ACG5637 (R)TAX 5005 (I), BUL 4310(I)Assessment Measnrement (See Table VI·2)Results (See Table VI·3)Assessment: Course-embedded measure. Initialassessment was conducted Spring 2008 with thegoal of establishing a benchmark for future testing.Results: In excess of 70% of the students meet orexceeds standards in 7 of the 8 areas assessed. 45%of the students fell below standards for LO 3A, 5.For this area there was only one question.Recommend a minimum of 10 questions in eacharea for the next scheduled assessment in Fall2010. To compare all current results to nextscheduled testing.Assessment: Course-embedded measure. Initialassessment was conducted Spring 2008 with thegoal of establishing a benchmark for future testing.Results: In excess of 90% of the students meet orexceeds standards in all areas assessed. To comparethese results to next scheduled testing in Spring 2010.Learning Objectives4A. Define and explainlegal, ethical, and socialresponsibilities oforganizations4B. Identify relevantethical and social issues,Particularly those thatmay not be obvious incomplex businessdecisions.Course ExposureI = Introduced R = ReinforcedACG 5637 (I), BUL4310(I), FIN 3403 (I), MAN3025 (I), MAR 3023 (I),TAX 5005 (I)ACG 5637 (I), BUL4310(I), FIN 3403 (I), MAN3025 (I), MAR 3023 (I),TAX 5005 (I)Assessment Measurement (See Table VI·I)Results (See Table VI·2)Assessment: Stand-alone testing. Completion of theLegal and Social Environment questions included inthe Business Field Test produced by EducationTesting Services. Test administered in MAN 4504.Initial assessment was conducted Fall 2008.Results: The average total score was 66 whichrepresents the 95 th percentile of mean scoresrecorded from 564 institutions tested over a twoyear period. Compare results to next scheduledtesting in Fall 2010.Assessment: Faculty developed questions administeredwith the ETS exam (as noted in LO 4A). Initialassessment was conducted fall 2008. Pilot assessmentfocusing on identifying different theoretical approachesto solving complex ethical questions.Results: The average score for the pilot assessmentwas 70%. Recommend a faculty dialog exploringthe possibility of expanding the assessment in thefuture. To compare results to next scheduled testingin Fall 2010.3Appendix 7 85 University of Florida

Learning ObjectivesSA. Write businessdocuments clearly,concisely, andanalytically.SB. Speak in groups andin public clearly,concisely, andanalytically, witb theappropriate use of visualaids.Course ExposureI = Introduced R = ReinforcedGeneral Education andGordon Rule course work(I). FIN 3403 (R)None currently.Assessment Measurement (See Table VI-2)Results (See Table VI-3)Assessment: Faculty developed questionsadministered with the ETS exam (as noted in LO4A). Initial assessment was conducted fall 2008.Results: The average score for the pilot assessmentwas 71 % for the writing-related PDQs.Recommend faculty review to consider adopting abusiness writing course as a degree requirementand implementing a more robust course embeddedmeasure to more accurately gauge writing skills.Assessment: Faculty developed questionsadministered witb the ETS exam (as noted in LO4A). Initial assessment was conducted fall 2008.Results: The average score for tbe pilot assessmentwas 84% for the speaking-related PDQs.Recommend faculty review to consider adopting abusiness writing course as a degree requirementand implementing a more robust course embeddedmeasure to more accurately gauge speaking skills.To compare tbese results to next scheduled testingin Fall 2010.Learning Objectives6A. Describe the keycomponents of thebusiness environmentthat vary acrosscountries andunderstand how thesedifferences presentchallenges/opportunities for theconduct of business.6B. Describe culturaldifferences and howthese differences affectbest practices andetbical responsibilities.Course ExposureI = Introduced R = ReinforcedInternational andDiversity generaleducation requirements(I). ACG 2021C (I), ACG4352C (I), ACG 5637 (I),MAN 3025 (R), MAR3023 (R)International andDiversity generaleducation requirements(I). ACG 2021C (I), ACG4352C (I), ACG 5637 (I),MAN 3025 (R), MAR3023 (R)Assessment Measurement (See Table VI-2)Results (See Table VI-I)Note: LO 6A and LO 6B were assessedcollectively. As noted in Table VI-2, in tbe futurecourse embedded measures will be implemented toseparately assess these objectives.Assessment: Stand-alone testing. Completion ofthe Legal and Social Environment questionsincluded in the Business Field Test produced byEducation Testing Services. Test administered inMAN 4504. Initial assessment was conducted Fall2008.Results: The average total score was 73 whichrepresents the 95 th percentile of mean scoresrecorded from 564 institutions tested over a twoyear period. Compare results to next scheduledtesting in Fall 2010.Develop and implement course embeddedmeasures to separately, and more thoroughly assessthese learning objectives.4Appendix 7 86 University of Florida

Fisher School of Accounting Assurance of Learning StandardsMaster of AccountingLearning ObjectiveslA. Interpret and applystatutory tax authority tounstructured and complextransactions.lB. Interpret and applyaccounting standardsgoverning private and publicsector financial reporting.Course ExposureTAX 5065, TAX 6015,TAX 6016, TAX 6017,TAX 6526, TAX 6726,TAX 6877ACG 5226, ACG 5505,ACG 5815, ACG 6136,ACG 6207, ACG 6255,ACG 6387, ACG 6635,ACG 6657, ACG 6695,ACG6888Assessment Measuremeut (See Table VI-6)Results (See Table VI-7)Course-embedded measure assessed in TAX5065. Initial assessment to be conductedSpring 2009 with the goal of establishing abenchmark for future testing.Course-embedded measure assessed in ACG5815. Initial assessment to be conductedSpring 2009 with the goal of establishing abenchmark for future testing.Learning Objectives2A. Write clearly,concisely, andpersuasively.2B. Orally communicateclearly, concisely, andpersuasively with theappropriate use ofsupporting media.2C. Analyze groupdynamics and assume roleappropriatebehavior asteam members.Course ExposurePreparatory CourseworkFoundation, GMATPreparatory CourseworkFoundation, ENC 5236Preparatory CourseworkFoundation, ACG 5815,TAX 5065Entire MAcc CurriculumAssessment Measurement (See Table VI-6)Results (See Table VI-7)Selection. Beginning Fall 2010 minimumadmission standards will be revised to requirea minimum score of 4 on the AnalyticalWriting Assessment section of the GMAT.Course-embedded measure assessed in ENC5236. Initial assessment to be conductedSpring 2009 with the goal of establishing abenchmark for future testing.Course-embedded measure assessed in TAX5065. Initial assessment to be conductedSpring 2009 with the goal of establishing abenchmark for future testing.Course-embedded measure assessed in ACG5815. Initial assessment to be conductedSpring 2009 with the goal of establishing abenchmark for future testing.5Appendix 7 87 University of Florida

Learning Objectives3A. Demonstrate the abilityto reason and to solvecomplex accounting andbusiness problems.3B. Provide the option forin depth specialization in aspecific accounting area.Conrse ExposnrePreparatory course workand minimum standardsrequired for admission toprogram.ACG 5226, BUL 5832,required finance module,and elective courses.An appropriate variety ofspecialized courses.Assessment Measnrement (See Table VI-6)Resnlts (See Table VI-7)Assessment I: Selection. All prospectivecandidates must complete the GMAT andmeet minimum admission requirements.Results: The average GMAT score forcandidates admitted fall 2008 was 618 (72,dpercentile) and is higher than the mostrecently reported national average of 537(2007).Assessment 2: Stand alone testing. Overallpass rates on the Uniform Certified PublicAccountants examination.Results: Most recent results (2006) show 66%of graduates passing all portions of the CPAexam. This almost doubles the 36% nationalpass rate and is the second highest pass rateearned by the School's set of 15 peerinstitutions.Assessment: Number of electives offered byfull-time faculty.Results: 80% of the curriculum inventory ofelective accounting courses was offered in2008. Trend is lower than prior years and willlikely continue as faculty size decreases.Learning Objectives4A. Recognize professionalstandards of conduct.4B. Recognize legal,ethical, and socialresponsibilities.Conrse ExposnreACG 5815. BUL 5832,TAX 5065ACG 5815, BUL 5832,MAN 5246, MAN 6724,TAX 5065Assessment Measnrement (See Table VI-6)Resnlts (See Table VI -7)Assessment: Stand alone testing. Pass rate onthe Regulation portion of the UniformCertified Public Accountants examination.Results: Most recent results (2006) show 80%of graduates passing the regulation portion ofthe CPA exam. This almost doubles the 48%national pass rate and is the second highestpass rate earned by the School's set of 15 peerinstitutions.Course-embedded measure assessed in MAN5246. Initial assessment to be conductedSpring 2009 with the goal of establishing abenchmark for future testing.6Appendix 7 88 University of Florida

Learning ObjectivesSA. Interpret and applyappropriate standards forcross-border transactionsSB. Opportunity to studyabroad.Conrse ExposureAll MAce accounting andtax courses.NAAssessment Measurement (See Table VI-6)Results (See Table VI -7)Course-embedded measure currently indevelopment.Assessment: Availability for students toengage in study abroad programs,international internships, or other FSOAsanctioned travel without delaying graduationor forgoing internships opportunities.Results: Insufficient opportunities exist andthose that do are not well publicized.Recommendation: Exploit the limited existingopportunities by developing a web presenceand make the discussion about study abroad astandard component of advising sessions. UseICRAA as a forum to build relationship withacademic programs to create new studyabroad opportunities.DEMOGRAPHIC DATA TABLESGraduates for the Previous Year by Degree ProgramDegree Program FaIl 07 Spring 08 Summer A 08 SummerC08 TotalBSAe 37 108 1 9 155MAee 23 68 0 10 101Total 60 176 1 19 256Five Year Data - Fall Term HeadcountFall 03 Fall 04 Fall 05 Fall 06 Fall 07Grad 199 243 237 185 203Undergrad 726 715 620 643 708Total 925 958 857 828 911Student Credit HoursStudent Credit Hrs 2003-04 2004-05 2005-06 2006-07 2007-08Grad Funded 4,737 4,423 4,311 3,951 4,147Unfunded 733 841 540 788 755Total Grad 5,470 5,264 4,851 4,739 4,902Undergrad Funded 16,437 15,265 12,982 15,591 15,671Unfunded 151 170 150 139 61Total Undergrad 16,588 15,435 13,132 15,730 15,732Total Funded 21,174 19,688 17,293 19,542 19,818Total Unfunded 884 1,011 690 927 816Grand Total 22,058 20,699 17,983 20,469 20,6347Appendix 7 89 University of Florida

Average SAT of Admitted UndergraduatesAll BSAc Admits Who EnrolledAcademic Year Number Enrolled Average SAT2003-04 251 12072004-05 182 12032005-06 195 12472006-07 228 12602007-08 147 1213Degrees AwardedDegree Program 2003-04 2004-05 2005-06 2006-07 2007-08BSAc 173 178 205 180 155MAce 99 104 139 94 101Total 272 282 344 274 256FSOA Student Demographics 2003 - 2004BSAC MACC PHDEnrollment (Fall) 719 196 9Degrees conferred (Fall, Spring, and Summer) 173 102 0Credit hours (Fall and Spring) 13853 4698 NAAdmission profile for (Fall, Spring, and Summer):Students admitted 279 154 2Average GPA 3.50 3.55 3.42Average Accounting GPA NA 3.30 NAAverage GMAT NA 602 655FSOA Student Demol(raphics 2004 - 2005BSAC MACC PHDEnrollment (Fall) 709 242 10Del(rees conferred (Fall, Sprinl(, and Summer) 178 107 2Credit hours (Fall and Sprinl() 12916 4290 NAAdmission profile for (Fall, Spring, and Summer):Students admitted 218 170 2Average GPA 3.52 3.54 3.63Average Accountinl( GPA NA 3.47 NAAverage GMAT NA 615 700FSOA Student Demographics 2005 - 2006BSAC MACC PHDEnrollment (Fall) 620 235 7Degrees conferred (Fall, Spring, and Summer) 202 139 1Credit hours (Fall and Spring) 11009 4314 NAAdmission profile for (Fall, Spring, and Summer):Students admitted 225 141 0Average GPA 3.55 3.64 NAAverage Accounting GPA NA 3.45 NAAverage GMAT NA 603 NA8Appendix 7 90 University of Florida

FSOA Student Demo!?:raohics 2006 - 2007BSAC MACC PHDEnrollment [Fall) 639 181 8De!!rees conferred [Fall, Sorin!!, and Summef) 184 94 1Credit hours (Fall and Sorin;;) 13680 3896 NAAdmission orofile forfFall, Sorin!?:, and Summerl:Students admitted 272 127 2Avera!?:e GPA 3.56 3.61 3.25Avera!?:e Accountin!! GPA NA 3.40 NAAvera!?:e GMAT NA 610 695FSOA Student Demo!!raohics 2007 - 2008BSAC MACC PHDEnrollment [Fall) 697 196 9Degrees conferred [Fall, Spring, and Summerl 155 101 1Credit hours [Fall and Springl 14233 4240 NAAdmission profile for [Fall, Spring, and Summer):Students admitted 203 118 3Average GPA 3.56 3.56 3.16Avera"e Accounting GPA NA 3.34 NAAvera"e G MA T NA 619 733PROGRAM ANALYSIS:The School has demonstrated success in achieving its goals. Our graduate and undergraduatedegree programs frequently have been ranked in the top 10 public university programs by u.s.News and World Report, and faculty research productivity has been competitive with our peers overthe last two decades. The School continues to attract high quality students based on standard testscores and grades. Demand for our graduates is strong and the quality of their placements isexcellent. After two years of extensive work, the faculty adopted a new undergraduate and master'scurriculum in 2004 to insure a program with continuing relevance. In the last two years we havereinvigorated our accounting research center, now the International Center for Research inAccounting and Auditing, and its activities have been very productive for both faculty and studentsin the School. The completion of Gerson Hall in 2004 represents a major accomplishment. TheSchool now boasts state-of-the-art facilities for its students and faculty.Though the foundation is strong, threats exist. Identified in the last accreditation review, ourfaculty size is diminishing. This is a direct result of inadequate State support. This lack of fundinghas been somewhat offset by the State matching gift programs, endowment income, and annualalumni gifts. To close the gap, we have increased class size, reduced somewhat the number ofelectives offered, and to a limited degree have used non-tenure track faculty and PhD students inthe teaching function. Nonetheless, the fact remains: in our last accreditation visit we had 19 fulltimefaculty members and today we have 13 full-time faculty members, one part-time adjunct, andtwo open positions. Even with a successful faculty search, the School will have only 15 full-timefaculty members.The School's current Assurance ofLearning (AoL) process began in early 2008 with work by thefaculty and the curriculum committee, with input from the School's Advisory Board, students, andother stakeholders. Although the AoL process is relatively recent, the School spent almost threeyears in a major revision of its curriculum, culminating with the changes implemented in 2004. Inits currentAoL work, the School has developed goals and objectives for all its programs, createdrubrics for measurement, and collected data on its first round of assessments for all the goals andobjectives of the undergraduate program and many of the goals and objectives of the MAccprogram.9Appendix 7 91 University of Florida

Program rankings have dropped in recent years and research productivity has declinedsignificantly from its historical peak, although with some recent reversal of this declining trendfrom both junior and senior faculty members. Concomitant with the decline in these measures isthe reduction in the size of the Schoolfaculty (from 24 faculty members in 1991 to 14 in 2008).During this same period of time, the total student credit hours generated by the School generallyhas seen a steady increase. The natural tendency of an aging faculty to gravitate more towardsteaching (and heavier teaching loads) during the later years of their career helped ease some of theburden. However, the vast majority of the added credit hours came via increased class size. Theprimary obstacle to a return to a program that can garner a top-five ranking is the financialresources necessary to replace the departing faculty with high quality new faculty and to return thefaculty to a size comparable to that of our peers.FISCAL ANALYSISThe School is a unit within the College of Business Administration. The College relies primarily onfour revenue sources: State budget allocation, contracts and grants, revenue generating programs,and private giving, with most of the recent growth in the latter two areas. For the College, the Statebudget is effectively 00% in permanent faculty and staff. The other revenue sources supporteverything else. Over the last two decades the College has changed its resource mix from asituation of being almost 100% State supported to its current situation where less than 50% of itsfinancial resources are provided by the State.The School's primary sources of revenue are its State allocation, revenue generating programs (Le.,participation in College executive MBA programs), and private giving. Over the past six years, theportion of School expenditures provided by the State budget has ranged from a high of 69.4% to alow in 2008-2009 of 55%. As with the College, the School's State budget is almost entirely relatedto faculty and staff salaries. The School's endowment balances at the end of the prior 5 years aresummarized below. Some of these endowments are speCific to certain specified uses.Fisher School of Accounting Endowment Balances2003-04 2004-05 2005-06 2006-07 2007-08$18,054,846 $18,633,009 $20,835,959 $24,149,474 $23,928,704The current University budget allocation is unresponsive to student numbers or credit hours and isby design a legacy allocation system. This will change with the adoption of the new budget modelbased on Responsibility Center Management Such a budget approach would allow the College andSchool to add faculty and staff and better cover operations and expenses. We are at the limits ofusing curriculum and course management to offer our current accounting programs.OTHER INFORMATIONExtensive information is available for students, faculty, alumni, and other interested parties at:www.cba.ufl.edu/fsoa/www.cba.ufl.edu/fsoa/myfsoa/10Appendix 7 92 University of Florida

Appendix 8Academic Learning CompactsforUndergraduate and Graduate Students

Academic Learning CompactsAcademic Learning Compacts identify the skills students should acquire if they follow their major's prescribed course ofstudy. These skills, known collectively as Student Learning Outcomes, describe the core learning expectations that UF isrequired to assess for each baccalaureate degree program.Core learning expectations for each ALC will identify the communication, critical thinking and content knowledge skills, aswell as one or more additional learning outcomes specific to that major.This information applies to all undergraduates entering UF Summer B 2006 and beyond.• Academic Learning Compact: identification of each major's learning expectations and student outcomes.• Student Learning Outcomes: what students are expected to learn by completion of their baccalaureate degreeprogram.• Individual Student Assessments: the different ways in which UF will measure whether students have successfullycompleted the learning outcomes for a major. These assessments can include a passing score on a particular test or afinal project, term paper, portfolio and so on.ALC Index, by majorAAccountingAdvertisingAerospace EngineeringAgricultural and Biological Engineering, Colleges of Agriculture and EngineeringAgricultural Education and CommunicationAgricultural Operations ManagementAmerican Indian and Indigenous Studies (IDS)Animal SciencesAnthropologyApplied Physiology and KinesiologyArchitectureArtArt EducationArt HistoryAsian StudiesAstronomy, B.A.Astronomy, B.S.Athletic TrainingBBiochemistryBiochemistry and Molecular Biology (IDS)Biological Illustration (IDS)Biology, IntegrativeBotanyBuilding ConstructionBusiness Administration, General StudiesBusiness Administration, Online ProgramAppendix 8 1 University of Florida

CChemical EngineeringChemistryCivil EngineeringClassical StudiesCommunication Sciences and Disorders, Liberal Arts and SciencesCommunication Sciences and Disorders, Public Health and Health ProfessionsComputer Engineering, EngineeringComputer Science, EngineeringComputer Science, Liberal Arts and SciencesCreative PhotographyCriminologyDDanceDigital Arts and SciencesEEast Asian Languages and LiteraturesEconomics, Business AdministrationEconomics, Liberal Arts and SciencesEducation, Early ChildhoodEducation, Elementary and Special EducationElectrical EngineeringEnglishEntomology and NematologyEnvironmental EngineeringEnvironmental Management in Agriculture and Natural ResourcesEnvironmental ScienceFFamily, Youth and Community SciencesFilm and Media Studies (IDS)FinanceFire and Emergency ServicesFood and Resource EconomicsFood Science and Human Nutrition• Dietetics• Food Science• Nutritional SciencesForest Resources and ConservationFrenchGGeography, B.A.Appendix 8 2 University of Florida

Geography, B.S.Geology, B.A.Geology, B.S.GeomaticsGermanGolf and Sports Turf ManagementGraphic DesignHHealth Education and BehaviorHealth ScienceHistoryHorticultural ScienceIInformation Systems (formerly Decision and Information Sciences)Industrial and Systems EngineeringInterdisciplinary Studies, College of Agricultural and Life Sciences• Environmental Management in Agriculture and Natural Resources - See E• Golf and Sports Turf Management - See GInterdisciplinary Studies, College of Liberal Arts and Sciences• American Indian and Indigenous Studies - see A• Biochemistry and Molecular Biology - See B• Biological Illustration - See B• Film and Media Studies - See F• International Studies- See I• Medieval and Early Modern Studies - See M• Modern European Studies - See M• Middle Eastern Languages and Cultures - See M• Neurobiological Sciences - See NInterior DesignInternational Studies (IDS)JJewish StudiesJournalismLLandscape and Nursery HorticultureLandscape ArchitectureLatin American StudiesLinguisticsMManagementMarketingMaterials Science and EngineeringAppendix 8 3 University of Florida

MathematicsMechanical EngineeringMedieval and Early Modern Studies (IDS)Microbiology and Cell ScienceMiddle Eastern Languages and Cultures (IDS)Modern European Studies (IDS)Music, Bachelor of ArtsMusic, Bachelor of MusicMusic EducationNNatural Resource ConservationNeurobiological Sciences (IDS)Nuclear EngineeringNuclear and Radiological SciencesNursingPPackaging SciencePhilosophyPhysics, B.A.Physics, B.S.Plant SciencePolitical SciencePortuguesePsychologyPublic RelationsRReligionRussianSSociologySoil and Water ScienceSpanishStatisticsTTelecommunicationTheatre, GeneralTheatre Performance• Acting• Musical Theatre• ProductionAppendix 8 4 University of Florida

Tourism, Recreation and Sport Management• Recreation, Parks and Tourism• Sport ManagementVVisual Art StudiesWWildlife Ecology and ConservationWomen's StudiesZZoologyAppendix 8 5 University of Florida

Academic Learning CompactAccountingDescription of the MajorThe major offers a balanced, intellectually vibrant study of the field of accounting. Upon completion of the baccalaureate program, youwill possess the requisite accounting skills for entry-level positions in the practice of public accounting, in industry, in financial services,in government and in business more generally. You will also be prepared for graduate study in accounting, in business and in relatedprofessions such as the law. More broadly, you will be prepared for success in a constantly evolving world economy.Additional information is available from your major's website.Before Graduating You Must• Take the Business Field Test as prepared and administered by the Educational Testing Service (ETS). The score will beincorporated into a core business course taken in the final term.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand individual business disciplines and their relationship to the global business environment.2. Understand, create and analyze financial statements based upon generally accepted accounting principles.3. Understand basic U.S. tax laws as applied to businesses and individuals.4. Understand the attestation function and generally accepted auditing standards.5. Understand the basic concepts of cost and managerial accounting and its role in business.6. Apply mathematical concepts and technology to interpret, understand and communicate quantitative data.7. Apply the conceptual framework, economic reasoning and generally accepted accounting principles to solving accountingproblems.8. Analyze and interpret economic and financial events for internal decision-making purposes.9. Attest to the fairness of financial representations and the adequacy of internal controls.10. Prepare basic individual and business tax returns; apply U.S. tax laws for tax planning purposes.11. Effectively produce, interpret and analyze written text, oral messages and multimedia presentations used in business.CoursesContent Critical Thinking CommunicationSLOSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9 SLO 1011PreprofessionalACG 2021C X X X XCGS 2531 XECO 2013 X XECO 2023 X XMAC 2233 XSTA 2023 X XBusiness CoreBUL 4310 X X XECP 3703 X X X XFIN 3403 X X X XMAN 3025 XMAN 4504 X X XMAR 3023 XQMB 3250 X X XMajorACG 3481 X X X X X X XACG 3482C X X X X X XACG 4133C X X X XACG 4352C X X X X XAppendix 8 6 University of Florida

ACG 5637 X X XTAX 5005 X XAppendix 8 7 University of Florida

Academic Learning CompactAdvertisingDescription of the MajorThe major enables you to develop the analytical and communication skills necessary for effective advertising. You will learn marketingand advertising principles, perspectives for understanding and communicating with selected audiences, a campaign planning process,integration of the promotion mix and researching. The emphasis is on the analysis of information to identify advertising/marketingcommunications challenges and strategic insights into consumer behavior. You also learn to use tools and technologies and to applyproblem-solving skills to formulate recommendations and to develop creative executions and media plans.Additional information is available from your major's website.Before Graduating You Must• Achieve a passing score of 70% on your student portfolio, which will be evaluated by two faculty members, as part of themajor’s capstone course, ADV 4800.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand concepts and theoretical perspectives relevant to the creation and execution of advertising campaigns.2. Understand ethical principles and the importance of truth, honesty, accuracy, fairness and diversity in advertising.3. Apply tools and technologies relevant to the practice of advertising.4. Gather information and conduct research for campaign planning and evaluation.5. Analyze information and apply problem solving skills in the development of an advertising campaign.6. Write correctly and clearly in forms and styles appropriate for the advertising profession.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6ADV 3000 X XADV 3001 X X X X XADV 3203 X X X X XADV 3501 X X X X X XADV 4101 X X X X X XADV 4300 X X X X X XADV 4800 X X X X X XADV 4930 X X X X X XMAR 3023 X X X XMMC 2100 X X XMMC 4200 XBack to topAppendix 8 8 University of Florida

Academic Learning CompactBack to ALC indexAerospace EngineeringDescription of the MajorAerospace engineers solve exciting problems of design, construction and operation of aircraft and spacecraft to meet the ever-increasingrequirement for improved performance at lower unit cost. The undergraduate curriculum provides a broad education with a strongfoundation in mathematics, science and basic engineering sciences. Advanced courses in aeronautics and astronautics complete thedegree program and your preparation to work in the aerospace and related industries or to pursue graduate study.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass assessment in two courses of individual assignments targeted to each learning outcome. Assessment will be provided by theinstructor of the course according to department standards.• Complete an exit interview your final semester.• Satisfy the Florida statutory requirements for CLAST.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to aerospace engineering problems.2. Design and conduct aerospace engineering experiments, analyzing and interpreting the data.3. Design an aerospace engineering system, component or process to meet desired needs within realistic economic,environmental, social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in writing and in speech to other aerospace engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4EML 3301C XEML 4147C orEML 4304C orEML 4314CXEAS 4700 X X XEAS 4710 X X XBack to topAppendix 8 9 University of Florida

Academic Learning CompactBack to ALC indexAgricultural and Biological EngineeringDescription of the MajorThe curriculum emphasizes engineering solutions to problems associated with biological and agricultural systems that often are related torenewable natural resources. Knowledge is gained through formal courses, laboratory experimentation and individual experience. Youwill learn to utilize math, science and engineering principles, to analyze and interpret data, to design and conduct experiments, systemsand components, and to effectively communicate results within an appropriate presentation style.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass assessment by two or more faculty and/or industry practitioners of student performance on a major design experience.• Pass assessment in two courses of individual assignments targeted to each learning outcome.• Complete an exit interview in your final semester.

Academic Learning CompactBack to ALC indexAgricultural Education and CommunicationDescription of the MajorYou will learn the knowledge and skills needed to educate individuals, enhance leadership in communities and organizations, andcommunicate ideas and issues to different audiences. Through formal courses and internship experiences, you will learn to applyprinciples of communication and educational theory to work-based settings; to create, interpret and analyze written and oral messagesand multimedia presentations used in agricultural and life sciences; and to educate and communicate agricultural issues effectively tovarious audiences.Additional information is available from your major's website.Before Graduating You Must• Agricultural education specialization: Achieve a passing grade on the state of Florida's Professional Knowledge Exam forteacher certification.• Communication and leadership development specialization: Achieve a grade of C or higher in AEE 4930, Communication andLeadership Development Capstone Experience, as evaluated by a committee of faculty.• Achieve a grade of C or higher in AEE 3030C and AEE 3033C.• Achieve a grade of C or higher in a department internship course (AEE 4942, 4943, 4944 or 4948) or a capstone experiencecourse (AEE 4930).• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Educate and communicate agricultural issues effectively to various audiences.2. Apply principles of communication and/or educational theory in work-based settings.3. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3AEE 3030C XAEE 3033C XAEE 3070 XAEE 3075 XAEE 3200 XAEE 3323 XAEE 3413 XAEE 3414 XAEE 4031 XAEE 4035 XAEE 4036 XAEE 4052 XAEE 4202 XAEE 4224 XAEE 4434 XAEE 4504 XAEE 4506 XAEE 4930 XAEE 4942 XAEE 4943 XAEE 4944 XAEE 4948 XBack to topAppendix 8 11 University of Florida

Academic Learning CompactBack to ALC indexAgricultural Operations ManagementDescription of the MajorThe agricultural operations management curriculum integrates business and technical knowledge of agricultural operations. Knowledge isdeveloped through formal courses, laboratory experimentation and individual experience. You will learn to incorporate technicalagricultural skills with modern business techniques and to communicate these results effectively in an appropriate presentation style.Additional information is available from your major's website.Before Graduating You Must• Pass the agricultural operations management competency exam, given in three parts. One part will be given in each of thefollowing required courses:• AOM 4455 Agricultural Operation and Systems or AOM 3734 Principles of Irrigation• AOM 4314C Power and Machinery Management or AOM 3734 Principles of Irrigation• AOM 4642 Environmental Systems for Agricultural Structures or AOM 4434 Precision Agriculture• Achieve satisfactory portfolio assessment in AOM 3073.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Integrate specific technical knowledge with the overall management of agricultural businesses and operations.2. Combine management and analytical techniques for agricultural operations.3. Articulate analytical results clearly in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3AOM 3073 X XAOM 3220 X XAOM 3333 X XAOM 3734 X XAOM 4314C X XAOM 4434 X XAOM 4444 X XAOM 4455 X XAOM 4642 X XBack to topAppendix 8 12 University of Florida

Academic Learning CompactBack to ALC indexAmerican Indian and Indigenous StudiesDescription of the MajorThe interdisciplinary studies major with a concentration in American Indian and indigenous studies provides you with knowledge of theissues and concerns of indigenous peoples of the Western hemisphere. You will be able to identify and conduct research or field work andunderstand historical, political, social and religious structures from an indigenous perspective. You will evaluate the significance, qualityand veracity of information gathered in the literature and to apply it effectively. You will also be able articulate the results of researchclearly and effectively.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know major issues of indigenous peoples and conduct research in any of the disciplines which incorporate American Indiantopics.2. Integrate different sources and types of knowledge into holistic perspectives about indigenous peoples.3. Evaluate the significance, quality and veracity of information gathered in the literature and apply it effectively.4. Articulate research results clearly and effectively in speech and in writing in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4IDS 4906 X X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to topAppendix 8 13 University of Florida

Academic Learning CompactBack to ALC indexAnimal SciencesDescription of the MajorAnimal sciences majors receive a broad education in the healthy production of animals and animal products. Your knowledge will bedeveloped through formal courses, laboratories and field trips and will be applied in internships, team projects and presentations. Youwill develop the ability to apply conceptual knowledge to solve problems in animal production and to make management decisions.Additional information is available from your major's website.Before Graduating You Must• Pass the animal sciences comepetency exam, given in three parts. One part will be given in each of the following requiredcourses:• ANS 3006C Introduction to Animal Science• ANS 3043 Growth and Development of Farm Animals• ANS 3319C Reproductive Physiology and Endocrinology in Domestic Animals• Satisfactorily complete AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand, evaluate and apply scientific and economic principles to animal health, production and products.2. Apply a conceptual framework to solve problems in animal production and make management decisions.3. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3AEE 3030C XAEE 3033C XANS 3006C X XANS 3043 X XANS 3319C X XBack to topAppendix 8 14 University of Florida

Academic Learning CompactBack to ALC indexAnthropologyDescription of the MajorThe major enables you to develop critical thinking, problem solving and communication skills in the social sciences. Through study ofhuman evolution and cultural diversity, you will learn holistic, comparative and relative perspectives of anthropology, both scientific andhumanistic. Emphasis is on critical thinking skills in the evaluation of alternative knowledge claims. You will learn to identify westerncultural biases, to integrate diverse sources of information into holistic perspectives and to apply anthropological knowledge andperspectives to solve problems of broad human relevance.Additional information is available from your major's website.Before Graduating You Must• Achieve satisfactory evaluation of a term paper written for an upper-division course or senior honors thesis.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand the four subfields of anthropology (archaeological, biological, linguistic, sociocultural)A. Human and nonhuman primate evolutionB. Natural history of primatesC. Biological basis for human variationD. Relationship between biology and cultureE. Cultural diversityF. Culture changeG. Cultural relativismH. GlobalizationI. World prehistoryJ. SociolinguisticsK. Ethnographic methodL. Archaeological methodM. Linguistic method2. Apply the scientific approach to investigate human variation in its biological, social and cultural dimensions.3. Draw appropriate and alternative conclusions from comparative analysis of human diversity.4. Identify and evaluate knowledge claims from a culturally and historically relativistic standpoint.5. Integrate different sources and types of knowledge into holistic perspectives about human variation.6. Evaluate the significance, quality and veracity of information and apply it effectively to solve problems.7. Articulate anthropological knowledge professionally in written and verbal form.Content Critical Thinking CommunicationCoursesCoreSLO 1A B C D E F G H I J K L MSLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7ANT 2000 X X X X X X X X X XANT 2140 X X X X X X X X X XANT 2410 X X X X X X XANT 3514C X X X X X X X X XANT 3620 X X X X X X X X XElectives: 15 hours at 3000/4000 level and another 3 hours at any levelANT 3126 X X X X XANT 3141 X X X X X X X XANT 3153 X X X X X X XANT 3162 X X X X X X X XANT 3164 X X X X X X X XANT 3182 X X X X XANT 3241 X X X X X X X XAppendix 8 15 University of Florida

ANT 3302 X X X X X X X X X XANT 3390 X X X XANT 3428 X X X X X X X X X XANT 3451 X X X X X X X X XANT 3515 X X X X X X XANT 3522 X X X XANT 4023 X X X X X XANT 4110 X X X X X X X X X XANT 4114 X X X X X X XANT 4266 X X X X X X X X XANT 4274 X X X X X X X X XANT 4331 X X X X X X X X X XANT 4336 X X X X X X X X X XANT 4340 X X X X X X X X X XANT 4352 X X X X X X X X X XANT 4354 X X X X X X X X X XANT 4403 X X X X X X X X X X XANT 4468 X X X X X XANT 4525 X X X X XANT 4550 X X X X X X XANT 4552 X X X X X X XANT 4554 X X X X X X X X XANT 4586 X X X X X X X X X XANT 4740 X X X XANT 4823 X X X X X XANT 4824 X X X X X XANT 4956 X X X X X X X X X X X XBack to topAppendix 8 16 University of Florida

Academic Learning CompactBack to ALC indexApplied Physiology and KinesiologyDescription of the MajorThe major offers the Bachelor of Science in Applied Physiology and Kinesiology (BS-APK). The BS-APK degree offers specializations inexercise physiology and in fitness/wellness. You will gain extensive understanding of the anatomical, physiological and psychologicalbases and consequences of human movement. You will explore the relationship between physical activity and health, and you will learnhow to prevent and treat athletic injuries.Additional information is available from your major's website.Before Graduating You Must• Pass a comprehensive critique performed by an approved professional in the field of applied physiology and kinesiology, and asdetermined by the department's grading rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Integrate and apply principles and methods of math, social sciences and arts and humanities to the applied physiology andkinesiology environment.2. Identify the nomenclature, structure and location of the components of the human anatomy.3. Explain the mechanisms and processes that human cells, tissues, organs and systems use to sustain homeostasis.4. Explain the effects of exercise on psychological well-being as well as the perspectives used to enhance exercise adherence.5. Explain both the acute and the chronic physiological adaptations to physical activity.6. Select and apply the appropriate scientific principles when assessing and prescribing anaerobic and aerobic exercise.7. Solve applied physiology and kinesiology problems using the scientific method and critical thinking skills.8. Effectively collect, analyze and interpret quantitative data.9. Effectively communicate with applied physiology and kinesiology cohorts and professionals through written text, oral messagesand multimedia presentations.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6SLO7SLO8SLO9APK 3110C X X X X X X X XAPK 3220C X X X X XAPK 3400 X X X XAPK 3405 X X X XAPK 4125C X X X X X X X XAPK 4940 X X X X X X X XBack to topAppendix 8 17 University of Florida

Academic Learning CompactBack to ALC indexArchitectureDescription of the MajorThe four-year Bachelor of Design degree requires you to demonstrate and to understand the creative design process and associated skillsas they relate to problem solving and spatial organization. You will develop skills in spatial design, graphic communication, materials,technology and environmental issues. Programs analyze existing and projected examples of build form, define fundamental principlesand knowledge of the discipline, develop each student's skills in the formation and projection of spatial experience and relate creativity tocultural and physical environment.Additional information is available from your major's website.Before Graduating You Must• Follow and achieve national accreditation (NAAB) guidelines for terminal project and portfolio assessments.• Receive acceptable review and assessment of studio work from faculty, industry professionals and peers.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate and understand the design process and associated skills.2. Develop vocabulary and graphic skills associated with the studio teaching methodology.3. Acquire, interpret and analyze information as it relates to the design process.4. Communicate about the discipline to a variety of audiences using a variety of formats and approaches.5. Acquire skills in drawing, electronic imaging, materials and environmental issues.6. Think critically, analytically and logically about spatial design.7. Develop understanding of the relationship between people's behavior and the built environment.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7ARC 3181 X X XARC 3320 X X X X X X XARC 3321 X X X X X X XARC 3463 X X XARC 3503 X X XARC 3610 X X XARC 3743 X XARC 4220 X X X XARC 4322 X X X X X X XARC 4323 X X X X X X XARC 4620 X X XBack to topAppendix 8 18 University of Florida

Academic Learning CompactBack to ALC indexArt EducationDescription of the MajorThe Bachelor of Arts in Art Education prepares you to teach art in public schools for certification as K-12 art teachers in Florida and otherNational Council for Accreditation of Teacher Education (NCATE) states. Through field placements in local art classrooms and alternativeart education settings, you gain the knowledge and skills as art teachers to effectively meet the needs of all learners in a variety ofeducational contexts. Emphasis is on the ability to demonstrate the 12 Educator Accomplished Practices at the preprofessional level, inaccordance with Florida legislation. The program culminates in a student teaching practicum, in which you are expected to demonstratefull responsibilities of a professional art educator.Additional information is available from your major's website.Before Graduating You Must• Satisfactory review of a teaching portfolio conducted by art education faculty and external professional educator at theculmination of the student teaching practicum.• Pass the Subject Area Examination (SAE) ART K-12, Professional Education Examination (PED) and General KnowledgeExamination (GK) portions of the Florida Teacher Certification Exam (FTCE).• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of current materials and methods of teaching art.2. Knowledge of assessment techniques.3. Ability to use sound research practices.4. Ability to use appropriate technology.5. Knowledge and understanding of child growth and development.6. Knowledge of applicable techniques and ability to vary directions and curricula to accommodate different learning styles, culturalbackgrounds and classroom settings.7. Understanding of the world through study of international historic and contemporary art.8. Ability to apply the skills and concepts related to the student’s chosen art discipline.9. Ability to engage in complex thought, analysis and reasoning.10. Ability to observe and analyze.11. Ability to communicate effectively in speech and writing.12. Ability to reason and learn collaboratively.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9 SLO 10SLO11SLO12ARE 2045 X X XARE 2456 X X X X X X X XARE 4242 X X X X X X X XARE 4243 X X X X X X XARE 4940 X X X X X X X X XBack to topAppendix 8 19 University of Florida

Academic Learning CompactBack to ALC indexArt HistoryDescription of the MajorThe Bachelor of Arts in art history enables you to achieve proficiency in historical theory and criticism of art, to communicateindependent, critical perspectives and to employ research methodology effectively. Through study of literature, social forces, ideology,cultural history and visual representation you will develop knowledge of the ancient, medieval, Renaissance/Baroque and modern worldarts. You will also develop the ability to construct arguments and engage in advanced thought and analysis, in speech and in writing.Additional information is available from your major's website.Before Graduating You Must• Present a dossier for faculty evaluation before graduation.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of the history, scholarship and methodology of art history.2. Knowledge of Western and non-Western art history (ancient, medieval, Renaissance/Baroque and modern art).3. Knowledge of the skills and concepts of art criticism and theory.4. Ability to use sound research practices.5. Ability to use appropriate technology.6. Knowledge and understanding of the social and cultural forces and ideologies that contribute to different periods and styles.7. Understanding of the world through the study of international historic and contemporary art.8. Ability to engage in complex thought, analysis and reasoning.9. Ability to observe and analyze.10. Ability to communicate effectively in speech and writing.11. Ability to reason and learn collaboratively.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9SLO10SLO11RequiredARH 2050 X X X X X X XARH 2051 X X X X X X XARH 2401 X X X X X X XART 2305C X X X XART 2701C or 2757C X X X X X X XMajor and Art History ElectivesARH 3115 X X X X X X X X X XARH 3171 X X X X X X X X X XARH 3421 X X X X X X X X X XARH 3422 X X X X X X X X X XARH 3423 X X X X X X X X X XARH 3525 X X X X X X X X X XARH 3526 X X X X X X X X X XARH 3585 X X X X X X X X X XARH 3605 X X X X X X X X X XARH 3610 X X X X X X X X X XARH 3650 X X X X X X X X X XARH 3656 X X X X X X X X X XARH 3657 X X X X X X X X X XARH 3800 X X X X X X X X X X XARH 4135 X X X X X X X X X XAppendix 8 20 University of Florida

ARH 4200 X X X X X X X X X XARH 4251 X X X X X X X X X XARH 4304 X X X X X X X X X XARH 4310 X X X X X X X X X XARH 4312 X X X X X X X X X XARH 4331 X X X X X X X X X XARH 4350 X X X X X X X X X XARH 4356 X X X X X X X X X XARH 4359 X X X X X X X X X XARH 4431 X X X X X X X X X XARH 4452 X X X X X X X X X XARH 4453 X X X X X X X X X XARH 4454 X X X X X X X X X XARH 4710 X X X X X X X X X XARH 4931 X X X X X X X X X X XBack to topAppendix 8 21 University of Florida

Academic Learning CompactBack to ALC indexArtDescription of the MajorThe Bachelor of Fine Arts in art studio enables you to achieve proficiency in the principles and practices utilized by professional artistsand affiliated industries. Through the study of art theory, art history and historic and contemporary art, you gain knowledge of art genresand systems of thought. Emphasis is on development of the concepts and skills related to art studio and the development of a personalartistic idiom. You will learn to use research practices effectively and to discuss the development of your work in speech and in writing.Additional information is available from your major's website.Before Graduating You Must• Pass a particular test, a final project, a term paper and/or a portfolio, as determined by a particular major.• Pass a senior-level capstone course that includes an exhibition of the student’s work (portfolio). The portfolio will be evaluatedby appropriate faculty prior to graduation.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply the principles and practices of a professional artist.2. Understand and apply art criticism and theory.3. Use sound research practices.4. Use appropriate technology.5. Understand the world through study of international historic and contemporary art.6. Engage in complex thought, analysis and reasoning.7. Observe, analyze and explain motivation for and intent of an individual’s work.8. Communicate effectively in speech and writing.9. Reason and learn collaboratively.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9RequiredARH 3XXX/ARH 4XXXX X X X XART 1802C X X X X X X X X XART 1803C X X X X X X X X XART 2701C orART 2757CX X X X X X XART 2930C X XART 3807C X X X X X X X X XART 4930C X X X X X XART 4955C X X X X X X X XSpecialization - CeramicsART 3762C X X X X X X X X XART 3764C X X X X X X X X XART 3768C X X X X X X X X XART 3784C X X X X X X X X XART 4760C X X X X X X X X XSpecialization - Digital MediaART 3616C X X X X X X X XART 3959C X X X X X X X XART 4612C X X X X X X XART 4848C X X X X X X XDIG 3110C X X X X X X XAppendix 8 22 University of Florida

DIG 3130C X X X X X X XDIG 4527C X X X X X X XDIG 4581C X X X X X X XSpecialization - DrawingART 3310C X X X X X XART 3332C X X X X X X XART 3380C X X X X X X XART 3381C X X X X X X XART 4312C X X X X X X X X XSpecialization - PaintingART 3504C X X X X X X X XART 3522C X X X X X X X XART 3560C X X X X X X X XART 3561C X X X X X X X XART 4505C X X X X X X X XSpecialization - PrintmakingART 3420C X X X X X XART 3433C X X X X X XART 3442C X X X X X X XART 3462C X X X X X X XART 4402C X X X X X X X X XSpecialization - SculptureART 3711C X X X X X X XART 3712C X X X X X X X X XART 3715C X X X X X X XART 3958C X X X X X X X X XART 4710C X X X X X X X X XBack to topAppendix 8 23 University of Florida

Academic Learning CompactBack to ALC indexAsian StudiesDescription of the MajorThis interdisciplinary major provides intermediate linguistic facility in an Asian language through a minimum of two years of study(Chinese, Japanese, Korean, Hindi, Vietnamese). You will acquire knowledge of the geography, history, culture and traditions of one ormore Asian sociolinguistic regions or countries, and learn to distinguish between a humanities and social science approach to the study ofAsia. You will develop the capacity to relate social and cultural traditions to contemporary phenomena and to conduct formal socialinquiry. You will be able to construct analytical arguments and communicate your perspective confidently in spoken and written form.Additional information is available from your major's website.Before Graduating You Must• Pass the SAT II exam in Chinese or Japanese, or complete an internal department exam in the fourth semester of study of aless-commonly taught Asian language.*• Submit a student portfolio, consisting of one social science and one humanities paper from your major's courses, or complete asenior thesis. The portfolio or senior thesis will be evaluated by faculty committee and a grade of C will be consideredpassing.**• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.* You must register for the SAT II the second semester of your second year of language study.** During your senior year, you will be advised to revise and assemble two portfolio papers, submitting one at the beginning ofeach semester. Faculty committee review will occur between weeks 9-12 each semester of your senior year.Skills You Will Acquire in the Major (SLOs)1. Satisfactory proficiency in an Asian language as determined by SAT II score or internal department exam.2. Familiarity with the culture and traditions of one or more Asian sociolinguistic regions or countries.3. Capacity to relate social and cultural traditions to contemporary phenomena.4. Research project with identified strategies to conduct social inquiry on modern Asia.5. Construct analytical arguments, handle materials judiciously and communicate independent perspectives in spoken and writtenformats.Courses*Content Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5African/Asian Language X X X X XAfrican/Asian Literature/Culture X X XAnthropology X X X XArt History X X XASN 4905 (Hindi) X X XCHI 2203 (Chinese) X X XHistory X X X XJPN 2203 (Japanese) X X XPolitical Science X X XReligion X X X* Courses in these departments at the 3000-/4000-level with a focus on Asia or an Asian region count as courses in the major.Recurring courses can include:• African and Asian Languages:Chinese - CHI 1130/1131, CHI 2200/2203/2340, CHI 3410/3411Japanese - JPN 1130/1131, JPN 2203/2204, JPN 3410/3411Hindi, Korean - currently taught as ASN 4905• African and Asian Literature/Cultures:Chinese - CHI 3500, 4850, 4905, 4930; CHT 3110, 3123, 3124, 4111;CHW 4120, 4130, 4140Japanese - JPN 3391, 3730, 4850, 4905, 4930, 4935, 4940;JPT 3100, 3120, 3121, 3130, 3140, 3150, 3300, 3500, 4502; JPW 4130, 4131• Anthropology: ANT 3364, 4145, 4366Appendix 8 24 University of Florida

• Art History: ARH 3552, 3555• History: ASH 3305, 3323, 3381, 3400, 3404, 3442, 3443, 3930• Political Science: POS 4931• Religion: REL 3318, 3330, 3335, 3336, 3366, 4337, 4345, 4349Back to topAppendix 8 25 University of Florida

Academic Learning CompactBack to ALC indexAstronomyDescription of the MajorThe Bachelor of Arts in astronomy provides knowledge of basic concepts, theories and observational findings concerning the structureand evolution of planetary systems, stars, stellar systems such as galaxies, and cosmology. You will become familiar with modernphysics and understand mathematics, including calculus. You will learn scientific methodology and its application in specific contexts, theuse of observations in testing hypotheses and the limitations of astronomical observations as well as how to critically evaluate them.Additional information is available from your major's website.Before Graduating You Must• Demonstrate satisfactory (C or better) performance on a selection of coursework from each of the 4000-level astronomycourses as graded by a faculty committee independently of the instructor and not as part of the course grade.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.Skills You Will Acquire in the Major (SLOs)1. Know fundamentals of physics, including modern physics.2. Know mathematics at the level of multivariable calculus.3. Know basic concepts, theories and experimental findings about planetary systems, stars, stellar systems and cosmology.4. Know scientific methodology and its application, the use of observations in testing hypotheses and the limitations ofastronomical observations.5. Evaluate significance and quality of information from either observations or literature, and use it critically.6. Articulate research results clearly in speech and in writing in an appropriate style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6AST 3018 XAST 3019 XAST 3722C X X XAST 4112 X XAST 4211 X XAST 4300 X X X XAST 4402 X X X XAST 4723C X XAST 4905 X XMAC 2311 XMAC 2312 XMAC 2313 XPHY 2048 XPHY 2048L X X X XPHY 2049 XPHY 2049L X X X XPHY 2464 XPHY 3101 XPHY 3221 XPHY 3323 XPHY 3513 XPHY 4222 XPHY 4324 XPHY 4422 XPHY 4523 XPHY 4604 XAppendix 8 26 University of Florida

Academic Learning CompactBack to ALC indexAstronomyDescription of the MajorThe Bachelor of Science in astronomy provides knowledge of basic concepts, theories and observational findings concerning the structureand evolution of planetary systems, stars, stellar systems such as galaxies, and cosmology. You will understand the basic concepts,theories and experimental findings in modern physics, electricity and magnetism, and mechanics as they apply to astronomy andastrophysics. You will learn scientific methodology and its application in specific contexts, the use of observations in testing hypothesesand the limitations of astronomical observations as well as how to critically evaluate them.Additional information is available from your major's website.Before Graduating You Must• Demonstrate satisfactory (C or better) performance on a selection of coursework from each of the 4000-level astronomycourses as graded by a faculty committee independently of the instructor and not as part of the course grade.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.Skills You Will Acquire in the Major (SLOs)1. Know basic concepts, theories and observational findings concerning the structure and evolution of planetary systems, stars,stellar systems and cosmology.2. Know basic concepts, theories and experimental findings in three core areas of physics – modern physics, electricity andmagnetism and mechanics – as they apply to astronomy and astrophysics.3. Know scientific methodology and its application in specific contexts, the use of observations in testing hypotheses and thelimitations of astronomical observations.4. Evaluate the significance and quality of information gathered observationally or from the literature, reason critically from thisinformation and apply it effectively.5. Articulate research results clearly in speech and in writing in an appropriate style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5RequiredAST 3018 XAST 3019 XAST 3722C X X XPHY 2048 XPHY 2048L X X X XPHY 2049 XPHY 2049L X X X XPHY 3101 XPHY 3221 XPHY 3323 XPHY 4222 XPHY 4324 XTake one of fourPHY 3513 XPHY 4422 XPHY 4523 XPHY 4604 XTake five of sixAST 4112 X XAST 4211 X XAST 4300 X X X XAST 4402 X X X XAppendix 8 27 University of Florida

AST 4723C X XAST 4905 X XBack to topAppendix 8 28 University of Florida

Academic Learning CompactBack to ALC indexAthletic TrainingDescription of the MajorThe major offers the Bachelor of Science in athletic training. Through the integration of balanced didactic course work, intensive handsonlaboratory sessions and excellent clinical experiences students will become proficient in the prevention, diagnosis, treatment andrehabilitation of injuries and illnesses for the physically active. The curriculum is designed to meet accreditation standards set forth bythe Commission on Accrediting Athletic Training Education (CAATE) and to prepare students for the Board of Certification (BOC)examination. Students who graduate from the athletic training education program will receive a Bachelor of Science (B.S.) degree inathletic training, and will meet the requirements to sit for the BOC examination.Additional information is available from your major's website.Before Graduating You Must• Complete the cognitive, psychomotor competencies and clinical proficiencies that determine your readiness to be an entry levelathletic trainer, as determined by the CAATE.• Complete clinical education experiences under the supervision of a clinical instructor.• Complete a minimum of 120 credit hours and fulfill all ATEP program requirements to successfully earn the Bachelor of Sciencein athletic training degree.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate proper prevention, evaluation, treatment, rehabilitation and documentation strategies used in athletic injury care.2. Demonstrate proper taping, wrapping and protective equipment application for the athletic population.3. Demonstrate proper application of therapeutic modalities and incorporation of such modalities in an effective rehabilitationprogram.4. Demonstrate effective management of general medical and psychosocial conditions related to the athletic population.5. Demonstrate proper emergency management skills required of an athletic trainer.6. Identify important concepts related to athletic training administration used in professional practice.7. Recognize the importance of professionalism and ethical behavior in the field of athletic training.8. Recognize the components of effective communication with members of the sports medicine team (i.e., athlete, coach,physician, parent, etc,).Assessment of program learning outcomes occurs through completion of the educational competencies and proficiencies set forth by theEducation Council and documented for compliance with the Commission on Accreditation of Athletic Training Education (CAATE).Students must document successful completion of these requirements; this occurs through course examinations, practical assessmentsand clinical experiences. A complete student record is kept to ensure compliance.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6SLO7SLO8APK 3301 X X X X X XAPK 3113 X X XAPK 4302 X X X XAPK 4305C X X X XAPK 4310C X X XAPK 4315 X X X X XAPK 4320C X X X X XAPK 4325C X X X X XAPK 4330 X X X X XAPK 4335 X X X XAPK 4340 X X X X XAPK 4345 X X X X XBack to topAppendix 8 29 University of Florida

Academic Learning CompactBack to ALC indexBiochemistry and Molecular BiologyDescription of the MajorThis interdisciplinary studies major in biochemistry and molecular biology provides you with an understanding of and competence inbiochemistry, molecular biology and molecular cell biology. You will understand and use the scientific approach to gather and verifyknowledge. You will be able to draw appropriate conclusions and inferences from properly conducted laboratory research. You will beable to evaluate the significance, quality and veracity of information gathered via experiment and literature and to apply themeffectively. You will also possess the ability to articulate results clearly and effectively.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of and competence in biochemistry, molecular biology and molecular cell biology.2. Ability to draw appropriate conclusions and inferences from properly conducted laboratory research.3. Evaluate the significance, quality and veracity of information gathered via experiment and literature and apply them effectively.4. Articulate research results clearly and effectively in speech and in writing in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4IDS 4906 X X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to topAppendix 8 30 University of Florida

Academic Learning CompactBack to ALC indexBiochemistryDescription of the MajorBiochemistry is the subdiscipline of chemistry that focuses on compounds of biological origin: their structures, biological functions andtransformations needed to sustain life.Additional information is available from your major's website.Before Graduating You Must• Achieve at least 50% on the Diagnostic of Undergraduate Chemistry Knowledge (DUCK) exam.• Achieve a grade of C or better in laboratory courses CHM 2211L, CHM 3120L, CHM 4302L and CHM 4413L.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by the chemistry faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of physical, organic, inorganic, analytical and biochemistry.2. Comprehension and use of laboratory skills in synthetic, quantitative and instrumental methods as scientific approaches togathering and verifying knowledge.3. Mastery of the process of critical inquiry: interpretation, evaluation and explanation. Ask appropriate questions, gather relevantinformation efficiently and creatively, sort through this information, reason logically from this information and come to reliableand trustworthy conclusions.4. Ability to collect, analyze and articulate results clearly and effectively in speech and in writing in an acceptable style ofpresentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4GeneralCHM 2045 XCHM 2045L XCHM 2046 XCHM 2046L XOrganicCHM 2210 XCHM 2211 XCHM 3217 X XCHM 2211L X X XAnalyticalCHM 3120 X XCHM 3120L X X XPhysical and InorganicCHM 3400 X XCHM 3610 X XCHM 4413L X X X XBiochemistryCHM 3218 X XCHM 4302L X X X XElectivesCHM 4034 X XCHM 4130 X XCHM 4130L X X X XCHM 4304 X XCHM 4413 X XAppendix 8 31 University of Florida

MCB 4304 X XMCB 4403 X XMCB 4503 X XPCB 3063 X XPCB 3134 X XPHZ 4710 X XRequired Courses in Other DepartmentsBSC 2010 XBSC 2010L XBSC 2011 X XBSC 2011L XMAC 2311 XMAC 2312 XMCB 3020 X XPHY 2053 X XPHY 2053L XPHY 2054 X XPHY 2054L XBack to topAppendix 8 32 University of Florida

Academic Learning CompactBack to ALC indexBiological IllustrationDescription of the MajorThe interdisciplinary studies major in biological illustration provides you with knowledge of and competence in biology, structural biologyand structural zoology. You will know and use the scientific approach to gather and verify knowledge. You will be able to drawappropriate conclusions and inferences from properly conducted laboratory research. You will be able to evaluate the significance, qualityand veracity of information gathered via experiment and literature and to apply them effectively. You will also possess the ability toarticulate results clearly and effectively.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of and competence in biology, structural botany and structural zoology.2. Know and use the scientific approach to gather and verify knowledge.3. Draw appropriate conclusions and inferences from properly conducted laboratory research.4. Evaluate the significance, quality and veracity of information gathered via experiment and literature and apply them effectively.5. Articulate research results clearly and effectively in speech and in writing in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5IDS 4906 X X X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to topAppendix 8 33 University of Florida

Academic Learning CompactBack to ALC indexBiology, IntegrativeDescription of the MajorThe interdisciplinary major in integrative biology provides a broad approach to biology, integrating zoology, botany and other biologicalsciences. You learn fundamental knowledge of animals, plants and microorganisms.Additional information is available from your major's website.Before Graduating You Must• Achieve acceptable performance in all required botany courses.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of the scientific method and how it facilitates the discovery of new knowledge in biology.2. Knowledge of biodiversity, its evolution and significance.3. Knowledge of the acquisition, flow, organization and uses of information, energy and nutrients in living systems; and howorganisms and ecosystems function.4. Ability to critically evaluate hypotheses and conclusions in biology using verifiable data.5. Ability to clearly and effectively present ideas in speech and in writing concerning major biological concepts and hypotheses.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5BOT 2011C XBOT 2710 X X X XBOT 3503/BOT 3503LX X XPCB 3034C X X X X XPCB 3063 X X X XPCB 4044C X X X X XPCB 4674 X X X XPCB 4723C X X X XZOO 2203 X X X X XZOO 2303 X X X X XZOO 3513C X X X XZOO 3603C X X X X XZOO 3713C X X X X XBack to topAppendix 8 34 University of Florida

Academic Learning CompactBack to ALC indexBotanyDescription of the MajorThe botany major provides a foundation on knowledge in the life sciences with emphasis on plant systems. You will learn the diversity oflife, the structure of organisms and ecosystems and how they function (i.e., the acquisition, flow, organization and uses of information,energy and nutrients in living systems). You will learn the scientific method and how it facilitates the discovery of new knowledge inbotany and biology, including how to critically evaluate hypotheses and conclusions.Additional information is available from your major's website.Before Graduating You Must• Achieve acceptable performance in all required botany courses.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of the scientific method and how it facilitates the discovery of new knowledge in botany and biology.2. Knowledge of biodiversity, its evolution and significance.3. Knowledge of the acquisition, flow, organization and uses of information, energy and nutrients in living systems, and howorganisms and ecosystems function.4. Critically evaluate hypotheses and conclusions in botany and biology using verifiable data.5. Clearly and effectively present ideas in speech and in writing concerning major botanical and biological concepts andhypotheses.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5BOT 2010C X XBOT 2011C X XBOT 2710 X X X XBOT 3503 X X XBOT 3503L X X XBOT 5225C X XPCB 3034C X X X XBack to topAppendix 8 35 University of Florida

Academic Learning CompactBack to ALC indexBuilding ConstructionDescription of the MajorThe Bachelor of Science in Building Construction prepares you for a career in construction management techniques, operations andrelated areas of the construction industry.Additional information is available from your major's website.Before Graduating You Must• Pass the performance based capstone course utilizing Construction Project Simulation.• Complete BCN 4753 in preparation for the Business and Financial Management portion of the Florida Contractors Exam.• Complete financial analysis and construction loan applications.• Submit internship assessment (provided by your employers).• Submit alumni surveys, which will be used to determine program weaknesses and to propose revisions; receive BCN advisorycouncil annual review; and participate in industry focus groups to assess current curriculum.• Successfully utilize and interpret the Florida Building Code in classroom tests and reports.• Submit required student presentations and written reports.• Satisfy formal presentation requirements; attend field trips and provide reports; and submit professional memos and letters.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate and understand knowledge of general construction industry practices and policies.2. Demonstrate knowledge of estimating, project scheduling, contract documents and payment acquisitions.3. Demonstrate knowledge of financial management, project safety management and effective employee relations.4. Demonstrate ability to recognize and apply appropriate general construction management skills.5. Demonstrate ability to recognize and apply engineering theory and physical science principles in ALL design and techniquecourses.6. Demonstrate ability to recognize and apply proper human resource management principles.7. Demonstrate effective overall communication skills, in speech, public speaking and writing.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7BCN 3027C X X XBCN 3223C X X XBCN 3224C X X XBCN 3255C X XBCN 3281C X XBCN 3431C X XBCN 3521C X X XBCN 3611C XBCN 3700 XBCN 3735 X X X XBCN 4423C X XBCN 4510C X XBCN 4612C X X X XBCN 4709C X X X X XBCN 4712C X X X X XBCN 4720 X X X XBCN 4753 X X X XBCN 4787C X X X X X X XBUL 4310 XBack to topAppendix 8 36 University of Florida

Academic Learning CompactBack to ALC indexDescription of the MajorBusiness Administration, General Business Online ProgramThe Bachelor of Science in Business Administration enables you to achieve foundation knowledge in the following areas of business:economics, accounting, finance, management, marketing, business law, statistics, operations management, human resourcemanagement, information technology and entrepreneurship. Special emphasis is placed on understanding the links between variousbusiness disciplines and the development of sound business plans. You will be able to effectively analyze a business entity's strengthsand weaknesses as well as investigate the opportunities and threats present in the business environment.Additional information is available from your major's website.Before Graduating You Must• Take the Educational Testing Service's Business Field Test. The score from this exam will be incorporated into MAN 4504 takenin the final term.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Analyze a firm's decisions regarding prices, outputs, inputs and other micro and macro variables.2. The acquisition and management of funds by business.3. The legal environment of business and organizations.4. The fundamentals of management in businesses and organization.5. The functions, institutions and methods of marketing goods and services.6. Regression modeling for business problems.7. Concepts and tools for business production systems.8. The influence of the international environment on business decision making.9. Principles of real estate and insurance decision making.10. Interpret, understand and communicate quantitative concepts.11. Critically evaluate and compare alternative ideas or policies using complex criteria.12. Effectively communicate concepts and ideas in spoken and written form.CoursesSLO1Content Critical Thinking CommunicationSLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9 SLO 10 SLO 11 SLO 12Business CoreBUL 4310 X XECP 3703 X X XFIN 3403 X X XMAN 3025 XMAN 4504 X XMAR 3023 XQMB 3250 X XMajorECO 3731 X X XGEB 3112 X X X X X X XMAN 4301 X X XMAR 3231 X X XREE 3043 X XRMI 3011 X XBack to topAppendix 8 37 University of Florida

Academic Learning CompactBack to ALC indexBusiness Administration, General StudiesDescription of the MajorThe business administration general studies major provides you with a foundation in the following areas of business: economics,accounting, finance, management, marketing, business law, statistics and operations management. Special emphasis is placed on yourability to understand the links between various business disciplines and the development of sound business plans. You will be able toeffectively analyze business' strengths and weaknesses, as well as investigate the opportunities and challenges that are present in thebusiness environment. You will also have an opportunity for in-depth study of a chosen specialization.Additional information is available from your major's website.Before Graduating You Must• Take the Educational Testing Service's Business Field Test. The score from this exam will be incorporated into MAN 4504 takenin the final term.• Complete the Individual Student Assessments required by the chosen area of specialization.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by the faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of the basic business functions of accounting, decision sciences, economics, finance, management and marketing.2. Knowledge of the chosen specialization (over 70 specialization options are available, ranging from agricultural law tozoology).3. Interpret, understand and communicate quantitative concepts.4. Critically evaluate and compare alternative ideas (or policies) using complex criteria.5. Effectively communicate concepts and ideas in spoken and written form.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5PreprofessionalACG 2021C XACG 2071 XCGS 2531 XECO 2013 X XECO 2023 X XMAC 2233 X XSTA 2023 X XBusiness CoreBUL 4310 X XECP 3703 X X XFIN 3403 X XMAN 3025 XMAN 4504 X X XMAR 3023 XQMB 3250 X X XMajorSpecialization Course X X XSpecialization Course X X XSpecialization Course X X XSpecialization Course X X XBack to topAppendix 8 38 University of Florida

Academic Learning CompactBack to ALC indexChemical EngineeringDescription of the MajorThe chemical engineering program will enable you to apply knowledge of mathematics, science and engineering principles to chemicalengineering problems; to design and conduct chemical engineering experiments and to analyze and interpret the data; to design achemical engineering system, component or process to meet desired needs within realistic economic, environmental, social, political,ethical, health and safety, manufacturability and sustainability constraints; and to communicate technical data and design informationeffectively in speech and in writing to other chemical engineers.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass assessment in two courses of individual assignments targeted to each learning outcome. Assessment will be provided bythe instructor of the course according to department standards.• Complete an exit interview in your final semester.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.>• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to chemical engineering problems.2. Design and conduct chemical engineering experiments and analyze and interpret the data.3. Design a chemical engineering system, component or process to meet desired needs within realistic economic, environmental,social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in writing and in speech to other chemical engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4ECH 3101 X XECH 4323L X XECH 4644 X X XECH 4934 XBack to topAppendix 8 39 University of Florida

Academic Learning CompactBack to ALC indexChemistryDescription of the MajorChemistry is the study of matter: The structure and properties of matter, the transformations from one form of matter to another andthe energy transformations associated with these transformations.Additional information is available from your major's website.Before Graduating You Must• Achieve at least 50% on the Diagnostic of Undergraduate Chemistry Knowledge (DUCK) exam.• Obtain a minimum grade of C or better in laboratory courses CHM 2211L, CHM 3120L, 4130L and either CHM 4411L or CHM4413L.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by the chemistry faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of physical, organic, inorganic and analytical chemistry.2. Comprehension and use of laboratory skills in synthetic, quantitative and instrumental methods as scientific approaches togathering and verifying knowledge.3. Critical thinking in chemistry including interpretation, evaluation, explanation and critical inquiry; how to ask appropriatequestions, gather relevant information efficiently and creatively, sort through this information, reason logically from thisinformation and come to reliable and trustworthy conclusions.4. Ability to collect, analyze and articulate results clearly and effectively in speech and in writing in an acceptable style ofpresentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4GeneralCHM 2045 XCHM 2045L XCHM 2046 XCHM 2046L XOrganicCHM 2210 X XCHM 2211 X XCHM 2211L X X XAnalyticalCHM 3120 X XCHM 3120L X X X XCHM 4130 X XCHM 4130L X X X XPhysical and InorganicCHM 3610 X XCHM 4411 X XCHM 4411L X X X XCHM 4412 X XCHM 4413L X X X XElectivesCHM 3218 X XCHM 3610L X X X XCHM 4235 X XCHM 4272 X XAppendix 8 40 University of Florida

Required Courses in Other DepartmentsMAC 2311 XMAC 2312 XMAC 2313 XPHY 2048 X XPHY 2048L XPHY 2049 X XPHY 2049L XBack to topAppendix 8 41 University of Florida

Academic Learning CompactBack to ALC indexCivil EngineeringDescription of the MajorCivil engineering is the oldest and most diverse branch of engineering and includes the design and construction of bridges, buildings,dams, waterways, coastal protection works, airports, pipelines, space launching facilities, railroads, highways, sanitary systems, oceanstructures and facilities, foundations, harbors, waterworks and many other systems and structures upon which modern civilizationdepends. In its broadest sense, the civil engineer adapts the physical features of the earth to the needs of society. Approximately oneout of four engineers is engaged in civil engineering.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass an assessment in two courses of individual assignments targeted to each learning outcome. Assessment will be providedby the instructor of the course according to department standards.• Complete the Fundamentals of Engineering examination.• Complete an exit interview in your final semester.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to civil engineering problems.2. Conduct civil engineering experiments, analyze and interpret data.3. Design a civil engineering system, component or process to meet desired needs within realistic economic, environmental, social,political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in writing and in speech to other civil engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4CEG 4011 X XCES 3102 XCES 4702 X XCGN 4905 X XCGN 4910 X XCWR 3201 XBack to topAppendix 8 42 University of Florida

Academic Learning CompactBack to ALC indexClassical StudiesDescription of the MajorThe Bachelor of Arts in classical studies, with specializations in classical civilization, ancient language, or teacher certification is designedto provide a strong foundation in the liberal arts through study of the language, literature, monuments, and history of ancient Greeceand Rome. Students majoring in classical studies will develop linguistic, critical thinking and writing skills while gaining knowledge ofclassical civilization. They will also explore the connection between the ancient and modern worlds and discover the contribution ofclassical culture to western civilization.Additional information is available from your major's website.Before Graduating You Must• Successfully complete a department capstone course for majors.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Linguistic competency (complete the beginning language sequence in ancient Greek or Latin with a grade of C or better basedon vocabulary and conjugation/declension exams) in either Latin or ancient or modern Greek (i.e., knowledge of vocabulary,morphology and syntax).2. Knowledge of the socio-historical context of ancient Greece and Rome and their relationship to the modern world. (complete apaper or oral presentation in the capstone course, graded according to department rubric with a grade of C or better.)3. Ability to read, analyze and interpret Greek and/or Latin literature in the original or in translation. (complete a literary analysisor oral presentation in the capstone course, graded according to department rubric with a grade of C or better.)4. Ability to translate passages of ancient Greek and/or Latin (complete the beginning language sequence in ancient Greek or Latinwith a grade of C or better based on vocabulary and conjugation/declension exams.)CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4GreekGRW 2250 X X X XGRW 3102 X X X XGRW 3300 X X X XGRW 3303 X X X XGRW 3501 X X X XLatinLNW 2630/LNW 2660X X X XLNW 3220 X X X XLNW 3310 X X X XLNW 3320 X X X XLNW 3360 X X X XLNW 3380 X X X XLNW 3490 X X X XLNW 3644 X X X XLNW 3660 X X X XLNW 3930 X X X XModern GreekGRK 1130 X X X XGRK 1131 X X X XGRK 2200 X X X XGRK 2201 X X X XGRK 4300 X X X XAppendix 8 43 University of Florida

CivilizationCLA 2100 X XCLA 2120 X XCLA 3114 X XCLA 3151 X XCLA 3161 X XCLA 3500 X XCLA 3501 X XCLA 3504 X XCLA 3700 X XCLA 3791 X XCLA 3793 X XCLA 3930 X XCLA 4173 X XCLA 4880 X XCLT 3041 X XCLT 3102 X XCLT 3291 X XCLT 3340 X XCLT 3370 X XCLT 3371 X XCLT 3378 X XCLT 3510 X XCLT 4374 X XBack to topAppendix 8 44 University of Florida

Academic Learning CompactBack to ALC indexCommunication Sciences and Disorders(for College of Liberal Arts and Sciences seniors who will graduate by Summer2010)Description of the MajorThe Bachelor of Arts in communication sciences and disorders has two primary goals. First, this degree provides you with a liberal artseducation, which gives you the option of several career paths, such as law, medicine, special education or other health relatedprofessions. Second, the undergraduate program provides an understanding of the normal processes involved in human communicationso that you will be prepared for graduate programs where you will be immersed in dealing with atypical or pathological conditions relatedto speech, language, swallowing and/or hearing.Additional information is available from your major's website.Before Graduating You Must• Pass the undergraduate CSD written examination.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply theories and principles of basic acoustics/psychoacoustics, anatomy and physiology of speech/hearing,neuroanatomical/physiological bases of speech and normal language development.2. Understand key issues in etiology and the characteristics of speech, language and auditory disorders.3. Demonstrate the basics of assessment and treatment of speech, language and auditory disorders.4. Understand and describe professional practice patterns and ethical standards.5. Describe the fundamental relationships between aging and communication, cultural influences on communication and modalitiesof communication.6. Transcribe normal and disordered speech phonetically.7. Apply clinical problem-solving skills to defend assessment and treatment choices.8. Articulate ideas effectively in an oral presentation on a critical topic.9. Produce a coherent analytical essay on critical content.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8SLO9LIN 2210 X XSPA 3011 X X XSPA 3032 X XSPA 3101 X X XSPA 4004 X X XSPA 4050 X X X X XSPA 4104 X X XSPA 4250 X X X X X X XSPA 4400 X X X X X XSPA 4302 X X X X X XSPA 4321 X X X X XBack to topAppendix 8 45 University of Florida

Academic Learning CompactBack to ALC indexDescription of the MajorCommunication Sciences and Disorders(College of Public Health and Health Professions)The undergraduate program provides an understanding of the expected processes involved in human communication so that you will beprepared for graduate programs where you will be immersed in dealing with atypical or pathological conditions related to speech,language, swallowing and/or hearing.Additional information is available from your major's website.Before Graduating You Must• Pass the undergraduate CSD written examination.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply theories and principles of basic acoustics/psychoacoustics, anatomy and physiology of speech/hearing,neuroanatomical/physiological bases of speech and normal language development.2. Understand key issues in etiology and the characteristics of speech, language and auditory disorders.3. Demonstrate the basics of assessment and treatment of speech, language and auditory disorders.4. Understand and describe professional practice patterns and ethical standards.5. Describe the fundamental relationships between aging and communication, cultural influences on communication and modalitiesof communication.6. Transcribe normal and disordered speech phonetically.7. Demonstrate an understanding of the impact of disease and disability on the health of populations.8. Apply clinical problem-solving skills to defend assessment and treatment choices.9. Articulate ideas effectively in an oral presentation on a critical topic.10. Produce a coherent analytical essay on critical content.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8SLO9SLO10LIN 2210 X XPHC 4101 XSPA 3011 X X XSPA 3032 X XSPA 3101 X X XSPA 4004 X X XSPA 4050 X X X X XSPA 4104 X X XSPA 4250 X X X X X X XSPA 4302 X X X X X XSPA 4321 X X X X XSPA 4400 X X X X X XBack to topAppendix 8 46 University of Florida

Academic Learning CompactBack to ALC indexComputer EngineeringDescription of the MajorThe Bachelor of Science in Computer Engineering is concerned with the theory, design, development and application of computersystems and information processing techniques. You will be equally proficient working with computer systems, hardware and software,as with computer theory and applications.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass assessment according to department rubric of student performance on a major design experience.• Pass assessment in one or more core courses of individual assignments targeted to each SLO.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement before the beginning of tracking term 5.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics and science to computer engineering problems.2. Design and conduct computer engineering experiments, analyzing and interpreting the data.3. Design a computer engineering system, component or process to meet desired needs within realistic economic, environmental,social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in writing and in speech to other computer scientists andengineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4CEN 3031 XCEN 4914 orEEL 4924CX X X XCIS 3020 XCOT 4501 orEEL 3135X XBack to topAppendix 8 47 University of Florida

Academic Learning CompactBack to ALC indexDescription of the MajorComputer Science, Liberal Arts and SciencesThe College of Liberal Arts and Sciences' computer science program exposes you to a broad range of disciplines, including programminglanguages, theory of computer science, physical science, mathematics and software engineering. You will graduate with the ability toapply knowledge of science and mathematics to computer science probelms, to design computer systems or components to satisfy users'needs and to communicate technical information regarding computer systems to other computer scientists. This program emphasizes thebroader aspects of computer science and is less technical in depth than the computer science program in the College of Engineering.Additional information is available from your major's website.Before Graduating You Must• Pass assessment according to department rubric of student performance on a major design experience.• Pass assessment in one or more core courses of individual assignments targeted to each SLO.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement before the beginning of tracking term 5.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics and science to computer science problems.2. Design a computing system, component or process, analyzing and interpreting the data.3. Use the techniques, skills and tools necessary for computer science practice.4. Design a computing system, component or process to meet desired needs within realistic economic, environmental, social,political, ethical, and health and safety constraints.5. Identify, formulate and solve computer science problems.6. Communicate technical data and design information effectively in writing, in speech and in multidisciplinary teams to othercomputer scientists.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6CDA 3101 X X X XCEN 3031 XCIS 3020 X X XCIS 4914 X X X X X XCOP 3530 X X XCOP 4600 X XCOT 3100 X XCOT 4501 X X XBack to topAppendix 8 48 University of Florida

Academic Learning CompactBack to ALC indexComputer Science, EngineeringDescription of the MajorThe College of Engineering's computer science program combines a strong engineering technical basis with a flexible interdisciplinarycomponent and strong communication skills. This program emphasizes the technical aspects of computer science and is less flexible thanthe computer science program in the College of Liberal Arts and Sciences.Additional information is available from your major's website.Before Graduating You Must• Pass assessment according to department rubric of student performance on a major design experience.• Pass assessment in one or more core courses of individual assignments targeted to each SLO.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement before the beginning of tracking term 5.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics and science to computer science problems.2. Design and conduct computer science experiments, analyzing and interpreting the data.3. Design a computer science system, component or process to meet desired needs within realistic economic, environmental,social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in writing and in speech to other computer scientists andengineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4CDA 3101 XCEN 3031 XCIS 4913C or 4914 X X X XCOT 4501 X X XBack to topAppendix 8 49 University of Florida

Academic Learning CompactBack to ALC indexCreative PhotographyDescription of the MajorThe Bachelor of Fine Arts in creative photography enables you to achieve proficiency in the principles and practices utilized byprofessional artists and affiliated industries. Through the study of art theory, art history and historic and contemporary art, you gainknowledge of art genres and systems of thought. Emphasis is on the development of the concepts and skills related to creativephotography and the development of a personal artistic idiom. You will learn to use research practices effectively and to discuss thedevelopment of your work in speech and in writing.Additional information is available from your major's website.Before Graduating You Must• Pass a particular test, a final project, a term paper and/or a portfolio, as determined by a particular major.• Pass a senior-level capstone course that includes an exhibition of the student’s work (portfolio). The portfolio will be evaluatedby appropriate faculty prior to graduation.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply the principles and practices of a professional artist.2. Understand and apply art criticism and theory.3. Use sound research practices.4. Use appropriate technology.5. Understand the world through study of international historic and contemporary art.6. Engage in complex thought, analysis and reasoning.7. Observe, analyze and explain motivation for and intent of an individual’s work.8. Communicate effectively in speech and writing.9. Reason and learn collaboratively.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9RequiredARH 3XXX/ARH 4XXXX X X X XART 1802C X X X X X X X X XART 1803C X X X X X X X X XART 2701C orART 2757CX X X X X X XART 2930C X XART 3807C X X X X X X X X XART 4955C X X X X X X X XMajorPGY 2101 X X X X X X X XPGY 2441C X X X XPGY 2442C X X X X XPGY 3410C X X X X X X XPGY 3421 X X X X X XPGY 3444C X X X X X X XPGY 3801C X X X X XPGY 4420C X X X X X X X X XBack to topAppendix 8 50 University of Florida

Academic Learning CompactBack to ALC indexCriminologyDescription of the MajorThe Bachelor of Arts in criminology introduces you to the study of criminal behavior, criminal justice systems and law from amultidisciplinary, liberal arts perspective. It enables you to understand crime, how society reacts to it (especially through the criminaljustice system and law) and the interrelationships between features of society and law. It includes learning about the theories of crimeand methods for studying crime, law and society.Additional information is available from your major's website.Before Graduating You Must• Pass department examinations regarding crime, criminal justice, law and society, and criminological theory.• Complete a research paper for CCJ 3701 demonstrating your ability to research and to interpret research in criminology, lawand society.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know the criminal justice system, the interrelationships among its components and their fit with society.2. Know the legal institutions, the law and their interaction in society.3. Analyze theories of crime and their implications for programs and policies to reduce crime.4. Interpret and evaluate research in criminology, law and society and exhibit proficiency in the techniques used to conduct suchresearch.5. Communicate ideas clearly and effectively in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5CCJ 3024 XCCJ 3038 XCCJ 3701 X XCCJ 4604 XBack to topAppendix 8 51 University of Florida

Academic Learning CompactBack to ALC indexDanceDescription of the MajorThe Bachelor of Fine Arts in dance provides extensive training and skills in contemporary dance and choreography with four interlockingareas of 21st century dance study: choreography and performance, intercultural dance studies, dance and medicine, and dance theatre.Dance is studied as a major performing art that impacts artistic, cultural, intellectual and social spheres.Additional information is available from your major's website.Before Graduating You Must• Develop a senior project for faculty evaluation.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Proficiency in modern dance, ballet, jazz and world dance with mastery in modern dance.2. Knowledge of appropriate traditional and innovative techniques.3. Competency through public performance.4. Ability to develop and realize a composition for public performance.5. Abilities to develop creative processes and innovative contributions to dance; to develop visual and aural perceptions as relatedto performance quality, movement composition and production design.6. Ability to understand and evaluate contemporary thinking about dance and related arts.7. A critical sense of what defines 'serious' work in dance and the ability to recognize ideas and goals embodied in the work.8. An informed view of the interaction of art and society in the 21st century.9. Ability to make informed assessments about quality in dance.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9CoreDAA 2381 X X X X X XDAA 3548 XDAN 2100 X X X XDAN 4124 X X X XMajorDAA 2104 X X X X XDAA 2204 X X X X XDAA 2504 X X X XDAA 2610 X X XDAA 2611 X X XDAA 3108 X X X X XDAA 3208 X X X X XDAA 3508 X X X XDAA 3614 X X XDAA 3615 X X XDAA 4110 X X X X XDAA 4210 X X X X XDAA 4510 X X X XDAA 4920 X X XDAE 4300 X XDAN 4180 XDAN 4959 X X X XTHE 4950 X XAppendix 8 52 University of Florida

TPA 3214 X XBack to topAppendix 8 53 University of Florida

Academic Learning CompactBack to ALC indexDigital Arts and SciencesDescription of the MajorThe major crosses college boundaries between engineering and fine arts. This degree is an interdisciplinary engineering programcombining developing skills in art and computers. You will be well versed in issues and solutions for basic art technique and graphic artdesign, as well as modeling 3D virtual worlds. You will be experienced in collaborative multidisciplinary teams, compositions and projectsfocusing on multimedia productions.Additional information is available from your major's website.Before Graduating You Must• Pass assessment of performance on a major design experience, according to department grading rubric.• Pass assessment in one or more core courses of individual assignments targeted to each SLO.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement before beginning tracking term 5.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics and science to computer science problems.2. Apply knowledge of multimedia, human-computer interaction, graphics and simulation to application domains.3. Design a human-computer interface involving animation, sound and immersive environments.4. Communicate technical information in a team environment comprised of artists, designers and computer scientists.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4CDA 3101 XCEN 3031 XCIS 4913C or 4914 X X X XCOT 4501 X X XBack to topAppendix 8 54 University of Florida

Academic Learning CompactBack to ALC indexEast Asian Languages and LiteraturesDescription of the MajorThe major in East Asian languages and literatures, with specialization in Chinese or Japanese, enables you to achieve languageproficiency in Chinese or Japanese. Through study of literature, film, culture and linguistics, you gain knowledge of literary and historicalgenres, systems of thought and language structure and use. Emphasis is on cultivating your ability to assemble arguments from literaryor media texts, and to analyze patterns in language. You will learn to locate and use reference tools and to demonstrate the ability tocommunicate independent, critical perspectives.Additional information is available from your major's website.Before Graduating You Must• Pass either the Chinese STAMP Proficiency Test Level 4, the Japanese Language Proficiency Test Level 3 or the equivalent bythe end of the second semester of the third-year language course.• Achieve satisfactory faculty evaluation of a self-selected term paper written for an upper-division course or senior thesis.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Proficiency in either Chinese or Japanese in the third year of language study.2. Distinguish literary genres and define basic historical genres in East Asian literature; or identify formal patterns of sound andsyntax in Chinese or Japanese and know the social patterns of language use in context.3. Analyze meaning based on genre attributes.4. Identify strategies for assembling arguments from literary or media texts; or isolate patterns in linguistic data and applyframeworks toward their analysis.5. Know how to locate and use reference tools to add an independent perspective to critical arguments.6. Identify premises in your argument, judiciously handle materials and effectively communicate independent, critical perspectivesin oral or written form.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6ChineseCHI 3410 XCHI 3411 XCHI 3500 X XJapaneseJPN 3410 XJPN 3411 XJPT 3500 X X X X XAny four of the followingCHI 3440 XCHI 4850 X X X XCHI 4930 X XCHI 4935 X XCHT 3110 X X X X XCHT 3123 X X X X XCHT 3124 X X X X XCHT 4111 X X X X XCHT 4122 X X X X XCHW 4120 X X X X X XCHW 4121 X X X X X XCHW 4130 X X X X X XCHW 4140 X X X XAppendix 8 55 University of Florida

CHI 3403 X XFOL 3932 X XJPN 3440 XJPN 3730 X X X XJPN 4850 X X X XJPN 4930 X XJPN 4935 X XJPN 4940 X XJPT 3100 X X X X XJPT 3120 X X X X XJPT 3121 X X X X XJPT 3140 X X X X XJPT 3300 X X X X XJPT 3391 X X X X XJPT 4502 X X X X XJPT 4130 X X X X XJPT 4510 X X X X XJPW 4130 X X X X X XJPW 4131 X X X X X XBack to topAppendix 8 56 University of Florida

Academic Learning CompactBack to ALC indexEconomics, Business AdministrationDescription of the MajorThe economics, business administration major teaches you the skills used to understand how households, firms and governments makeeconomic decisions and the implications of those decisions for the business environment, resource allocation, pricing, the distribution ofincome and macroeconomic variables. You also learn core business skills in accounting, decision sciences, economics, finance,management and marketing.Additional information is available from your major's website.Before Graduating You Must• Take the Educational Testing Service‘s Economics and Business Field Tests. The Economics Field Test will be 10% of your gradein ECO 3203; the Business Field Test will be incorporated into MAN 4504 taken in the final term.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand the basic business functions of accounting, statistics, operations management, economics, finance, managementand marketing.2. Understand the implications of utility maximization for the behavior, choices of households and how households respond toincentives.3. Understand the implications of profit maximization for the behavior and choices of firms in the short run, the long run and avariety of market structures.4. Understand the meaning and implications of economic efficiency.5. Understand how the implications of decisions made by households, firms, the government and the foreign sector affect acountry's macroeconomic variables like output, interest rates, inflation, exchange rates and the trade balance.6. Understand how economists use statistics to learn about economic behavior.7. Critically evaluate and compare alternative policies using complex criteria.8. Interpret, understand and communicate quantitative concepts.9. Articulate ideas clearly and effectively in speech and in writing in an accepted manner of presentation.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8SLO9PreprofessionalACG 2021C XACG 2071 XCGS 2531 XECO 2013 X X XECO 2023 X X X X XMAC 2233 XSTA 2023 X XBusiness CoreBUL 4310 XECP 3703 X X X X XFIN 3403 X XMAN 3025 XMAN 4504 X XMAR 3023 XQMB 3250 X X XMajorECO 3203 X X X X XECO Electives* X X X X X X X XAppendix 8 57 University of Florida

* Economics electives: ECO 3532, ECO 3704, ECO 3713, ECO 4400, ECO 4431, ECO 4504, ECO 4730, ECO 4935, ECP 3006,ECP 3113, ECP 3203, ECP 3302, ECP 3429, ECP 3530, ECP 4330, ECP 4403, ECP 4451, ECS 3403, ECS 4013, ECS 4203 andECS 4334.Back to topAppendix 8 58 University of Florida

Academic Learning CompactBack to ALC indexEconomics, Liberal Arts and SciencesDescription of the MajorThis major teaches you the skills used to understand how households, firms and governments make economic decisions and theimplications of those decisions for resource allocation, pricing, the distribution of income and macroeconomic variables.Additional information is available from your major's website.Before Graduating You Must• Take the Economics Field Test conducted by the ETS. This test will be 10% of your grade in ECO 3203.The goal of theDepartment of Economics is that our students' average score exceed the national average of 154. However, a score of 154 isnot a graduation requirement.• Honors students only: Propose and defend an honors thesis before the department’s undergraduate committee.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand the implications of utility maximization for the behavior and choices of households and understand how householdsrespond to incentives.2. Understand the implications of profit maximization for the behavior and choices of firms in the short run, the long run and avariety of market structures.3. Understand the meaning and implications of economic efficiency.4. Understand how the implications of decisions made by households, firms, the government and the foreign sector affect acountry's macroeconomic variables like output, interest rates, inflation, exchange rates and the trade balance.5. Understand how economists use statistics to learn about economic behavior.6. Critically evaluate and compare alternative policies using complex criteria.7. Interpret, understand and communicate quantitative concepts.8. Articulate ideas clearly and effectively in speech and in writing, in an accepted manner of presentation.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8PreprofessionalECO 2013 X XECO 2023 X X X XMAC 2233 XSTA 2023 X XMajorECO 3101 X X X X XECO 3203 X X X X XECO Electives* X X X X X X X XHonors Thesis X X X X X X X X* Economics electives: ECO 3532, ECO 3704, ECO 3713, ECO 4400, ECO 4504, ECO 4730, ECO 4934, ECO 4935, ECP 3006, ECP3113, ECP 3203, ECP 3302, ECP 3409, ECP 3530, ECO 4213, ECP 4330, ECP 4403, ECP 4451, ECS 3403, ECS 4013 and ECS 4203.Back to topAppendix 8 59 University of Florida

Academic Learning CompactBack to ALC indexEducation, Early Childhood (PreK - grade 3)Description of the MajorThis degree is the first step of a two-step process that prepares you for certification to teach Preschool Education (birth - age 4) in thestate of Florida. The second step requires completion of the Master of Education degree in prekindergarten education (age 3 - grade 3).The undergraduate program develops the foundation knowledge and skills for effective planning, teaching and evaluating youngchildren’s learning and development.Additional information is available from your major's website.Before Graduating You Must• Pass the General Knowledge Test and the Preschool Education (Birth - Age 4) Subject Area Test of the Florida TeacherCertification Examination.• Demonstrate mastery of effective teaching practices by meeting Florida Educator Accomplished Practices 1, 2 and 4 - 12, asdetermined by multiple instructors across the program of study.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate competency for children, birth to age 4, in child development, contemporary research in early childhood, culturaland linguistic diversity, strategies for engaging families, developmentally appropriate instructional practices, special services forchildren, screening and assessment, and safety, mental and physical health.2. Create, select and implement: (1) specific learning goals, (2) appropriate teaching methods and instructional materials and (3)evaluation strategies aligned with goals, using knowledge of children and developmentally appropriate practices.3. Critically evaluate your own instructional effectiveness to plan future lessons and improve your teaching of all students overtime.4. Effectively communicate with students, including students whose home language is not standard English, as well as parents andother school personnel.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4EDF 3122 X XEDF 3433 X XEEC 4215 XEEX 3012 X XEEX 3062 X X XEEX 3226 X XEEX 4754 X X XEEX 4790 X X X XEEX 4812 X X XEEX 4905 X XEME 4401 X XLIN 3710 X XBack to topAppendix 8 60 University of Florida

Academic Learning CompactBack to ALC indexDescription of the MajorEducation, Elementary and Special Education (grades K-6)This degree is the first step of a two-step process that prepares you for certification to teach grades K - 6 in the state of Florida. Thesecond step requires completion of the Master of Education degree in elementary education or special education. The undergraduateprogram develops the foundation knowledge and skills for effective planning, teaching and evaluating pupil learning.Additional information is available from your major's website.Before Graduating You Must• Pass the General Knowledge Test and the Elementary Education (K - 6) Subject Area Test of the Florida Teacher CertificationExamination.• Demonstrate mastery of effective teaching practices by meeting Florida Educator Accomplished Practices 1 - 12 as determinedby multiple instructors across the program of study.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate competency in subject matter for grades K - 6 in language arts, social science, mathematics, science, technology,physical education and health and the arts.2. Create, select and implement: (1) specific learning goals, (2) appropriate teaching methods and instructional materials and (3)evaluation strategies aligned with goals, using knowledge of subject matter, learners and classroom management.3. Critically evaluate your own instructional effectiveness to plan future lessons and improve your teaching of all students overtime.4. Effectively communicate with students, including students whose home language is not standard English, as well as with parentsand other school personnel.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4ARE 4314 XEDE 4942 X X XEDF 3115 X XEEX 3070 X X XEEX 3257 X XEEX 3616 XEME 4401 XHSC 3301 XLAE 3005 XLAE 4314 XMAE 3811 XMAE 4310 XMUE 3210 XSCE 4310 XSSE 4312 XTSL 3526 XElectives* X* Select from department list one 3000-level social science course and one 3000-level science course.Back to topAppendix 8 61 University of Florida

Academic Learning CompactBack to ALC indexElectrical EngineeringDescription of the MajorElectrical engineering emphasizes development of the transmission and utilization of electric energy and intelligence. Electrical engineersdesign products and systems that meet the needs of today and tomorrow's electrical and electronic systems. You will be able to designcommunication systems; design the electronic components that run computers, motor vehicles, TVs, stereo systems and robots forautomated factories; design aircraft and spacecraft control systems; design utility and industrial power systems; and design biologicaland biomedical systems.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass assessment in two courses of individual assignments targeted to each learning outcome. Assessment will be provided bythe instructor of the course according to department standards.• Complete an exit interview in your final semester.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to electrical engineering problems.2. Design and conduct electrical engineering experiments, analyzing and interpreting the data.3. Design an electrical engineering system, component or process to meet desired needs within realistic economic, environmental,social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in writing and in speech to other electrical engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4EEE 3308C X X XEEL 3135 XEEL 3472 XEEL 4924C X X XBack to topAppendix 8 62 University of Florida

Academic Learning CompactBack to ALC indexEnglishDescription of the MajorEnglish explores the rich diversity of cultures through study of the interaction of cultural objects and contexts. In the English major, youlearn how to understand, to communicate about and to produce cultural objects. The study of English does not imply a specific course ofstudy nor a prescribed set of outcomes; instead, you explore the study of language, literature, theory, etc., within different contextssuch as American literary history, British literary history, African American literary history, film and media studies, genders andsexualities, theory, cultural studies, post-colonial studies, world literatures in English, communications and creative writing.Additional information is available from your major's website.Before Graduating You Must• Complete ten English courses (3000 or above) that demonstrate proficiency in the five student learning outcomes, gradedaccording to department grading rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand cultural objects by exposure to interpretations and/or the practice of interpretations in different contexts.2. Effectively produce cultural objects and/or interpretations of cultural objects: texts, films, media, hypertexts, etc.3. Understand and work with contexts. Context models include:A. Advanced WritingB. African American/Africa Diaspora StudiesC. American LiteratureD. British LiteratureE. Children's LiteratureF. Creative WritingG. Cultural StudiesH. Drama/TheaterI. Feminisms, Genders and SexualitiesJ. Film and Media StudiesK. Medieval StudiesL. Postcolonial StudiesM. Studies in TheoryN. Individual Studies4. Demonstrated ability to interpret cultural objects.5. Articulate cultural objects in texts (e.g., essays, term papers, reaction papers, short stories, poems, screenplays, memos,reports, etc.), films or videos, hypertexts, media, etc.Content Critical Thinking CommunicationCoursesSLO 1 SLO 2SLO 3A B C D E F G H I J K L M NSLO4SLO5AML 3031 X X X X X X XAML 3041 X X X X X X XAML 3270 X X X X X X X XAML 3271 X X X X X X X XAML 3284 X X X X X X X XAML 3285 X X X X X X X XAML 4170 X X X X X X X X XAML 4213 X X X X X X XAML 4225 X X X X X X XAML 4242 X X X X X X XAML 4282 X X X X X X X X XAML 4311 X X X X X X XAML 4453 X X X X X X XAppendix 8 63 University of Florida

AML 4685 X X X X X X X X XCRW 3110 X X X X X XCRW 3310 X X X X X XCRW 4905 X X X X X XCRW 4906 X X X X X XENC 3250 X X X X X XENC 3254 X X X X X XENC 3310 X X X X X XENC 3312 X X X X X XENC 3414 X X X X X X XENC 4212 X X X X X XENC 4255 X X X X X XENC 4260 X X X X X XENG 3010 X X X X X X X X XENG 3011 X X X X X X X XENG 3063 X X X X X X XENG 3113 X X X X X X XENG 3115 X X X X X X X X X XENG 3121 X X X X X X XENG 3122 X X X X X X XENG 4015 X X X X X X X X XENG 4060 X X X X X X X XENG 4110 X X X X X X X XENG 4130 X X X X X X X XENG 4133 X X X X X X XENG 4134 X X X X X X X XENG 4135 X X X X X X X XENG 4136 X X X X X X XENG 4139 X X X X X X X XENG 4146 X X X X X X XENG 4905 X X X X XENG 4936 X X X X XENG 4940 X X X X X XENG 4953 X X X X XENG 4956 X X X X XENG 4970 X X X X XENL 3112 X X X X X X XENL 3122 X X X X X X X XENL 3132 X X X X X X XENL 3133 X X X X X X XENL 3154 X X X X X X XENL 3210 X X X X X X X XENL 3230 X X X X X X XENL 3231 X X X X X X XENL 3241 X X X X X X XENL 3251 X X X X X X XAppendix 8 64 University of Florida

X X X X X X X XENL 4221 X X X X X X X XENL 4273 X X X X X X X XENL 4311 X X X X X X X XENL 4333 X X X X X X X X XLIN 3680 X X X X XLIN 4600 X X X X XLIN 4605 X X X X XLIT 3003 X X X X X X X X XLIT 3031 X X X X X X XLIT 3041 X X X X X X X XLIT 3043 X X X X X X XLIT 3173 X X X X X XLIT 3313 X X X X X XLIT 3362 X X X X X XLIT 3374 X X X X X X XLIT 3383 X X X X X X X XLIT 3400 X X X X X XLIT 4183 X X X X X X X X X XLIT 4188 X X X X X X XLIT 4192 X X X X X X XLIT 4194 X X X X X X X XLIT 4320 X X X X X X XLIT 4322 X X X X X X XLIT 4331 X X X X X X XLIT 4332 X X X X X X XLIT 4333 X X X X X X XLIT 4334 X X X X X X XLIT 4431 X X X X X X X XLIT 4483 X X X X X X X X XLIT 4535 X X X X X X XLIT 4554 X X X X X X X X X XLIT 4930 X X X X X X X X X X X X X X X X X XSPC 3605 X X X X X XSPC 4680 X X X X X X XBack to topp>>Appendix 8 65 University of Florida

Academic Learning CompactBack to ALC indexEntomology and NematologyDescription of the MajorThe entomology and nematology curriculum develops an excellent knowledge base and an understanding of concepts and fundamentalpractices. Through formal courses, laboratory experimentation and individual research experience, you will learn how the scientificmethod is applied to the biological world at the whole organism and population levels. You will learn to evaluate hypotheses, to acquireand interpret experimental data, and to communicate results effectively in appropriate styles. Special focus will be information on insectidentification, morphology, behavior, physiology and ecology.Additional information is available from your major's website.Before Graduating You Must• Pass the entomology and nematology competency exam, which will be tailored to individual specializations.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of insect identification, morphology, physiology and behavior.2. Ability to acquire and analyze experimental data and interpret results in the entomological sciences.3. Ability to articulate research results clearly.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3ENY 3005 X X XENY 3005L X X XENY 4161 X X XBack to topAppendix 8 66 University of Florida

Academic Learning CompactBack to ALC indexEnvironmental EngineeringDescription of the MajorEnvironmental engineering applies engineering and scientific principles to protect and preserve human health and the environment. Itembraces broad environmental concerns, including air and water quality, solid and hazardous wastes, groundwater protection andremediation, water resources and management, environmental policy, radiological health, environmental biology and chemistry, systemsecology, water and wastewater treatment and wetlands ecology.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass assessment by two or more faculty and/or industrial practitioners of student performance on a major design experience.• Pass assessment in two courses of individual assignments targeted to each particular learning outcome. Assessment will beprovided by the instructor of the course according to department standards.• Take the Fundamentals of Engineering exam (the first exam for professional engineering license).•• Complete an exit interview in your final semester.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to environmental engineering problems.2. Design and conduct environmental engineering experiments, analyzing and interpreting the data.3. Design an environmental engineering system, component or process to meet desired needs within realistic economic,environmental, social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in writing and in speech to other environmental engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4EES 4102L XEES 4201 XENV 3040C XENV 4041C XENV 4514C X XCapstone CourseENV 4432, ENV 4532 orENV 4913XXBack to topAppendix 8 67 University of Florida

Academic Learning CompactBack to ALC indexEnvironmental Management inAgriculture and Natural ResourcesDescription of the MajorThe interdisciplinary major in environmental management in agriculture provides you with the scientific and technical foundation tointegrate and communicate the diverse environmental issues associated with agriculture and natural resources. You will be able to dealin an informed manner with the agricultural regulations and permitting requirements established by various agencies and jurisdictions,and you will achieve an appreciation for the complexities of agricultural practices. You will learn to integrate, balance and communicatethe mix of agricultural and environmental issues that need to be addressed in modern society.Additional information is available from your major's website.Before Graduating You Must• Complete an approved senior-year research project (SOS 4905, Individual Work) related to management and science skills.• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Cite specific examples of natural resources and environmental public policy issues and identify contending stakeholder interestswith respect to each issue.2. Appraise similarities between agronomic production and environmental protection issues.3. Describe the role of soil and water in transport of contaminants in ecosystems and illustrate the interconnectedness ofecosystems and ecosystem components with specific examples.4. Acquire and analyze experimental data and interpret results as related to agronomic, environmental and ecosystem issues.5. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5AEE 3030C XAEE 3033C XAEB 4123 XAEB 4274 XALS 3133 X X XALS 3153 XSOS 3022 X XSOS 4244 XSOS 4245 XSOS 4720C XBack to topAppendix 8 68 University of Florida

Academic Learning CompactBack to ALC indexEnvironmental ScienceDescription of the MajorEnvironmental science is the science of humanity's role in natural systems, the basis of our economy. This program accesses coursesuniversitywide and provides numerous opportunities for international study. You will acquire reliable knowledge and interdisciplinaryperspectives of complex environmental issues, gaining the full range of knowledge relevant to a professional understanding of complexenvironmental problems in the biological and physical sciences, ethics, economics, policy and law.Additional information is available from your major's website.Before Graduating You Must• Complete at least one course in each of the foundation areas.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know the essential concepts of physical and biological sciences that describe environmental systems.2. Know the essential concepts of social sciences that describe human activity in the environment.3. Apply the scientific method to developing reliable knowledge and to informing the policy process.4. Effectively communicate concepts and conclusions in spoken and written form.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4Required, both degreesEVS 3000 and EES 3000L X X X XEVS 4021 X XBachelor of Arts Foundation AreasEarth and Soil Sciences X XEcology XEnvironmental Ethics X XEnvironmental Law X X XEnvironmental Policy X XGlobal Systems XHydrologic Systems XNatural Resource Management X XPublic Administration X X XResource Economics X XBachelor of Science Foundation AreasBiological Sciences XEarth and Soil Sciences XEcology XEnvironmental Ethics X XEnvironmental Policy X XGlobal Systems XHuman Dimensions X XHydrologic Systems XNatural Resource Management X XOrganic Chemistry XPhysical Sciences XBack to topAppendix 8 69 University of Florida

Academic Learning CompactBack to ALC indexFamily, Youth and Community SciencesDescription of the MajorThis major takes an interdisciplinary approach to the applied social sciences and prepares you for a career in professions that strengthenfamilies, children, youth and communities. Your knowledge and skills will be developed through foundation courses in sociology,psychology and economics; through advanced courses in family, youth and community development; and through specialized courses inprevention and intervention. You will be able to evaluate strategies, integrate knowledge of ethical standards and use professional skillsfor handling contemporary problems.Additional information is available from your major's website.Before Graduating You Must• Pass an exam on fundamental concepts given as part of FYC 4931.• Pass AEE 3030C and AEE 3033C.• Complete a final project, including a written report and oral presentation, for FYC 4931.• Complete the practicum course FYC 4941 with performance evaluations completed by agency supervisors.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Explain, utilize and apply the guiding framework of human ecology and other related theories to contribute to positive outcomesfor diverse families, youth and communities at home and abroad.2. Identify, evaluate, interpret and apply current research findings relevant to families, youth and communities.3. Integrate professional skills, ethical standards and knowledge needed to participate in and to provide leadership in civic andprofessional life.4. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciencesand in family, youth and community sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4AEE 3030C XAEE 3033C XFYC 3001 X X XFYC 3101 X XFYC 3112 X XFYC 3201 X XFYC 3401 XFYC 4126 X X XFYC 4212 X X XFYC 4622 XFYC 4801 XFYC 4931 X X XFYC 4941 X XBack to topAppendix 8 70 University of Florida

Academic Learning CompactBack to ALC indexFilm and Media StudiesDescription of the MajorThe interdisciplinary studies major in film and media studies provides you with knowledge of film in its diversity and through itstechniques. You will learn film theory and criticism and implement these ideas in the practice of viewing and/or making films. You willalso present ideas clearly and effectively in writing and/or in film/video format as an optional ability.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know film in its diversity and through its techniques.2. Know film theory and criticism, and implement these ideas in the practice of viewing and/or making films.3. Present ideas clearly and effectively in a well-argued essay.4. Optional ability to produce films in video format.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4IDS 4906 X X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to topAppendix 8 71 University of Florida

Academic Learning CompactBack to ALC indexFinanceDescription of the MajorThe finance major enables you to gain the basic finance, communication and critical thinking skills required for entry-level positions incorporate financial analysis, banking, investment and certain regulatory agencies. You will learn the basics of financial statements, thebasics of working capital management and capital budgeting decisions, the types of securities available to investors and the risk/returnattributes of those securities, the factors affecting security pricing, and the tradeoffs inherent in financing a business and paying out theprofits of a business.Additional information is available from your major's website.Before Graduating You Must• Take the Educational Testing Service’s Business Major Field Test. The score from this exam will be incorporated into MAN 4504taken in the final term.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand computer technology and develop the ability to access and work with financial data.2. Integrate and apply principles and methods of scientific inquiry, social sciences, arts and humanities to the businessenvironment.3. Understand individual business disciplines and their relationship to the domestic and global business environment.4. Understand the basics of financial statements produced by corporations.5. Understand basic operating decisions that require financial analysis such as working capital management and capital budgeting.6. Understand the types of securities available to investors and the risk/return attributes of those securities.7. Understand the tradeoffs involved in deciding how to finance a business and how to pay out profits to investors.8. Understand the factors that determine the pricing of equity, debt and derivative securities.9. Apply mathematical concepts to interpret, understand and communicate quantitative data.10. Analyze and interpret economic and financial events for internal decision-making purposes.11. Prepare spreadsheets for forecasting cash flows and valuing the cash flows with appropriate discount rates.12. Effectively produce, interpret and analyze written text, oral messages and multimedia presentations used in business.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8SLO9SLO10SLO11SLO12PreprofessionalACG 2021C X X X XACG 2071 X XCGS 2531 XECO 2013 X X X X XECO 2023 X X X X X XMAC 2233 XSTA 2023 X X X XBusiness CoreBUL 4310 XECP 3703 X X X X XFIN 3403 X X X X X X X X XMAN 3025 X XMAN 4504 X X X XMAR 3023 X XQMB 3250 X X X X XMajorFIN 4243 X X X X X X X X X X XFIN 4504 X X X X X X X X X X XAppendix 8 72 University of Florida

FIN 4414 X X X X X X X X X X XBack to topAppendix 8 73 University of Florida

Academic Learning CompactBack to ALC indexFire and Emergency ServicesDescription of the MajorThe School of Building Construction offers an accessible Bachelor of Science program for members of the fire and emergency services.This degree program is designed to build on your experience in the fire service and to add the academic substance to prepare you to leadpublic or private sector fire and emergency service units.Additional information is available from your major's website.Before Graduating You Must• Demonstrate ability in management, labor issues and operations.• Demonstrate ability in services related to medical, disaster and human resources.• Demonstrate ability in public relations, ethical practices and leadership.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Management skills and organizational problems associated with fire and emergency services.2. Communications systems used in fire and emergency services.3. Knowledge of and correct application of safety, health and environmental regulations at state and federal levels.4. Demonstrate leadership skills in fire and emergency services.5. Ability to address issues of management, code regulations and the labor market.6. Effective demonstration of verbal communication skills for leadership in fire and emergency services.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6ProfessionalFES 3015 X X X X X XFES 3033 X X X X XFES 3153 XFES 3284 X X X X X XFES 3285 X X X XFES 3753 X X XFES 3755 X X X XFES 3803 X X X X XFES 3815 X X XFES 3823 X X X XFES 4003 X X X X X XFES 4023 X X X X XFES 4034 X X XFES 4045 X X XFES 4055 X X XFES 4224 X X X XFES 4225 X X X XFES 4585 X X X X XFES 4685 X X X X XFES 4825 X X X XFES 4835 X X X XFES 4935 X X X X X XBack to topAppendix 8 74 University of Florida

Academic Learning CompactBack to ALC indexFood and Resource EconomicsDescription of the MajorYou will learn to apply a conceptual framework using economic reasoning and generally accepted economic principles to problem solving.You will also learn to analyze and interpret economic data, and to critically evaluate economic information in media and politics.Additional information is available from your major's website.Before Graduating You Must• Complete AEB 4325 for the food and agribusiness management and marketing specialization, ORComplete AEB 4343 for the international food and resource economics specialization, ORComplete AEB 4454 for the natural resource, environmental economics and policy specialization.• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Analyze and interpret economic data, critically evaluating economic information in media and politics.2. Apply a conceptual framework using economic reasoning and generally accepted economic principles to problem solving.3. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3AEE 3030 XAEE 3033C XAEB 3103 X XAEB 3281 X XAEB 3450 X XAEB 3510 X XAEB 3550 X XAEB 4334 X XAEB 4325 or 4343 or 4454 X XFRE Policy Course X XBack to topAppendix 8 75 University of Florida

Academic Learning CompactBack to ALC indexDescription of the MajorFood Science and Human Nutrition - DieteticsDietetics applies the science of food and nutrition to the health and well-being of individuals and groups. You will learn to use knowledgeof nutrient requirements, food sources and physiological systems to determine nutrient and dietary needs of individuals in various lifecyclestages and/or with nutrition-related diseases. You also will apply your knowledge of food science and management principles tofood service operations.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete three exams in HUN 4221 Nutrition and Metabolism, the final exam in DIE 4245 Medical NutritionTherapy Applications 1 and embedded questions on exams in DIE 4125 and 4125L Foodservice Systems Management andLaboratory. Examinations and embedded questions will be developed, approved and evaluated by a committee of faculty.• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Use knowledge of nutrient functions, food sources and physiological systems to determine nutrient and dietary needs ofindividuals in various life-cycle stages and/or with nutrition-related diseases.2. Use knowledge of biochemical processes and nutrient functions to interpret effects of changes in nutrient availability onmetabolic functions.3. Apply knowledge of food science and management principles to the functions of the food service system.4. Analyze data and interpret results relevant to the nutritional sciences and dietetics practice.5. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5AEE 3030C XAEE 3033C XBCH 3025 or 4024 XDIE 4125 X XDIE 4125L X XDIE 4245C X XDIE 4246C X XFOS 4310L XFOS 4311 XHUN 3403 X XHUN 4221 X XHUN 4445 X XHUN 4446 X XBack to topAppendix 8 76 University of Florida

Academic Learning CompactBack to ALC indexDescription of the MajorFood Science and Human Nutrition - Food ScienceFood science applies the principles of chemistry, biology, physics and analysis to solve problems related to composition, reactions,processing, quality, safety and packaging of foods. You will learn to apply principles of microbiology and quality control with regulatoryrequirements to assure the quality and safety of food products. Emphasis will be placed on food processing and engineering in selectingappropriate methods for commercial food production.Additional information is available from your major's website.Before Graduating You Must• Pass the food science competency exam administered in FOS 4435C. The exam will consist of questions from:• FOS 4222 and 4222L Food Microbiology and Laboratory• FOS 4311 and 4311L Food Chemistry and Laboratory• FOS 4321C Food Analysis• FOS 4427C Principles of Food Processing• FOS 4722C Quality Control in Food Systems• FOS 4731 Government Regulations and the Food Industry• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply principles of chemistry, biology, physics and analysis to solve problems related to composition, reactions, processing,quality, safety and packaging of foods.2. Apply principles of microbiology and quality control, along with regulatory requirements, to assure the quality and safety of foodproducts.3. Apply principles of food processing and engineering to the selection of appropriate methods for commercial food production.4. Analyze and interpret analytical data using knowledge and application of food science, technology and related tools.5. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5AEE 3030C XAEE 3033C XFOS 4222 and 4222L X XFOS 4311 and 4311L X XFOS 4321C X XFOS 4427C X XFOS 4435C X X X XFOS 4722C X X X XFOS 4731 X XBack to topAppendix 8 77 University of Florida

Academic Learning CompactBack to ALC indexDescription of the MajorFood Science and Human Nutrition - NutritionNutritional sciences integrates knowledge of biological principles to interpret emerging knowledge of cellular and physiological systems.Your knowledge of biochemical processes and nutrient functions will enable you to interpret effects of changes in nutrient availability onmetabolic functions. You will utilize your knowledge of nutrient requirements, food sources and physiological systems to determinenutrient and dietary needs of individuals in various life-cycle stages and/or with nutrition-related diseases.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete three examinations in HUN 4221 Nutrition and Metabolism. Examinations will be developed, approvedand evaluated by a committee of faculty.• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Use knowledge of nutrient functions, food sources and physiological systems to determine nutrient and dietary needs ofindividuals in various life-cycle stages and/or with nutrition-related diseases.2. Use knowledge of biochemical processes and nutrient functions to interpret effects of changes in nutrient availability onmetabolic functions.3. Integrate knowledge of biological principles to interpret emerging knowledge of cellular and physiological systems.4. Analyze data and interpret results in the nutritional sciences.5. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciencesCoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5AEE 3030C XAEE 3033C XBCH 3025 or 4024 XHUN 3403 X XHUN 4221 X X XHUN 4445 X XHUN 4446 X XMCB 3020 and 3020L XPCB 4723C XPCB 3063 or AGR 3303 X>Back to topAppendix 8 78 University of Florida

Academic Learning CompactBack to ALC indexForest Resources and ConservationDescription of the MajorThe forest resources and conservation major provides a broad education in the ecological, economic and social aspects of forest andnatural resources and their management. The major also provides national accreditation from the Society of American Foresters.Additional information is available from your major's website.Before Graduating You Must• Pass the forest resources and conservation competency exam, given in five parts. One part will be given in each of thefollowing required courses:• FNR 3131C Dendrology of Forest Plants• FNR 3410C Natural Resource Sampling• FNR 4040C Natural Resource Communication• FNR 4623C Integrated Natural Resource Management• FNR 4660C Natural Resource Policy and Administration• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge in and competency in biology/ecology, quantification, policy/administration, management of forest and relatednatural resources.2. Ability to analyze, interpret, synthesize and communicate information and data, including the use of mathematical andstatistical methods.3. Create, interpret and analyze written text, oral messages and multimedia presentations.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3FNR 3131C X XFNR 3410C X X XFNR 4040C X XFNR 4623C X X XFNR 4660C X X XBack to topAppendix 8 79 University of Florida

Academic Learning CompactBack to ALC indexFrenchDescription of the MajorThe French major allows you to achieve communicative competence in all four language skills: speaking, comprehension, reading andwriting. You will become knowledgeable in the areas of French culture, literature and/or linguistics, and you will learn how to interpretFrench-language texts according to their cultural, literary and/or linguistic content.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete an assignment in a 4000-level course that includes (a) the written analysis of a text according to itscultural, literary and/or linguistic content (text analyzed and the analysis will be in French), (b) an oral presentation anddiscussion conducted in French.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Language competence in French; knowledge of grammar and vocabulary.2. Knowledge of cultural correlates, literary production and/or linguistic structure of French.3. Ability to interpret French-language texts according to their cultural, literary and/or linguistic content.4. Communicative competence in French.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4French Language and LinguisticsFRE 3070 X XFRE 3224 X X XFRE 3300 X X X XFRE 3320 X X X XFRE 3410 X XFRE 3440 X X X XFRE 3442 X X X XFRE 3500 X X X XFRE 3502 X X X XFRE 3564 X X X XFRE 3780L X XFRE 4411 X XFRE 4420 X XFRE 4780 orFRE 4850X X X XFRE 4905 X XFRE 4906 X XFRE 4930 X XFRT 3561 X X X XFrench and Francophone LiteratureFRW 3100 X X X XFRW 3101 X X X XFRW 3282 X XFRW 4212 X X X XFRW 4273 X X X XFRW 4281 X X X XAppendix 8 80 University of Florida

FRW 4310 X X X XFRW 4324 X X X XFRW 4350 X X X XFRW 4391 X X X XFRW 4410 X X X XFRW 4480 X X X XFRW 4532 X X X XFRW 4552 X X X XFRW 4762 X X X XFRW 4770 X X X XFRW 4822 X X X XFRW 4932 X X X XBack to topAppendix 8 81 University of Florida

Academic Learning CompactBack to ALC indexGeography, B.A.Description of the MajorThe Bachelor of Arts in geography enables you to know the earth’s physical environment, to learn social, cultural and economic conceptsfrom a spatial and regional perspective, and to understand the relationship between environment and society. You will learn howgeographic techniques, skills and concepts are applied by professionals in various subfields of geography. Computer-based labassignments teach you how to analyze geographic information and to apply an interpretation of data toward problem solving ormodeling. You will be able to interpret and to effectively communicate information spatially, graphically and/or with statistics.Additional information is available from your major's website.Before Graduating You Must• Complete a capstone exam in GEO 4930 developed by geography faculty.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know the earth’s physical environment and geographic perspectives regarding the relationship between environment andsociety.2. Know the social, cultural and economic concepts from spatial and regional perspectives.3. Know how geographic techniques, skills and concepts are applied by professionals.4. Analyze geographic information and apply interpretation of data toward problem solving or modeling.5. Interpret and effectively communicate information spatially, graphically and/or with statistics.CoursesRegional GeographyGEA 2-4000 levelHuman GeographyGEO 2-4000 levelContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5XXGEO 2200/2200L X XGIS 3043 orGIS 4001CX X XGEO 3162C X X XGEO 4930 XSTA 2023 XBack to topAppendix 8 82 University of Florida

Academic Learning CompactBack to ALC indexGeography, B.S.Description of the MajorThe Bachelor of Science in geography enables you to know the earth’s physical environment, to learn social, cultural and economicconcepts from spatial and regional perspectives, and to understand the relationship between environment and society. You will learnbasic concepts in sciences related to the earth and its atmosphere. You will learn the geographic techniques, skills and concepts appliedby professionals in various subfields of geography. Computer-based lab assignments teach you how to analyze geographic informationand to apply an interpretation of data toward problem solving or modeling. You will be able to interpret and to effectively communicateinformation spatially, graphically and/or with statistics.Additional information is available from your major's website.Before Graduating You Must• Complete a capstone exam in GEO 4930 developed by geography faculty.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know the earth’s physical environment and geographic perspectives regarding the relationship between environment andsociety.2. Know the social, cultural and economic concepts from spatial and regional perspectives.3. Know how geographic techniques, skills and concepts are applied by professionals.4. Know basic concepts in sciences related to the earth and its atmosphere.5. Analyze geographic information and apply interpretation of data toward problem solving or modeling.6. Interpret and effectively communicate information spatially, graphically and/or with statistics.CoursesRegional GeographyGEA 2-4000 levelHuman GeographyGEO 2-4000 levelContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6XXGEO 2200/2200L X XGIS 3043 orGIS 4001CX X XGEO 3162C X X XGEO 4930 XSTA 2023 XPhysical ScienceCHM 1020 XGLY 2010 XMET 1010 XPHY 2004 and 2004L XPHY 2005 and 2005L XSOS 3022 and 3022L XBack to topAppendix 8 83 University of Florida

Academic Learning CompactBack to ALC indexGeology, B.A.Description of the MajorThe Bachelor of Arts in geology provides knowledge of the basic concepts related to earth materials and processes, and how to collectand organize geological data in the field. Through laboratory and field-based exercises, you will learn how to interpret geologic maps andcross sections, and to understand the application of the scientific method to solve these problems in teams and individually.Additional information is available from your major's website.Before Graduating You Must• Pass GLY 4750L Geologic Field Methods according to the department grading rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know the basic concepts related to earth materials and processes.2. Collect data in the field.3. Organize geologic, temporal and spatial data.4. Interpret geologic maps and cross sections.5. Know the scientific method.6. Produce a clearly and effectively written synthesis of data collected in the field.7. Work in teams to solve simple geologic problems and to present the result of such collaboration effectively.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7GLY 2010C X X X X X XGLY 2100C X X X X XGLY 3105C X X X X XGLY 4750L X X X X X X XGLY 3074 XGLY 3163 XGLY 3200C X X XGLY 3603 XGLY 3784 X X X X X X XGLY 3882 X XGLY 4155 X X X XGLY 4310 X XGLY 4400 X X XGLY 4455 X XGLY 4571 X XGLY 4734 X XBack to topAppendix 8 84 University of Florida

Academic Learning CompactBack to ALC indexGeology, B.S.Description of the MajorThe Bachelor of Science in geology provides knowledge of the basic concepts, theories, observational findings related to earth materialsand processes, minerals and rocks, geologic time, stratigraphy and landforms. Through laboratory and field-based exercises, you willlearn how to analyze data in the published literature, synthesize analog and digital datasets to produce geological maps, and understandthe application of the scientific method to solve geological problems in teams and individually.Additional information is available from your major's website.Before Graduating You Must• Pass GLY 4790 Summer Field Camp according to the department grading rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know the basic concepts, theories and observational findings related to earth materials and processes.2. Understand minerals and rocks.3. Understand geologic time, stratigraphy and landforms.4. Analyze data in the published literature.5. Synthesize analog and digital datasets to produce geologic maps.6. Apply the scientific method to the analysis of published and self-generated data.7. Use computers for the presentation of geologic maps and data.8. Work in teams to solve geologic problems and to present the result of such collaboration effectively.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8GLY 3105C X X X XGLY 3200C X X XGLY 3603C X X XGLY 4310C X X X X XGLY 4400C X X X XGLY 4750L X X X X X X XGLY 4790 X X X X X X X XGLY 4552CGLY 4905GLY 3074 XGLY 3163 XGLY 3784 X X X X X X XGLY 3882 X XGLY 4155 X X X X XGLY 4455 X X X X X XGLY 4571 X X XGLY 4734 X X XBack to topAppendix 8 85 University of Florida

Academic Learning CompactBack to ALC indexGeomaticsDescription of the MajorGeomatics addresses land information development and management through field survey, photogrammetry, remote sensing, satellitepositions and other techniques. The program is nationally accredited by the Accreditation Board for Engineering and Technology.Graduates often obtain licensure as professional surveyors and mappers.Additional information is available from your major's website.Before Graduating You Must• Pass the geomatics competency exam, given in five parts. One part will be given in each of the following required courses:• SUR 2101C Geomatics• SUR 3520 Measurement Science• SUR 4430 Surveying and Mapping Practice• SUR 4463 Subdivision Design• SUR 4912 Senior Project• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge and competency in geometry, statistics, boundary law, surveying and mapping instrument usage, statutes andordinances pertaining to professional practice.2. Define problems, formulate solutions, assess legal evidence, interpret statistical results, design a system or process, understandprofessional and ethical issues.3. Create, interpret and analyze written and oral messages and multimedia presentations, and function on interdisciplinary teams.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3SUR 2101C XSUR 3520 X XSUR 4430 X X XSUR 4463 X X XSUR 4912 XBack to topAppendix 8 86 University of Florida

Academic Learning CompactBack to ALC indexGermanDescription of the MajorThe Bachelor of Arts in German allows you to achieve communicative competence in German as well as to learn the inter-cultural skillsand practical know-how to negotiate situations in which you find yourself when traveling and studying in German-speaking countries.Youwill gain knowledge and understanding of the German-speaking world, in particular of main aspects of its literature, intellectual history,film and media. You will also learn to connect with other disciplines and further your knowledge of them through German. Within yourchosen areas of studies you may concentrate your focus on the development of advanced language proficiency and inter-culturalcompetence or on the study of literature, intellectual history, film and media.Additional information is available from your major's website.Before Graduating You Must• Complete 10 German courses (3000 or above) that demonstrate proficiency in your area of study, as well as in spoken andwritten competence in German.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understanding of the cultures of German-speaking countries.2. Proficiency in German as defined by criteria set by recognized European and German benchmarks, if you chose the literature,film and media studies option.3. More advanced proficiency in German as defined by criteria set by the appropriate European and German benchmarks, if youchoose the language and culture studies option.4. Understanding of cultural phenomena such as literature and theoretical approaches to culture, including media, by exposure tointerpretations in different contexts.Content Critical Thinking CommunicationCoursesSLO 2SLO 4SLO 1SLO 3A. B. A. B.SLO 5 SLO 6GER 3234 X X X X X X XGER 3330 X X X X X X XGER 3332 X X X X X X XGER 3401 orGER 3402X X X X X X XGER 3440 X X X X X X XGER 4850 X X X X X X XGER 4956 X X X X X X XGET 3000 X X X X XGET 3001 X X X X XGET 3200 X X X X XGET 3331 X X X X X X XGET 3501 X X X X XGET 3520 X X X X XGET 3580 X X X X XGET 3581 X X XGET 4291 X X XGET 4293 X X XGEW 3100 X X X X XGEW 3101 X X X X XGEW 4301 X X X X XGEW 4400 X X X X XGEW 4542 X X X X XAppendix 8 87 University of Florida

GEW 4730 X X X X XGEW 4731 X X X X XGEW 4750 X X X X XGEW 4760 X X X X XGEW 4905 X X X X XGEW 4930 X X X X XBack to topAppendix 8 88 University of Florida

Academic Learning CompactBack to ALC indexGolf and Sports Turf ManagementDescription of the MajorThis interdisciplinary major develops an excellent knowledge base and understanding of the principles of turfgrass production andmanagement for employment in the "green industry." You will develop the ability to solve problems encountered in turfgrass systemseffectively through collection, critical evaluation and hands-on application of science-based information.Additional information is available from your major's website.Before Graduating You Must• Complete an internship, ORH 4941 Practical Work Experience, with an onsite employer performance evaluation and a facultyevaluatedportfolio journal.• Complete a research paper demonstrating your ability to analyze and evaluate turfgrass maintenance systems and bestmanagement practices, and to interpret research findings.• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Effectively solve problems in turfgrass management through hands-on application of science-based information.2. Apply a conceptual framework using economic reasoning and generally accepted economic principles to problem solving.3. Create, interpret and analyze written text, oral messages and multimedia presentations used in the agricultural and lifesciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3AEE 3030 XAEE 3033C XHOS 4304 XORH 3222C XORH 4236C XORH 4941 X XPCB 4522 XPLP 3031C XPLS 4601C XSOS 4116 XBack to topAppendix 8 89 University of Florida

Academic Learning CompactBack to ALC indexGraphic DesignDescription of the MajorThe Bachelor of Fine Arts in graphic design enables you to achieve proficiency in the principles and practices utilized by professionaldesigners and affiliated industries. Through the study of art theory, art history and historic and contemporary art, you gain knowledge ofdesign genres and systems of thought. Emphasis is on development of the concepts and skills related to graphic design and thedevelopment of a personal artistic idiom. You will learn to use research practices effectively and to discuss the development of your workin speech and in writing.Additional information is available from your major's website.Before Graduating You Must• Pass a particular test, a final project, a term paper and/or a portfolio, as determined by a particular major.• Pass a senior-level capstone course that includes an exhibition of the student’s work (portfolio). The portfolio will be evaluatedby appropriate faculty prior to graduation.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge and ability to apply the principles and practices of a professional designer.2. Knowledge of the skills/concepts in art criticism and theory.3. Ability to use sound research practices.4. Ability to use appropriate technology.5. Understanding of the world through study of international historic and contemporary art.6. Ability to engage in complex thought, analysis and reasoning.7. Ability to observe, analyze and explain motivation for and intent of an individual’s work.8. Ability to communicate effectively in speech and writing.9. Ability to reason and learn collaboratively.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9RequiredART 1802C X X X X X X X X XART 1803C X X X X X X X X XART 2701C orART 2757CX X X X X X XART 2930C X XART 3807C X X X X X X X X XART 4955C X X X X X X X XGRA 4186C X X X X X X X X XMajorARH 3XXX/ARH 4XXXX X X X XGRA 2208C X X XGRA 3193C X X X X X X X XGRA 3194C X X X X X X X XGRA 3198C X X X X X X X XGRA 3209C X X X X X X X XGRA 4186C X X X X X X X X XGRA 4187C X X X X X X X X XGRA 4196C X X X X X X X X XGRA 4197C X X X X X X X X XBack to topAppendix 8 90 University of Florida

Academic Learning CompactBack to ALC indexHealth Education and BehaviorDescription of the MajorThe Bachelor of Science in health education prepares you to work as a health education specialist in schools, government agencies,voluntary health organizations, philanthropic foundations, colleges and universities, private-sector industry, health care and othersettings to improve the health and well-being of individuals, families, groups and community populations. Grounded in social, behavioral,biological and health sciences, the curriculum develops your understanding of the causes and determinants of mortality and morbidity,and develops specific competencies required of entry-level health education specialists. Upon graduation, you will be eligible to take theCertified Health Education Specialist examination governed by The National Commission for Health Education Credentialing, Inc.Additional information is available from your major's website.Before Graduating You Must• Satisfactory performance on at least one major assignment or examination for each core course required for the degree asdetermined by performance criteria developed specifically for the assignment.• Satisfactory completion of the 15 credit hour health education internship (HSC 4876) as indicated on the final performanceappraisal.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Assess individual and community needs for health education.2. Plan effective health education programs.3. Implement health education programs.4. Evaluate the effectiveness of health education programs.5. Coordinate the provisions of health education services.6. Act as a resource person in health education.7. Communicate health needs, concerns and resources to identified clients and consumers.8. Understand the major concepts and principles related to nutrition, substance abuse, emotional health, human sexuality andenvironmental health.9. Analyze situations, conditions and events to solve problems independently and to evaluate health education outcomes.10. Select health education programs and services based on best-evidence.11. Communicate health concepts and health information using a variety of channels to individuals, families and groups fromdiverse backgrounds in various settings.CoursesContent Critical Thinking CommunicationSLOSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9 SLO 1011HSC 3032 X XHSC 3133 X X X X X XHSC 3134 X X X X X XHSC 3143 X X X X X XHSC 3201 X X X X X X XHSC 3232C X X XHSC 3301 X X X X X XHSC 3537 XHSC 3574 X X X X X XHSC 4302 X X X X X X XHSC 4593 X X X X X XHSC 4624 X X X XHSC 4663 X X X X X X X X XHSC 4694 X X X X XHSC 4713 X X X X X X XHSC 4800 X X X X XHSC 4876 X X X X X X X X XAppendix 8 91 University of Florida

HSC 4950 X X X X XBack to topAppendix 8 92 University of Florida

Academic Learning CompactBack to ALC indexHealth ScienceDescription of the MajorStudents graduating with a Bachelor of Health Science will be prepared for careers in health care systems or organizations providinghealth or more general human services to individuals/communities with health concerns. They will learn the foundational skills necessaryto succeed in the dynamic health care environment and/or enter postbaccalaureate academic programs such as medicine, physicaltherapy and public health.Additional information is available from your major's website.Before Graduating You Must• Earn grades of C or better in HSC 3502, Survey of Diseases/Disability, HSC 4558, Disability Management, and PHC 4101,Public Health Concepts.• Pass a BHS capstone exam.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate an understanding of the U.S. health care system and the role of the health professional in this system.2. Understand and comprehensively describe various disabilities and factors affecting management.3. Demonstrate an understanding of the impact of disease and disability on the health of populations.4. Demonstrate basic knowledge of core bioethical and legal principles impacting contemporary health issues.5. Develop appropriate professional behaviors and leadership skills for careers in health care.6. Critically evaluate the empirical bases of practice in health science disciplines.7. Demonstrate basic therapeutic communication skills using appropriate presentation modalities.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7HSA 3111 XHSC 3057 XHSC 3502 XHSC 3661 XHSC 4184 XHSC 4558 XHSC 4608L X X XHSC 4653L XOTH 3416 XPHC 4101 X XRCS 4240 X X XRCS 4415L XRCS 4800 X XRCS 4930 X XBack to top

Academic Learning CompactBack to ALC indexHistoryDescription of the MajorThis major exposes you to key issues in the history of the United States, Europe and areas of Africa, Asia and Latin America. You willdevelop the critical interpretative skills needed to assess both primary and secondary sources in the complex task of thinking about thepast. You will master a set of research skills that help you develop your own historical arguments. Significant emphasis is laid oneffective written communication reflected in the cogency of your arguments and your use of evidence.Additional information is available from your major's website.Before Graduating You Must• Complete the distribution requirements of the major (6 hours in AMH, 6 hours EUH, 6 hours in AFH, ASH or LAH), graded bydepartment rubric.• Complete HIS 3942 and HIS 4930 with grades of B- or better, graded by department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate basic knowledge of major issues in the history of the United States, Europe and areas of Africa, Asia and LatinAmerica.2. Conduct basic historical research: use the print and electronic resources of the library to find primary and secondary sources,compile bibliographies, use web resources effectively and correctly quote and cite sources.3. Critically evaluate primary and secondary sources.4. Develop historical arguments.5. Produce an effectively written analytical research paper that gathers primary sources, analyzes them in the context ofsecondary literature and then marshals the evidence in support of a coherent historical argument.CoursesAmerican History,6 creditsAfrican, Asian orLatin American History,6 creditsEuropean History,6 creditsGeneral History,HIS 3942AFH 4930, AMH 4930, ASH 4930,EUH 4930 or LAH 4930Content Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5X X XX X XX X XX X X XX X X X XBack to topi

Academic Learning CompactBack to ALC indexHorticultural ScienceDescription of the MajorThe horticultural science major prepares you for a career in plant science, including management, production, research, marketing andsales. You will gain knowledge ranging from commodity production and cropping systems to basic plant science and molecular biology.You will develop skills to describe how plant physiology and genetics relate to plant growth and development as well as developingknowledge of plant diseases and other factors that affect horticultural crops.Additional information is available from your major's website.Before Graduating You Must• Pass the horticultural sciences competency test, given in three parts. One part will be given in each of the following requiredcourses:• HOS 3020 Principles of Horticultural Crop Production• HOS 4304 Horticultural Physiology• HOS 4341 Advanced Horticultural Physiology• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Illustrate and describe basic plant physiology and plant genetics.2. Describe techniques, systems, soils and nutrition required for successful production of fruits and vegetables.3. Identify plant diseases, insect damage and weed species that can threaten the livelihood of horticultural crops.4. Describe how plant physiology and plant genetics relate to plant growth and development, and integrate structure and functionof the whole plant.5. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5AEE 3030C XAEE 3033C XAGR 3303 X XENY 3005 and 3005L XHOS 3020 X XHOS 3420 XHOS 3430C XHOS 4304 X XHOS 4341 X XHOS 4933 XPLP 3002C XPLS 3221 and 3221L XPLS 4601C XSOS 3022 and 3022L XBack to top

Academic Learning CompactBack to ALC indexIndustrial and Systems EngineeringDescription of the MajorIndustrial and systems engineering prepares you for industrial practice in product design, process design, plant operation, productioncontrol, quality control, facilities planning, work system analysis and evaluation and economic analysis of operational systems. You willbe prepared to use engineering principles to solve problems that require a quantitative basis for decision making and the application ofeconomics, operations research, statistics, mathematics and engineering analysis, with dependence on the computer.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass assessment in two courses of individual assignments targeted to each learning outcome. Assessment will be provided bythe instructor of the course according to department standards.• Complete an exit interview in your final semester.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to industrial and systems engineering problems.2. Design and conduct experiments relevant to industrial and systems engineering processes and problems, as well as to analyzeand interpret the data.3. Design industrial engineering decision support systems and manufacturing/service system processes to meet desired needswithin realistic economic, environmental, social, political, ethical, health and safety, manufacturability and sustainabilityconstraints.4. Communicate technical information effectively in speech and in writing to other industrial engineers and managers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4EIN 4365 X XESI 4161 XESI 4221C XESI 4312 XESI 4523 X X XBack to top

Academic Learning CompactBack to ALC indexDescription of the MajorInformation Systems(formerly Decision and Information Sciences)The major in information systems provides you with computing, quantitative and application skills that can be used in a businessproblem-solving setting. You learn a set of focused information technology skills, communication skills and critical thinking skills enablingyou to be an effective decision maker.Additional information is available from your major's website.Before Graduating You Must• Take the Educational Testing Service's Business Field Test. The score from this exam will be incorporated into MAN 4504 takenin the final term.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand the application of methods of scientific inquiry used in the social sciences, arts and humanities as applied to thebusiness discipline.2. Understand each individual business discipline.3. Demonstrated understanding and application of programming languages.4. Demonstrated understanding and application of database design.5. Demonstrated understanding and application of systems analysis and design.6. Demonstrated understanding and application of decision support systems.7. Demonstrated understanding and application of information systems strategy.8. Apply statistical and mathematical tools to analyze quantitative data.9. Apply established frameworks in information systems in solving IT related problems.10. Develop mechanisms to combat viruses, worms and hackers.11. Understand the basis of technology drivers for compliance reporting.12. Produce, interpret and analyze written text and oral messages.13. Use multimedia presentations to present business cases.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8SLO9SLO10SLO11SLO12SLO13PreprofessionalACG 2021C X X XACG 2071 X X XCGS 2531 XECO 2013 X X XECO 2023 X X XMAC 2233 XSTA 2023 XBusiness CoreBUL 4310 XECP 3703 X XFIN 3403 X XMAN 3025 XMAN 4504 X XMAR 3023 X XQMB 3250 XMajorISM 3254 X X X X X XISM 3255 X X X X X X

ISM 4113 X X X X X XISM 4210 X X X X X XISM 4220 X X X X XISM 4330 X X X X X X X XQMB 4701 X X X XQMB 4702 X X X XBack to top

Academic Learning CompactBack to ALC indexInterior DesignDescription of the MajorThe four-year bachelor of design degree in Interior Design requires you to demonstrate and understand the creative design process andassociated skills as they relate to problem solving and spatial organization. You will develop skills in interior design, computer renderingand modeling, graphic communication, theory, materials and the history of interior design. In the studio, you explore advanced problemsolving, communication skills and issues related to environmental technology, lighting, professional practice and interior construction.Additional information is available from your major's website.Before Graduating You Must• Complete FIDER academic requirements.• Receive acceptable review and assessment of studio work from faculty, industry professionals and peers.• Complete internship assessments.• Submit senior project.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate a discipline-based interior design vocabulary.2. Demonstrate skills in drawing, electronic imaging, finish materials, codes, interior lighting, interior environment and interiordesign practice.3. Think analytically, critically and logically about spatial design.4. Think critically about the discipline for a variety of audiences using a variety of formats and approaches.5. Think critically about drawing, electronic imaging, materials and environmental issues.6. Communicate about the discipline to a variety of audiences using a variety of formats and approaches.7. Communicate skills in drawing, electronic imaging, materials and environmental issues.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7IND 3215 X X X X X X XIND 3216 X X X X X X XIND 3424 X X X X X X XIND 3431 X X X X X X XIND 3468 X X X X X X XIND 3505 X X X X X X XIND 4225 X X X X X X XIND 4226 X X X X X X XIND 4440 X X X X X X XIND 4450C X X X X X X XBack to top

Academic Learning CompactBack to ALC indexInternational StudiesDescription of the MajorThe interdisciplinary studies major in international studies provides you with knowledge of major international issues. You will be able toidentify and conduct internationally relevant research. You will evaluate the significance, quality and veracity of information gathered inthe literature and to apply it effectively. You will also be able articulate the results of research clearly and effectively.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know major international issues and identify and conduct internationally relevant research.2. Evaluate the significance, quality and veracity of information gathered in the literature and apply it effectively.3. Articulate research results clearly and effectively in speech and in writing in an accepted syle of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3IDS 4906 X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to top

Academic Learning CompactBack to ALC indexJewish StudiesDescription of the MajorThis major familiarizes you with the aspects of Jewish history, religion, languages and cultures. Emphasis is placed on basic languageacquisition, analysis and critical evaluation of texts and contexts, integration of cultural data with disciplinary concerns outside of Jewishstudies, and comparative frameworks among different Jewish groups and with co-territorial non-Jews.Additional information is available from your major's website.Before Graduating You Must• Satisfactory evaluation of paper written for the CJS capstone course, graded according to deparment rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of and competence in the Jewish experience (including minority and diasporic communities within a comparativeframework).2. Knowledge of transformations of Jewish communities over time and space.3. Know significance of language in accessing Jewish culture(s).4. Evaluate and apply effectively the significance, quality and veracity of information (both primary and secondary) in theliterature.5. Articulate research results clearly and effectively in accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5You will take these courses multiple times with a change in topicJST 2930 X X XJST 3930 X X X X XBack to top

Academic Learning CompactBack to ALC indexJournalismDescription of the MajorThe major in journalism prepares you for a career in a variety of media, with emphases on storytelling, ethical principles and responsiblecommunication. You will develop an understanding of concepts and theories in courses devoted to media history, ethics and law. You willlearn to gather information and to think critically, creatively and independently as writer and photographer in skills courses that begin ata basic level and build to advanced courses where everything you have learned is applied to the production of a fully realized work ofjournalism. Clear and direct writing is essential for every student in the program.Additional information is available from your major's website.Before Graduating You Must• Satisfactory evaluation of your professional portfolio and evaluated by a team of professionals and faculty.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand concepts and theories and apply them in the presentation of images and information.2. Understand professional ethical principles.3. Apply tools and technologies relevant to the journalism profession.4. Gather information, conduct research and evaluate information by methods appropriate to the journalism profession.5. Think critically, creatively and independently.6. Write correctly and clearly in forms and styles appropriate for the journalism profession.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6CoreJOU 1100 X X X X X XJOU 3101 X X X X X XJOU 3110 X X X X XJOU 4201 X X X X X XJOU 4700 X X XMMC 2100 X X X X XMMC 4200 X X X XCapstoneJOU 4181 X X X X XJOU 4202 X X X X XJOU 4311 X X X X XJOU 4421 X X X XJOU 4445C X X X X XJOU 4605 X X X XJOU 4946 X X X X XSpecial TopicsJOU 4930 XBack to top

Academic Learning CompactBack to ALC indexLandscape and Nursery HorticultureDescription of the MajorCourse work in the landscape and nursery horticulture curriculum will allow you to develop an excellent knowledge base andunderstanding of the principles of landscape and nursery management and supporting disciplines for employment in the "greenindustry." You will develop the ability to solve problems encountered in landscape and nursery management effectively throughcollection, critical evaluation and hands-on application of science-based information.Additional information is available from your major's website.Before Graduating You Must• Complete an internship, ORH 4941 Practical Work Experience, with an onsite employer performance evaluation and a facultyevaluatedportfolio journal.• Complete research papers in ORH 4236C and PLS 3221, demonstrating your ability to analyze and evaluate plant productionand landscape maintenance systems and best management practices, and to interpret research findings.• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Proficiency in selection, propagation, installation and maintenance of plants in exterior and interior landscapes.2. Effectively solve problems in landscape and nursery management through hands-on application of science-based learning.3. Create, interpret and analyze written text, oral messages and multimedia presentations used in the agricultural and lifesciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3AEE 3030C XAEE 3033C XORH 3253C XORH 3513C XORH 4263C X X XORH 4941 X X XPLP 3031C XPLS 3221 X X XBack to top

Academic Learning CompactBack to ALC indexLandscape ArchitectureDescription of the MajorThe five-year bachelor of Landscape Architecture degree requires you to demonstrate and understand the planning, design,implementation and management of the natural and cultural landscapes in Florida as the basis for professional studies and training.Additional information is available from your major's website.Before Graduating You Must• Satisfy professional, faculty and peer review of studio work.• Complete senior final studio project.• Submit internship assessments.• Complete internships that emphasize application of your design, planning and management knowledge.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate understanding of design process and essential skills in landscape architecture.2. Demonstrate understanding of values and ethics in the practice of landscape architecture.3. Develop a vocabulary illustrating your understanding of the relationship between people's behavior and the built environment.4. Demonstrate ability to think critically, analytically and logically about design skills in design and construction studios.5. Demonstrate critical thinking skills and apply design, planning and management knowledge as part of scheduled internships.6. Demonstrate ability in graphic, oral and written presentations and work to faculty, visiting jurors and clients.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6LAA 3230 XLAA 3350C X X X XLAA 3352C X X X XLAA 3420 X X X X XLAA 3421 X X X X XLAA 3530 X X X XLAA 4210 XLAA 4353C X X X XLAA 4357LAA 4358 X X X X XLAA 4359 X X X X XLAA 4450 X X X X XLAA 4940 XLAA 4941C XLAA 4952C X X X X XBack to top

Academic Learning CompactBack to ALC indexLatin American StudiesDescription of the MajorThe interdisciplinary major in Latin American studies provides students with broad knowledge of contemporary and historical issuesrelevant to Latin America. The program offers training in areas such as the geography, history, society, economy, politics, religion, artsand culture of Latin America. You will demonstrate or otherwise acquire proficiency in at least one major Latin American language andwill learn how to identify and conduct relevant research or field work on a Latin America-related topic. Upon completion of the program,you should be able to evaluate the significance, quality and veracity of information gathered from scholarly sources and to apply iteffectively. You also will be able to construct analytical arguments and communicate their perspective confidently in spoken and writtenform.Additional information is available from your major's website.Before Graduating You Must• Demonstrate satisfactory proficiency in a major Latin American language as determined by successful course completion,adequate score on the AP or SAT II exams or individual oral examination (for native speakers).• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Familiarity with the culture and arts of Latin America or one of its sub-regions.2. Understand the contemporary Latin American experience, its historical roots and relevant social issues.3. Research experience that integrates perspectives from diverse disciplines to examine issues relevant to Latin America.4. Evaluate the significance, quality and veracity of information gathered in the literature and apply it effectively.5. Construct analytical arguments, handle materials judiciously and communicate independent perspectives in spoken and writtenformats.6. Satisfactory proficiency in a major Latin American language.Courses*Content Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6Latin American Language** X XApproved social science course X X XApproved humanities course X X XIDS 4906 X X X X XLAS 4935 X X X X X* These are the only required courses for the major. You must complete a total of 21 credit hours of 3000-4000 level courses withLatin American and Caribbean area content, not including 7-12 hours of IDS 4906, Interdisciplinary Research Thesis work.** This course work is unnecessary if you demonstrate satisfactory proficiency in a major Latin American language as demonstratedby adequate score on either the AP or the SAT II exam, or by individual oral examination (for native speakers).Back to top

Academic Learning CompactBack to ALC indexLinguisticsDescription of the MajorThe Bachelor of Arts in linguistics provides you with the ability to analyze language structure and use on multiple levels and to applyknowledge, concepts and skills developed from previous research. The major emphasizes your ability to analyze patterns in language interms of the sound system (phonetics and phonology) and word and sentence structure (morphology and syntax), to present and justifythese analyses, and to apply linguistic knowledge and analytical skills to the study of language use, learning, teaching, processing andchange.Additional information is available from your major's website.Before Graduating You Must• Obtain a grade of C or higher on the critical assignment from LIN 3201 that demonstrates SLOs 1, 3 and 5, graded accordingto department rubric.• Obtain a grade of C or higher on critical assignments from LIN 3460 that demonstrate SLOs 2, 4 and 5, graded according todepartment rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of the concepts related to phonetics and phonology (sounds and sound systems).2. Knowledge of the concepts related to morphology and syntax (word and sentence structures).3. Analyze linguistic data applying to concepts and knowledge from phonetics and phonology.4. Analyze linguistic data applying to concepts and knowledge from morphology and syntax.5. Articulate research results clearly and effectively in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5LIN 3010 X X X X XLIN 3201 X X XLIN 3460 X X XElectives: Must take five courses from a list that includes the courses below:LIN 3611 X X X X XLIN 4033 X X X X XLIN 4127 X X X X XLIN 4205 X X XLIN 4320 X X XLIN 4400 X X XLIN 4500 X X XLIN 4600 X X X X XLIN 4656 XLIN 4701 X X X X XLIN 4702 XLIN 4721 X X X X XLIN 4784 X X X XLIN 4790 X X X X XLIN 4803 X X XLIN 4850 X X XTSL 3360 X X X X XBack to top

Academic Learning CompactBack to ALC indexManagementDescription of the MajorThe management major provides you with computing, quantitative and application skills to be used in a business problem-solvingsetting. You will learn a set of focused management, communication and critical thinking skills that will enable you to be an effectivedecision maker.Additional information is available from your major's website.Before Graduating You Must• Take the Educational Testing Service’s Business Field Test. The score for this test will be incorporated into MAN 4504 taken inthe final term.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand the application of methods of scientific inquiry used in the social sciences, arts and humanities as applied to thebusiness discipline.2. Understand each individual business discipline.3. Management SkillsA. Understand computer technology and develop ability to search for information.B. Understand the methods of recruiting.C. Understand the basic concepts of evaluation and management of employees.D. Understand basic principles of equal employment law.E. Understand basic concepts of leadership.F. Understand the principles of teams and groups.G. Understand basics of organizational structure.H. Understand principles of strategic analysis.I. Understand the impact of corporate governance on firm performance.J. Understand causes of organizational change.K. Understand fundamentals of the operation of business enterprises.L. Understand legal and ethical considerations in corporate governance.4. Apply mathematical concepts to analyze, understand and communicate quantitative data.5. Analyze and interpret economic and financial events for internal decision-making purposes.6. Analyze problems and learn to distinguish factual scenarios.7. Effectively produce, interpret and analyze written text and oral messages.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO 3A B C D E F G H I J K LSLO4SLO5SLO6SLO7PreprofessionalACG 2021C X X XACG 2071 X XCGS 2531 XECO 2013 X X XECO 2023 X X XMAC 2233 X XSTA 2023 X XBusiness CoreBUL 4310 X X XECP 3703 X X X XFIN 3403 X XMAN 3025 X X X XMAN 4504 X X X X XMAR 3023 X X

QMB 3250 XMajorMAN 3240 X X X X X X X XMAN 4301 X X X X X X X XMAN 4723 X X X X X X X X X X X X XBUL 4443 X X X X X X XBack to top

Academic Learning CompactBack to ALC indexMarketingDescription of the MajorUpon completion of the marketing major, you will possess the knowledge and skills necessary for a variety of entry-level marketingpositions. Through lecture, case study and project-based instruction, you will gain a fundamental understanding of consumer behavior,market segmentation and positioning, the role of marketing in corporate strategy and how the tactical tools of pricing, promotion anddistribution are utilized by marketing practitioners.Additional information is available from your major's website.Before Graduating You Must• Take the Educational Testing Service’s Business Field Test. The score for this test will be incorporated into MAN 4504 taken inthe final term.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Consumer Behavior: Understand consumer motivations and decision processes.2. Market Segmentation: Understand the traditional basis for segmentation and how segmentation can inform marketing strategy.3. Product Positioning: Understand product category differentiation and its role in shaping a firm’s competitive strategy.4. Advertising: Understand marketing communication, media strategy and message strategy.5. Pricing: Understand pricing tactics and competing approaches for extracting profit from a market offering.6. Distribution: Understand the fundamental up-stream and down-stream issues that confront firms along the value chain.7. Marketing Strategy: Understand corporate objectives, competitor analysis and competitive strategies.8. Apply substantive knowledge to marketing situations (cases, scenarios) analytically.9. Apply formal quantitative tools to the task of data analysis.10. Effectively produce, interpret and analyze written text, oral messages and multimedia presentations used in business.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8SLO9SLO10PreprofessionalACG 2021C XACG 2071 X XCGS 2531 XECO 2013 XECO 2023 XMAC 2233 XSTA 2023 XBusiness CoreBUL 4310ECP 3703 X XFIN 3403 XMAN 3025 XMAN 4504 X XMAR 3023 X X X X X X XQMB 3250 XMajorMAR 3231 X X XMAR 3503 X X X X XMAR 4156 X X X X X XMAR 4403 X X XMAR 4613 X

MAR 4803 X X X X X X X X XBack to top

Academic Learning CompactBack to ALC indexMaterials Science and EngineeringDescription of the MajorThe major enables you to develop an understanding of materials systems and their role in engineering. Emphasis is placed on the abilityto apply knowledge of mathematics, science and engineering principles to materials science and engineering; to design and conductexperiments, as well as to analyze and interpret data; and to design a program name system, component or process to meet desiredneeds within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability andsustainability.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass assessment in two courses of individual assignments targeted to each learning outcome. Assessment will be provided bythe instructor of the course according to department standards.• Complete an exit interview in your final semester.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to materials science and engineering.2. Design and conduct materials science and engineering experiments and analyze and interpret the data.3. Design a materials science and engineering system, component or process to meet desired needs within realistic economic,environmental, social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in speech and in writing to other materials engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4EMA 3066 X XEMA 3513C X XEMA 4714 X X XBack to top

Academic Learning CompactBack to ALC indexMathematicsDescription of the MajorThe major in mathematics will enable you to develop proficiency in calculus, differential equations, advanced calculus, linear algebra andabstract algebra, and expose you to several other mathematical areas beyond these core fields. You will learn to read and to constructmathematical proofs, to reason in abstract mathematical systems and to use mathematical models. You will also acquire the ability toread new mathematics and to formulate mathematical models and arguments.Additional information is available from your major's website.Before Graduating You Must• Be evaluated on your responses to certain examination questions in upper-division courses that are required for your degree.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Proficiency in core mathematics fields: calculus, differential equations, advanced calculus, linear algebra and abstract algebra.2. Ability to read and to construct mathematical proofs.3. Ability to reason in abstract mathematical systems and mathematical models.4. Ability to read new mathematics and to formulate mathematical models and arguments.CoursesMAA 4102(B.A. only)MAA 4103(B.A. only)MAA 4211(required forB.S.)MAA 4212(required forB.S.)MAC 2312 orMAC 2512 orMAC 3473MAC 2313 orMAC 3474Content Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4X X XX X XX X X XX X X XXXMAP 2302 XMAS 3300 orMHF 3202X X XMAS 4105 X X X XMAS 4301 X X X XBack to top

Academic Learning CompactBack to ALC indexMechanical EngineeringDescription of the MajorMechanical engineers are responsible for creating and manufacturing devices and systems that alter, transfer, transform and utilizeenergy forms that cause motion. The baccalaureate program provides a broad education with a strong foundation in mathematics,science and basic engineering sciences. Advanced courses develop specialized engineering skills in manufacturing, robotics, solidmechanics, thermal and fluid systems, dynamics and controls, and biomechanics.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass assessment in two courses of individual assignments targeted to each learning outcome. Assessment will be provided bythe instructor of the course according to department standards.• Complete an exit interview in your final semester.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to mechanical engineering problems.2. Design and conduct mechanical engineering experiments and analyze and interpret the data.3. Design a mechanical engineering system, component or process to meet desired needs within realistic economic, environmental,social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical data and design information effectively in speech and in writing to other mechanical engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4EGM 3401 XEML 4147C X XEML 4501 X X X XEML 2920 XBack to top

Academic Learning CompactBack to ALC indexMedieval and Early Modern StudiesDescription of the MajorThe interdisciplinary studies major in medieval and early modern studies provides you with knowledge of the key issues, figures, socialand cultural trends and basic chronology of the period or field studied. You will be able to evaluate the significance, quality and veracityof information gathered in the literature and to apply it effectively. You will also articulate the results of research clearly and effectively.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of the key issues, figures, social and cultural trends and basic chronology of the period or field studied.2. Evaluate the significance, quality and veracity of information gathered in the literature and apply it effectively.3. Articulate research results clearly and effectively in speech and in writing in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3IDS 4906 X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to top

Academic Learning CompactBack to ALC indexMicrobiology and Cell ScienceDescription of the MajorThe Bachelor of Science in microbiology and cell science offers you flexibility in a curriculum that develops an excellent knowledge baseand an understanding of concepts in microbiology, cell biology and the bio-molecular sciences. Emphasis will be placed on application ofthe scientific method to gain an understanding of the biological world at the cellular and molecular levels. You will learn to evaluatehypotheses, to interpret experimental data and to communicate results effectively.Additional information is available from your major's website.Before Graduating You Must• Pass a microbiology and cell sciences competency test consisting of four parts, one part from each of the following requiredcourses:• MCB 3023 Principles of Microbiology• MCB 4304 or PCB 4522 Genetics of Microorganisms or Molecular Genetics• MCB 4203 or PCB 5235 Bacterial and Viral Pathogens or Immunology• MCB 3023L and MCB 4034L (or equivalent) Laboratory for Principles of Microbiology and Advanced Microbiology Laboratory• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge in microbial classification, comparative physiology and metabolism, genetic information expression and cellularregulation, and mechanisms of host and pathogen interaction.2. Analyze experimental data and interpret results in the cellular and molecular sciences.3. Demonstrate the ability to articulate experimental results clearly in speech and in writing in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3MCB 3023 XMCB 3023L X XMCB 4034L X X XMCB 4203 orPCB 5235MCB 4304 orPCB 4522X XX X XBack to top

Academic Learning CompactBack to ALC indexMiddle Eastern Languages and CulturesDescription of the MajorThe interdisciplinary studies major in middle eastern languages and cultures provides you with knowledge of political, cultural, literary,linguistic and historical issues of the Middle East. You will be able to evaluate the significance, quality and veracity of informationgathered in the literature and to apply it effectively. You will also articulate research results clearly and effectively.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of political, cultural, literary, linguistic and historical issues of the Middle East.2. Evaluate the significance, quality and veracity of information gathered in the literature and apply it effectively.3. Articulate research results clearly and effectively in speech and in writing in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3IDS 4906 X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to top

Academic Learning CompactBack to ALC indexModern European StudiesDescription of the MajorThe interdisciplinary studies major with a concentration in modern European studies provides you with knowledge of major Europeanissues. You will be able to identify and conduct modern Europe-relevant research. You will evaluate the significance, quality and veracityof information gathered in the literature and to apply it effectively. You will also be able articulate the results of research clearly andeffectively.mation gathered in the literature and to apply it effectively. You will also articulate the results of research clearly andeffectively.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know major issues of modern Europe and identify and conduct Europe-relevant research.2. Integrate different sources and types of knowledge into holistic perspectives about Europe.3. Evaluate the significance, quality and veracity of information gathered in the literature and apply it effectively.4. Articulate research results clearly and effectively in speech and in writing in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4IDS 4906 X X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to top

Academic Learning CompactBack to ALC indexMusic EducationDescription of the MajorThe Bachelor of Music in music education prepares you to become musicians and music teachers in a K-12 instructional setting. Throughstudies in conducting, rehearsal planning, teaching techniques, and theory, applied performance, music literature and history, and piano,you will be able to structure and apply music for meaningful and effective music class and ensemble instruction.Additional information is available from your major's website.Before Graduating You Must• Pass the General Knowledge Test and the Music (K-12) Subject Area Test of the Florida Teacher Certification Examination.• Satisfactory faculty evaluation of a student portfolio.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Solo and ensemble performance at an advanced level.2. Teaching, planning, rehearsal and conducting skills for K-12 music classes and ensembles.3. Knowledge of common elements and organizational patterns of music.4. Knowledge of music history from early practice to the present.5. Ability to critically analyze and evaluate problems and issues in music and other disciplines.6. Ability to consistently and accurately discriminate musical quality based on sound musical reasoning.7. Effective verbal and written communication of musical judgments, criticisms and preferences.8. Effective vebal and written communication of ideas, thoughts and feelings in music and other disciplines.CoursesCore - All ConcentrationsSLO1SLO2Content Critical Thinking CommunicationSLO3SLO4SLO5SLO6SLO7SLO8EDF 3210 X XMUE 3311 X X XMUE 3330 X X XMUE 4140 X X XMUE 4940 X X XMUG 4104 XMUG 4202 XMUH 2501 orMUH 2530 orMUH 3541X X X X XMUH 3211 X X X X XMUH 3212 X X X X XMUN 3000-levelensembleMV_ 141_,MV_ 242_,MV_ 343_X XX X XMV_ 3970 X X XRED 3312 X XSpecialization: ChoralMUE 4421 X X XSpecialization: Choral and KeyboardMUE 4421 X X XMVK 3702 X X

Specialization: InstrumentalMUT 3321 X X XMUE 3343 orMUE 4422X X XMUE 3451 XBack to top

Academic Learning CompactBack to ALC indexMusic, Bachelor of ArtsDescription of the MajorThe Bachelor of Arts in music provides a liberal arts education with an emphasis in ethnomusicology, music history and literature, musictheory and composition, or performance. Studies in music theory, applied performance, music literature, music history and piano,provide knowledge of the structure and expression of music within the historical context of musical genres. You will also be able to applyyour knowledge through singing or performing a musical instrument and you will be able to apply critical thinking skills when hearingmusical sounds.Additional information is available from your major's website.Before Graduating You Must• Satisfactory faculty evaluation of a student portfolio.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Solo performance on a musical instrument.2. Knowledge of elements of music.3. Ability to apply knowledge of historical and stylistic contexts.4. Ability to apply knowledge of the aesthetic properties of style in reference to specific musical examples.5. Ability to critically analyze and evaluate problems and issues in music and other disciplines.6. Ability to consistently and accurately discriminate aural musical sounds.7. Ability to apply facts, terminology, concepts and theories to musical examples.8. Effective verbal and written communication of musical judgments, criticisms and preferences.9. Effective vebal and written communication of ideas, thoughts and feelings in music and other disciplines.10. Demonstrated skills for effective collaboration.CoursesSLO1SLO2Content Critical Thinking CommunicationSLO3SLO4SLO5SLO6SLO7SLO8SLO9SLO10Core - All ConcentrationsMUH 3211/MUH 3212X X X X XMUS 4905 X XMV_ 141_,MV_ 242_,MV_ 343_X X X X X X XMVK 3702* X XConcentration in EthnomusicologyMUH 3541 X X X XConcentration in Music History and LiteratureMUH 3XXX/MUH 4XXXMUL 3XXX/MUL 4XXXX X X X XX X X X XConcentration in Music Composition/Theory**MUC 3XXX/MUC 4XXXX X X XMUG 4104 XMUT 3XXX/MUT 4XXXX X X X XVoice principals must take French, German, Italian and English diction during the first two semesters of enrollment.* Keyboard principals must take MVK 3702 during the first two semesters of enrollment instead of MUN 1000.

** Theory majors do not take composition skills and should add four additional hours of MUT electives.Back to top

Academic Learning CompactBack to ALC indexMusic, Bachelor of MusicDescription of the MajorThe Bachelor of Music enables you to enter a professional career in music, to teach music privately and to achieve proficiency in aperformance area such as composition, instrumental or voice. With study in theory, music literature, music history, piano and appliedinstruction, you learn the structure and expression of music and the historical context of musical genres. Through their applied study,you develop advanced skills and can apply this knowledge through singing, performing on a musical instrument or composing a musicalwork, and you can apply advanced critical thinking skills when hearing musical sounds.Additional information is available from your major's website.Before Graduating You Must• Satisfactory faculty evaluation of a student portfolio.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Solo and ensemble performance at an advanced level.2. Knowledge of common elements and organizational patterns of music.3. Knowledge of music history from early practice to the present.4. Independent, professional musicianship through high personal performance standards and expectations.5. Ability to critically analyze and evaluate problems and issues in music and other disciplines.6. Ability to consistently and accurately discriminate musical quality based on sound musical reasoning.7. Effective verbal and written communication of musical judgments, criticisms and preferences.8. Effective vebal and written communication of ideas, thoughts and feelings in music and other disciplines.9. Demonstrated skills for effective collaboration.CoursesCore - All SpecializationsSLO1SLO2Content Critical Thinking CommunicationSLO3SLO4SLO5SLO6SLO7SLO8SLO9MUG 4104 X XMUH 2501 orMUH 2530 orMUH 3541X X X XMUH 3211 X X X XMUH 3212 X X X XMUN 3000-levelensembleMV_ 242_,MV_ 343_X X X X XX X X X X X XMV_ 3970 X X X XSpecialization: Music in Combination with Outside FieldMV_ 141_ X X X X X X XSpecialization: CompositionMUC 3231 X XMUC 3232 X XMUC 4241 orMUC 4401X XMUC 4313 X XMUS 4905 X XMUT 3321 X XMUT 3322 X XMUT 3611 X X

MUT 4411 X XMUT 4421 X XMUT 4601 X XSpecialization: Performance - InstrumentalMUL 444X X X X XMUT 3321 X XMUT 3611 X XMUT 4411 orMUT 4421X XMV_ 444_ X X X X X X XMV_ 4640 X XMV_ 4971 X X X XSpecialization: Performance - VoiceMUL 4602 X XMUT 3611 X XMV_ 444_ X X X X X X XMV_ 4971 X X X XMVV 4441 X X X XMVV 4640 X X X XBack to top

Academic Learning CompactBack to ALC indexNatural Resource ConservationDescription of the MajorThe natural resource conservation major provides a broad education in the ecological, economic and social aspects of forest and naturalresources and their management. The individualized nature of the major allows students and their faculty advisers to create a curriculumspecific to their interests.Additional information is available from your major's website.Before Graduating You Must• Pass the forest resources and conservation competency exam, given in five parts. One part will be given in each of thefollowing required courses:• FNR 3131C Dendrology of Forest Plants• FNR 3410C Natural Resource Sampling• FNR 4040C Natural Resource Communication• FNR 4623C Integrated Natural Resource Management• FNR 4660C Natural Resource Policy and Administration• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge in and competency in biology/ecology, quantification, policy/administration, management of forest and relatednatural resources.2. Ability to analyze, interpret, synthesize and communicate information and data, including the use of mathematical andstatistical methods.3. Create, interpret and analyze written text, oral messages and multimedia presentations.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3FNR 3131C X XFNR 3410C X X XFNR 4040C X XFNR 4623C X X XFNR 4660C X X XBack to top

Academic Learning CompactBack to ALC indexNeurobiological SciencesDescription of the MajorThe interdisciplinary studies major in neurobiological sciences provides you with an understanding of and competence in theneurobiological sciences. You will understand and use the scientific approach to gather and verify knowledge. You will be able to drawappropriate conclusions and inferences from properly conducted laboratory research. You will be able to evaluate the significance, qualityand veracity of information gathered via experiment and literature and to apply them effectively. You will also possess the ability toarticulate results clearly and effectively.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete IDS 4906 Interdisciplinary Research Thesis (capping 7-12 credits of thesis research), graded accordingto department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of and competence in neurobiological sciences.2. Understand and use the scientific approach to gather and verify knowledge.3. Evaluate the significance, quality and veracity of information gathered via experiment and literature and apply them effectively.4. Articulate research results clearly and effectively in speech and in writing in an accepted style of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4IDS 4906 X X X XThis is the only required course for this major (or equivalent with other prefixes). SLOs are met through this course and throughpreparation of material to write your thesis.Back to top

Academic Learning CompactBack to ALC indexNuclear and Radiological SciencesDescription of the MajorThe major in nuclear and radiological sciences educates you to work professionally in areas related to the control and safe utilization ofnuclear energy, radiation and radioactivity.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass assessment in two or more courses of individual assignments targeted to each learning outcome. Assessment will beprovided by the instructor of the course according to department standards.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to nuclear science problems.2. Design and conduct nuclear science experiments, analyzing and interpreting the data.3. Design a nuclear engineering system, component or process to meet desired needs within realistic economic, environmental,social, political, ethical, health and safety, manufacturability and sustainability constraints.4. Communicate technical information effectively in speech and in writing to other nuclear scientists and engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4ENU 4612C X X XENU 4630 X X XENU 4641C X XBack to top

Academic Learning CompactBack to ALC indexNuclear EngineeringDescription of the MajorThe major in nuclear engineering educates students to work professionally in areas related to the control and safe utilization of nuclearenergy, radiation and radioactivity.This is a nationally accredited ABET program.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment by two or more faculty and/or industry practitioners of performance on a major design experience.• Pass assessment in two or more courses of individual assignments targeted to each learning outcome. Assessment will beprovided by the instructor of the course according to department standards.• Complete an exit interview in your final semester.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Apply knowledge of mathematics, science and engineering principles to nuclear engineering problems.2. Design and conduct nuclear engineering experiments, analyzing and interpreting the data.3. Design a nuclear engineering system, component or process to meet desired needs within realistic economic, environmental,social, political, ethical, health and safety, manufacturability, and sustainability constraints.4. Communicate technical information effectively in speech and in writing to other nuclear engineers.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4ENU 4192 X X XENU 4505L X X XENU 4612 X XBack to top

Academic Learning CompactBack to ALC indexNursingDescription of the MajorThe major in nursing enables you to use knowledge from nursing and other disciplines to provide care to diverse client populations. Youlearn to use the nursing process to solve clinical problems and to communicate with clients, members of the health care team and thecommunity. Principles of leadership and management are learned and applied in a variety of health care settings with integration of legaland ethical principles applicable to health care delivery systems.Additional information is available from your major's website.Before Graduating You Must• Achieve a rating of satisfactory in all clinical courses, graded according to College of Nursing rubric.• Achieve an acceptable score on the Health Education Systems Incorporated RN Exit Examination, or the equivalent, by theeighth week of semester nine.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Utilize nursing knowledge, theory, research findings and knowledge from the humanities and sciences to provide nursingpractice that is responsive to diverse client systems.2. Apply leadership and management principles to ensure efficiency, quality and continuity of care.3. Apply the nursing process to promote, maintain and restore wellness and to prevent and treat illness.4. Demonstrate the ability to solve clinical problems in a variety of health care delivery systems utilizing legal and ethicalguidelines.5. Integrate professional values into your own practice.6. Apply communication principles with clients, members of the health care team and the community.CoursesNUR 3119/NUR 3119LContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6X X X XNUR 3129 XNUR 3145 XNUR 3225/NUR 3225LNUR 3355/NUR 3355LNUR 3455/NUR 3455LX X X XX X X XX X X XNUR 3825 X XNUR 3826 X XNUR 4165 XNUR 4535/NUR 4535LNUR 4635/NUR 4635LNUR 4767/NUR 4767LX X X X XX X X X X XX X X XNUR 4829 X X X XNUR 4945L X X X X X XBack to top

Academic Learning CompactBack to ALC indexPackaging ScienceDescription of the MajorThe Bachelor of Science in packaging science, one of only a few such programs in the country, prepares you for immediate employmentin the field. You will learn to apply fundamental principles to issues facing the packaging industry. You will understand basic functions ofpackages, materials used in packaging and industrial methods used to create, analyze and evaluate packaging operations andapplications.Additional information is available from your major's website.Before Graduating You Must• Pass the packaging science competency test, given in four parts. One part will be given in each of the following requiredcourses:• PKG 3001 Principles of Packaging• PKG 3103 Food Packaging• PKG 3009 Consumer Products Packaging• PKG 4011 Packaging Production and Processing• Complete individual and team projects in PKG 4007C and PKG 4008.• Satisfactorily complete the capstone design project in PKG 4905.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of the basic functions of a package and the materials used for packaging.2. Knowledge of industrial methods used to create, analyze and evaluate economic feasibility of packaging and packagingequipment.3. Competency to contribute to interdisciplinary teams in product/package and process development.4. Evaluate and develop packaging designs and operations.5. Demonstrate ability to articulate thoughts, ideas and results clearly in speech and in writing, and in an accepted style ofpresentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5PKG 3001 XPKG 3009 XPKG 3103 X XPKG 4007C XPKG 4008 X XPKG 4011 XPKG 4252C XPKG 4905 X XPKG 4932 X XBack to top

Academic Learning CompactBack to ALC indexPhilosophyDescription of the MajorThe major in philosophy will provide you with a thorough knowledge of philosophical problems and arguments as well as critical thinkingskills applicable to a wide variety of intellectual areas. You will become familiar with key positions in the history of Western philosophy,learn how to navigate the contemporary philosophical terrain and acquire a working knowledge of formal logic. You will learn how torepresent complex arguments in a clear and fair fashion, to evaluate them for cogency and to construct arguments of your own. Finally,you will become practiced in writing about abstract and elusive topics in a critical and compelling manner.Additional information is available from your major's website.Before Graduating You Must• Earn a C or better in all courses satisfying the major's distribution requirements, thereby demonstrating achievement of SLOs 1- 3.• Complete a model paper in a 4000-level philosophy class with a grade of B or better, thereby demonstrating achievement ofSLOs 4 - 7.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand the major questions addressed, the range of answers offered and the methods employed in the history of Westernphilosophy.2. Demonstrated competence in contemporary philosophy with an understanding of major arguments and options in core areas,including ethics and epistemology.3. Working knowledge of the fundamental aspects of formal logic, including the propositional and predicate calculus.4. The ability to discern the structure of arguments, to represent them fairly and clearly and to evaluate them for cogency.5. The ability to formulate one's own original arguments, to anticipate objections and to respond in a conscientious fashion.6. The ability to read and discuss complex philosophical texts from both historical sources and contemporary works.7. The ability to speak and to write clearly and persuasively about abstract and conceptually elusive matters.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7PHH 3100 X X X X XPHH 3400 X X X X XPHI 3130 X XPHI 3300 X X X X XPHI 3650 X X X X XBack to top

Academic Learning CompactBack to ALC indexPhysics, B.A.Description of the MajorThe laws of physics are the starting point for most scientific research and engineering applications. Students majoring in physics obtainbroad-based knowledge and experience applying these laws as well as hands-on experience building electronic equipment andperforming experiments. This provides a wide range of career options. Many of our students go on to graduate study in physics, but anequal number pursue advanced degrees in other science disciplines, all branches of engineering and medical school. Physics majors areemployed in industry doing applied work and in academia seeking the answers to fundamental questions.Additional information is available from your major's website.Before Graduating You Must• Pass the University of Florida Physics field test, which consists of five parts. One part is given in each of the following requiredcourses:• PHY 2060 Enriched Physics with Calculus 1 or PHY 3221 Mechanics• PHY 3323 Electromagnetism• PHY 3513 Thermal Physics• PHY 4604 Introductory Quantum Mechanics• PHY 4802L Laboratory Physics 1• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Competence in mechanics, electromagnetism, thermal physics and quantum mechanics.2. Knowledge of and competence in experimental physics and data analysis.3. Formulate and solve problems in physics in the above areas, and draw conclusions from experimental data.4. Effectively and clearly communicate ideas in speech and in writing in an accepted style and presentation.CoursesPHY 2048 orPHY 2060PHY 2049 orPHY 2061Content Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4X XX XPHY 2048L X X X XPHY 2049L X X X XPHY 3101 orPHY 3063PHY 3221 orPHZ 3113X X XX X XPHY 3323 X X XPHY 3513 X X XPHY 4604 X X XPHY 4802L X X X XBack to top

Academic Learning CompactBack to ALC indexPhysics, B.S.Description of the MajorThe laws of physics are the starting point for most scientific research and engineering applications. Students majoring in physics obtainbroad-based knowledge and experience applying these laws as well as hands-on experience building electronic equipment andperforming experiments. This provides a wide range of career options. Many of our students go on to graduate study in physics, but anequal number pursue advanced degrees in other science disciplines, all branches of engineering and medical school. Physics majors areemployed in industry doing applied work and in academia seeking the answers to fundamental questions.Additional information is available from your major's website.Before Graduating You Must• Pass the University of Florida Physics field test, which consists of five parts. One part is given in each of the following requiredcourses:• PHY 2060 Enriched Physics with Calculus 1 or PHY 3221 Mechanics• PHY 3323 Electromagnetism• PHY 3513 Thermal Physics• PHY 4604 Introductory Quantum Mechanics• PHY 4802L Laboratory Physics 1• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Competence in mechanics, electromagnetism, thermal physics and quantum mechanics.2. Knowledge of and competence in experimental physics and data analysis.3. Formulate and solve problems in physics in the above areas, and draw conclusions from experimental data.4. Effectively and clearly communicate ideas in speech and in writing in an accepted style and presentation.CoursesPHY 2048 orPHY 2060Content Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4X XPHY 2048L X X X XPHY 2049 orPHY 2061X XPHY 2049L X X X XPHY 3101 orPHY 3063PHY 3221 orPHZ 3113X X XX X XPHY 3323 X X XPHY 3513 X X XPHY 4222 X X XPHY 4324 X X XPHY 4523 X X XPHY 4604 X X XPHY 4802L X X X XPHY 4803L X X X XBack to top

Academic Learning CompactBack to ALC indexPlant ScienceDescription of the MajorThe plant science major, offered jointly by the departments of Agronomy and Plant Pathology, enables you to apply principles associatedwith production and improvement of agronomic crops. You will acquire knowledge about the scientific fundamentals of plant growth offield and forage crops. You acquire knowledge about fungi, bacteria and viruses, as well as environmental factors that cause plantdisease. This program prepares you to work in the lab and field settings and to develop applied skills for research and extension.Additional information is available from your major's website.Before Graduating You Must• Complete a research paper and an oral presentation with satisfactory faculty evaluation.• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of agronomy and plant pathology related to crop production systems; environmentally sound management practices;genetic and molecular principles related to crops.2. Apply knowledge and principles of plant science through classroom and/or lab settings.3. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3AEE 3030C XAEE 3033C XAGR 3005 X XAGR 3303 X XPLP 3002C X XSOS 3022 and 3022L X XBack to top

Academic Learning CompactBack to ALC indexPolitical ScienceDescription of the MajorThe major in political science provides an understanding of how government and politics operate in the U.S. and elsehwere. You willdevelop the critical analytic and research skills to study government and politics and you will be able to articulate information and ideasabout government and politics.Additional information is available from your major's website.Before Graduating You Must• Complete thirty hours of political science course work (with a grade of C or better) including at least eighteen hours at the3000-4000 level. In addition, you must complete an introductory statistics course.• Complete two upper-division political science courses with a writing component, graded by department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of government and politics in the U.S. and elsewhere.2. Use critical analytic and research skills to study government and politics.3. Articulate information and ideas in speech and in writing about government and politics.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3Core: 12 hours; Take STA 2023 and three of the remaining fourCPO 2001 XINR 2001 XPOS 2041 XPOT 2001 XSTA 2023 XMajor: 18 hours at 3000/4000 levelCPO 3103 X X XCPO 3151 X X XCPO 3204 X X XCPO 3303 X X XCPO 3403 X X XCPO 3513 X X XCPO 3614 X X XCPO 3633 X X XCPO 4000 X X XCPO 4034 X X XCPO 4042 X X XCPO 4104 X X XCPO 4133 X X XCPO 4207 X X XCPO 4306 X X XCPO 4401 X X XCPO 4731 X X XINR 3034 X X XINR 3084 X X XINR 3102 X X XINR 3333 X X X

INR 3502 X X XINR 3603 X X XINR 4035 X X XINR 4083 X X XINR 4204 X X XINR 4244 X X XINR 4303 X X XINR 4350 X X XINR 4531 X X XPAD 3003 X X XPAD 4034 X X XPAD 4604 X X XPAD 4940 X X XPOS 2112 X X XPOS 3122 X X XPOS 3142 X X XPOS 3173 X X XPOS 3204 X X XPOS 3233 X X XPOS 3263 X X XPOS 3603 X X XPOS 3606 X X XPOS 4258 X X XPOS 4275 X X XPOS 4291 X X XPOS 4413 X X XPOS 4424 X X XPOS 4443 X X XPOS 4463 X X XPOS 4624 X X XPOS 4674 X X XPOS 4734 X X XPOS 4905 X X XPOS 4931 X X XPOS 4934 X X XPOS 4940 X X XPOS 4956 X X XPOS 4970 X X XPOT 3302 X X XPOT 3503 X X XPOT 3504 X X XPOS 4013 X X XPOT 4053 X X XPOT 4311 X X XPOT 4414 X X XPUP 3002 X X XPUP 3204 X X XPUP 3302 X X XPUP 3323 X X XPUP 3623 X X X

X X XPUP 4021 X X XPUP 4313 X X XPUP 4404 X X XPUP 4712 X X XBack to top

Academic Learning CompactBack to ALC indexPortugueseDescription of the MajorThe Bachelor of Arts in Portuguese allows you to achieve communicative competence in all four language skills: speaking,comprehension, reading and writing. You will become knowledgeable in Portuguese and Brazilian culture, literature and/or linguistics,and you will learn how to interpret Portuguese-language texts according to their cultural, literary and/or linguistic content.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete an assignment in a 4000-level course that includes the written analysis of a text according to itscultural, literary and/or linguistic content (text analyzed and the analysis will be in Portuguese) and an oral presentation anddiscussion conducted in Portuguese.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrated competence in the Portuguese language, including knowledge of grammar and vocabulary.2. Knowledge of cultural correlates, literary production and/or linguistic structure of Portuguese.3. Ability to interpret Portuguese-language texts according to their cultural, literary and/or linguistic content.4. Ability to communicate competently in speech and in writing in Portuguese.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4Portuguese LanguagePOR 3010 X XPOR 3224 X X X XPOR 3242 X XPOR 3243 X XPOR 3500 X X X XPOR 4420 X XPOR 4956 X X X XBrazilian and Portuguese LiteraturePOW 3100 X X X XPOW 3130 X X X XPOW 3131 X X X XPOW 4380 X X X XPOW 4382 X X X XPOW 4450 X X X XPOW 4454 X X X XPOW 4480 X X X XPOW 4700 X X X XPOW 4905 X XPOW 4930 X X X XPRT 3930 X X X XBack to top

Academic Learning CompactBack to ALC indexPsychologyDescription of the MajorThe Bachelor of Science in psychology enables you to achieve a high level of proficiency in the science of psychology, including the corenatural and social science areas of psychology. The variety of laboratory courses emphasizes your understanding of the design, analysisand critical interpretation of psychological research. You will also refine your core knowledge and understanding of psychological researchwith advanced coursework in statistics, biology and mathematics.Additional information is available from your major's website.Before Graduating You Must• Demonstrate satisfactory (a grade of C) or better performance on exams, papers and other course work for six hours of coursework in core psychology natural sciences (course prefixes CBH, EAB, EXP and PSB), six hours course work of core psychologysocial sciences (course prefixes CLP, DEP, SOP and PPE) and three or four hours of course work in psychological researchmethodology, design and analysis, graded by department rubric.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Critical knowledge of basic and applied aspects of core natural science areas within psychology as well as core social scienceareas within psychology.2. Knowledge of the design, analysis and interpretation of psychological research.3. Ability to review, interpret and analyze the literature in psychological science.4. Ability to clearly and effectively present ideas in speech and in writing that contribute to the dissemination of advances inresearch in psychological science.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4CoreSTA 3024 XMajorDEP 4115 XDEP 4163 XDEP 4305 XDEP 4404 XDEP 4930 XEAB 4184 XEAB 4704 XEXP 4504 XEXP 4635 XPCO 4104 XPCO 4930 XPPE 4930 XPSB 4065 XPSB 4434 XPSB 4504 XPSB 4654 XPSB 4810 XPSB 4823 XPSB 4934 XPSY 3220 X X XPSY 4604 X X X

PSY 4930SOP 3743 XSOP 4444 XSOP 4504 XSOP 4701 XSOP 4704 XNatural Sciences: Take at least twoCBH 3003 XEAB 3002 XEAB 3764 XEXP 3104 XEXP 3604 XPSB 3004 XPSB 3340 XSocial Sciences: Take at least twoCLP 3144 XDEP 3053 XPPE 3004 XSOP 3004 XLaboratory courses: Take at least oneDEP 4704 X X XEAB 4022 X X XEAB 4714 X X XEAB 4724 X X XEXP 4174 X X XEXP 4934 X X XPPE 4324 X X XPSY 3213L X X XPSB 4104 X X XSOP 4214 X X XIndividual work courses in research, teaching or service in the communityPSY 3912 X X XPSY 4905 X XPSY 4940 XPSY 4949PSY 4970 X X XBack to top

Academic Learning CompactBack to ALC indexPublic RelationsDescription of the MajorThe major in public relations enables you to develop the knowledge and skills, including analytical and communication skills, necessaryfor the effective practice of public relations. You will learn public relations principles, perspectives for understanding and communicatingwith targeted and diverse publics, and a systematic process for problem solving that emphasizes programming based on formative andevaluative research. Special attention is paid to writing skills, and you will acquire the ability to write correctly and clearly in forms andstyles appropriate for public relations practice. You will learn to use tools and relevant technologies, including new media, and you willdevelop an understanding of ethical principles, including the importance of truth and accuracy, which guide public relations practice.Additional information is available from your major's website.Before Graduating You Must• Achieve a passing score of 70% or higher on a major individual project (e.g., media kit) developed in PUR 4100 PublicRelations Writing and evaluated by the class instructor.• Achieve a passing score of 70% or higher on a comprehensive campaign plan for an organizational client, developed in themajor’s capstone course, PUR 4001 Public Relations Campaigns and evaluated by the class instructor.• Achieve a satisfactory rating on four of the five SLOs on a standardized evaluation completed by internship supervisors as partof PUR 4940 Public Relations Internship.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand concepts and theories relevant to effective public relations practice.2. Understand professional ethical principles and the importance of truth, honesty, accuracy, fairness and diversity.3. Apply tools and technologies relevant to public relations practice.4. Gather information and conduct research for public relations planning and evaluation.5. Write correctly and clearly in forms and styles appropriate for public relations practice.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5JOU 3101 X X XMMC 2100 X X X XMMC 4200 X XPUR 3000 X XPUR 3500 X X X X XPUR 3801 X X X XPUR 4100 X X X X XPUR 4103 X X XPUR 4203 X X XPUR 4404C X XPUR 4410 X X XPUR 4800 X X X X XPUR 4932 X XPUR 4940 X X X X XBack to top

Academic Learning CompactBack to ALC indexReligionDescription of the MajorThe major in religion examines religion as a significant and pervasive element in human culture. Through study of a variety of religioustraditions, you learn about the history, beliefs and practices of the world's religions. Emphasis on method and theory and religion'scomparative dimensions enables you to read and analyze current literature. You will be able to locate and use reference tools anddemonstrate the ability to communicate independent, critical perspectives.Additional information is available from your major's website.Before Graduating You Must• Achieve satisfactory evaluation of assignment from REL 3931 Junior Seminar (Method and Theory).• Achieve satisfactory evaluation of assignment from REL 4933 Comparative Seminar.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of religion as a significant and pervasive element in human culture.2. Read and analyze current literature on method and theory in a study of religion.3. Read and analyze current literature on comparative religion.4. Effectively communicate, in speech and in writing, and disseminate the results of research in a coherent and organized manner.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4REL 3931 X X XREL 4933 X X XJewish or Christian Scripture -REL 2210, REL 2240,REL 3249, REL 3252Asian Religions -REL 2317, REL 2341,REL 3330, REL 3336Islamic Religions -REL 2362, REL 3317,REL 3366, REL 3367X XX XX XBack to top

Academic Learning CompactBack to ALC indexRussianDescription of the MajorThe Bachelor of Arts in Russian provides language proficiency in Russian equivalent to three years of college Russian study. You will beable to evaluate the significance of information gathered from authentic sources in Russia and Russia-related countries, and to applythem effectively. You also will be able to articulate research and reception of target culture in an accepted presentation style.Additional information is available from your major's website.Before Graduating You Must• Achieve an acceptable score on the Russian Proficiency Test, or the equivalent, at the end of the third year of language study.• Satisfactory faculty evaluation of a term paper or final project completed for the Russian majors seminar, the senior thesis orthe equivalent.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Know and be proficient in Russian language, equivalent to that normally attained through three years of college Russianlanguage study.2. Understand Russian literature as well as cultural trends and traditions.3. Evaluate the significance of information gathered from authentic sources in Russia and Russia-related countries and apply iteffectively.4. Articulate clearly in speech and in writing research and reception of target culture.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4Russian LanguageRUS 3240 XRUS 3400 X XRUS 4300 X XRUS 4411 X X XRUS 4503 X X XRUS 4504 X X XRUS 4700 X XRUS 4930 X X X XRUS 4956 X X X XRussian Literature in TranslationRUT 3441 X X XRUT 3442 X X XRUT 3450 X X XRUT 3452 X X XRUT 3500 X X XRUT 3501 X X XRUT 3502 X X XRUT 3503 X X XRUT 3514 X X XRUT 3600 X X XRUT 4440 X X XRussian LiteratureRUW 3100 X X XRUW 3101 X X XRUW 4301 X X X

RUW 4370 X X XRUW 4630 X X XRUW 4932 X X XBack to top

Academic Learning CompactBack to ALC indexSociologyDescription of the MajorThe Bachelor of Arts in sociology provides you with knowledge of the basic concepts in the field, sociological perspectives on socialstructure, process, institutions and sociological perspectives on the relationship between individuals and society. Emphasis is on theability to understand, analyze and interpret the sociological literature and on effectively communicating sociological concepts andresearch in the accepted style of presentation.Additional information is available from your major's website.Before Graduating You Must• Pass the Major Field Test in Sociology offered by the Educational Testing Service.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand basic concepts in sociology.2. Understand sociological perspectives on social structure, process and institutions.3. Understand sociological perspectives on the relationship between individuals and society.4. Understand, analyze and interpret the sociological literature.5. Effectively communicate in speech and in writing sociological concepts and research.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5Sociological AnalysisSYA 4110 X X X X XSYA 4300 X XSociology of Demography and Area StudiesSYD 3410 X X X XSYD 3630 X X X XSYD 3700 X X X XSYD 4020 X X XSYD 4021 X X XSYD 4510 X X X XSYD 4800 X X X XSYD 4810 X X X XSYD 4820 X X X XSocial OrganizationSYO 3534 X X X XSYO 4102 X X X XSYO 4180 X X X XSYO 4200 X X X XSYO 4400 X X X XSYO 4530 X X X XSYO 4540 X X X XSocial ProcessesSYP 3000 X X XSYP 3510 X X X XSYP 4060 X X XSYP 4520 X X X XSYP 4530 X X X X

SYP 4540 X X XSYP 4550 X X X XSYP 4730 X X X XSYP 4731 X X XSYP 4740 X XBack to top

Academic Learning CompactBack to ALC indexSoil and Water ScienceDescription of the MajorThe soil and water science major will enable you to identify and to describe the morphology of soils, to differentiate soils according to soiltaxonomy and to distinguish soil forming factors. You will use this knowledge to assess properties of soils in relation to plant growth andenvironmental uses and to apply this knowledge to different soil uses in agriculture, natural resources and urban settings.Additional information is available from your major's website.Before Graduating You Must• Pass the soil and water science competency exam, given in four parts. One part will be given in each of the following requiredcourses:• SOS 3022 Soils in the Environment• SOS 4451 Soil and Water Chemistry• SOS 4602C Soil Physics• SOS 4715C Environmental Pedology• Satisfactorily complete an approved research project in SOS 4905 or SOS 4941.• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Identify and describe the morphology of soils, differentiate soils according to soil taxonomy and distinguish the soil formingfactors.2. Appraise the physical, chemical and biological properties of soils in relation to growth of native and agricultural plants andenvironmental uses.3. Describe, identify and access the suitabilities/limitations of soils for different uses including, the behavior of water insoils/landscapes and policies for and implications of water allocation among urban, agricultural and natural resources uses.4. Analyze experimental data and interpret results in soil and water science.5. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5AEE 3030C XAEE 3033C XSOS 3022 and 3022L X XSOS 4451 XSOS 4602C XSOS 4715C X XSOS 4905 or 4941 XBack to top

Academic Learning CompactBack to ALC indexSpanishDescription of the MajorThe Bachelor of Arts in Spanish allows you to achieve communicative competence in all four language skills: speaking, comprehension,reading and writing. You will become knowledgeable in the areas of Spanish and Spanish-American culture, literature and/or linguistics,and you will learn how to interpret Spanish-language texts according to their cultural, literary and/or linguistic content.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete an assignment in a 4000-level course that includes the written analysis of a text according to itscultural, literary and/or linguistic content (text analyzed and the analysis will be in Spanish) and an oral presentation anddiscussion conducted in Spanish.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrated competence in the Spanish language, including knowledge of grammar and vocabulary.2. Knowledge of cultural correlates, literary production and/or linguistic structure of Spanish.3. Ability to interpret Spanish-language texts according to their cultural, literary and/or linguistic content.4. Communicative competence in Spanish.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4Spanish Language and LinguisticsSPN 3020 X XSPN 3224 X X X XSPN 3300 orSPN 3350X XSPN 3301 X XSPN 3412 X XSPN 3414 X XSPN 3440 X X X XSPN 3442 X X X XSPN 3472 X X X XSPN 3510 X X X XSPN 3520 X X X XSPN 3700 X X X XSPN 3930 X X X XSPN 4314 X XSPN 4420 X XSPN 4780 X X X XSPN 4822 X X X XSPN 4830 X X X XSPN 4840 X X X XSPN 4850 X X X XSPN 4905 X X XSPN 4930 X X X XSPN 4956 X X X XPeninsular Spanish and Spanish American LiteratureSPW 3030 X X X X

SPW 3031 X X X XSPW 3080 X X X XSPW 3100 X X X XSPW 3101 X X X XSPW 4190 X X X XSPW 4204 X X X XSPW 4233 X X X XSPW 4263 X X X XSPW 4282 X X X XSPW 4283 X X X XSPW 4304 X X X XSPW 4310 X X X XSPW 4353 X X X XSPW 4354 X X X XSPW 4364 X X X XSPW 4393 X X X XSPW 4400 X X X XSPW 4521 X X X XSPW 4532 X X X XSPW 4604 X X X XSPW 4720 X X X XSPW 4723 X X X XSPW 4780 X X X XBack to top

Academic Learning CompactBack to ALC indexStatisticsDescription of the MajorThe major enables you to achieve proficiency in the fundamentals of statistical reasoning. Through study of both theoretical and appliedstatistics and through data analysis projects, you will gain knowledge in problem solving, statistical applications and data-basedinferences. Emphasis is on developing the ability to approach real world problems, and through the use of statistical methods to be ableto analyze and to draw valid scientific inferences.Additional information is available from your major's website.Before Graduating You Must• Complete an exam on the fundamentals of statistics, which will be 5% of your grade in STA 4211.• Complete a data analysis project, which will be 10% of your grade in STA 4211.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Fundamental knowledge of concepts and issues in statistics, including those involved in designing a statistical study, instatistical estimation and in tests of hypotheses.2. Identify sources of variability in a given problem setting and formulate an appropriate statistical analysis.3. Clearly and effectively present ideas in speech and in writing concerning statistical issues and analyses of data.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3STA 4210 X X XSTA 4211 X X XSTA 4222 X X XSTA 4321 XSTA 4322 XSTA 4502 X X XSTA 4504 X X XSTA 4702 X X XSTA 4712 X X XSTA 4821 XSTA 4853 X X XBack to top

Academic Learning CompactBack to ALC indexTelecommunicationDescription of the MajorThe major in telecommunication, which includes specializations in management, news and production, prepares you to understand themeans of communicating with diverse audiences, and to use the tools of information gathering and storytelling to communicate withthose audiences through electronic media such as video, audio and interactive technologies. Through study and practical application yougain knowledge of the history, norms and legal and ethical milieu of the telecommunication professions. You learn to locate and usereference tools and to demonstrate the ability to communicate independent, critical perspectives.Additional information is available from your major's website.Before Graduating You Must• Achieve a passing score of 70% on your student portfolio, which will be evaluated by faculty members and/or professionals ineach specialty, as part of the major’s capstone course, RTV 4946, Professional Development in Telecommunication.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understands concepts and apply theories in the use and presentation of images and information.2. Understand professional ethical principles and the importance of truth, accuracy, fairness and diversity.3. Apply the tools and technologies appropriate for the telecommunication professions.4. Gather information, conduct research and evaluate information by methods appropriate to the telecommunication professions.5. Think critically, creatively and independently.6. Communicate correctly and clearly in forms and styles appropriate to the telecommunication professions, audiences and thepurposes they serve.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6ManagementADV 3000 X XRTV 2100 X X X X X XRTV 3007 X XRTV 3101 X X X X X XRTV 3200 X X X X X XRTV 3405 X XRTV 4420 X X X X X XRTV 4500 X X X X X XRTV 4506 X X X X X XRTV 4700 X X X X X XRTV 4800 X X X X X XRTV 4931 X X X X X XNewsMMC 4200 X X X X X XRTV 2100 X X X X X XRTV 3007 X XRTV 3280 X XRTV 3303 X X X X X XRTV 3304 X X X X X XRTV 3305 X X X X X XRTV 3403 X X X X X XRTV 3405 X XRTV 4274 X X X X X X

RTV 4283 X X X X X XRTV 4301 X X X X X XRTV 4302 X X X X X XRTV 4931 X X X X X XProductionRTV 2100 X X X X X XRTV 3007 X XRTV 3101 X XRTV 3200 X X X X X XRTV 3320 X X X X X XRTV 3405 X XRTV 4500 X X X X X XRTV 4700 X X X X X XRTV 4929C X X X X X XRTV 4931 X X X X X XBack to top

Academic Learning CompactBack to ALC indexTheatre Performance - ActingDescription of the MajorThe Bachelor of Fine Arts in acting develops the highest possible level of performance as an actor. You develop advanced theatricalmovement and vocal skills, including stage combat, voice, makeup, movement and period styles. You learn to perform through workshopand mainstage productions in a variety of formal and informal settings. You also develop a repertory and techniques for auditions.Additional information is available from your major's website.Before Graduating You Must• Satisfactory presentation and faculty evaluation of a jury and a senior project.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Develop the voice and body as disciplined expressive instruments.2. Analyze, create and project a variety of characters, drawn from different genres and periods, and ensemble.3. Apply makeup for a variety of characters using varied materials and techniques.4. Understand traditional and innovative techniques appropriate to varying production formats.5. Understand and experience the art, craft and process of performance and its relationship to the other elements of production.6. Project self into imaginary circumstances, evoked through improvisation and texts, alone and in ensemble.7. Demonstrate the collaboration necessary to realize the vision of playwright, director and designer in performance.8. Effective verbal and written communication of the creative process as performance: acting/dancing.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8THE 2020 X XTHE 3234 X X X XTHE 4110 X XTHE 4111 X XTPA 2120C X X XTPP 2110 X XTPP 2282 XTPP 3111 X XTPP 3113 X XTPP 3283 X X XTPP 3650 X X XTPP 4114 X X XTPP 4144 X X XTPP 4221 X X X XTPP 4287 X X XTPP 4288 X X XBack to top

Academic Learning CompactBack to ALC indexTheatre Performance - Musical TheatreDescription of the MajorThe School of Theatre and Dance and the School of Music prepare Bachelor of Fine Arts graduates as performers and pioneers of musicaltheatre. The BFA fuses acting, singing and dancing into a single mode of expression to compete in a challenging job market. Acommitment to diversity and risk-taking provides an environment that challenges, inspires and stimulates individual creativity in musicaltheatre artists for the 21st century.Additional information is available from your major's website.Before Graduating You Must• Satisfactory presentation and faculty evaluation of a jury and a senior project.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Develop basic theatrical and movement skills, including makeup and dance, as appropriate to musical theatre.2. Develop basic voice performance, musicianship and music theory skills.3. Develop a high level of skill in sight singing.4. Perform in workshops and full productions of musical theatre in a variety of formal and informal settings.5. Develop repertory and techniques for auditions.6. Develop the highest possible level of performance as an actor/singer/dancer.7. Demonstrate the unique collaborative skills necessary to assimilate and realize the visions of playwright, director and designerin performance.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7CoreDAA 1000 XDAA 2204 XTPA 2120C XMajorMUT 1001 XMUT 1121 XMVK 1111 XMVK 1112 XMVV 1411 X XTHE 4110 X XTHE 4111 X XTHE 4950 X XTHE 4959 X XTPA 4930 X XTPP 2250 X X XTPP 3111 X XTPP 3113 X X XTPP 3251 X XTPP 3252 X XTPP 3253 X X X XTPP 4114 X X XBack to top

Academic Learning CompactBack to ALC indexTheatre Performance - ProductionDescription of the MajorThe Bachelor of Fine Arts in Theatre with a concentration in production design meets the diverse aesthetic and technological demands ofcontemporary society. Today's theatre design and production depend heavily on the complex electronic and mechanical systems used inprofessional theatres. This curriculum provides academic instructing and professional training in costume design and technology, scenicdesign and lighting design. The program provides a laboratory environment where students can apply the skills learned in classroomexercises and theories.Additional information is available from your major's website.Before Graduating You Must• Present a senior project and review your portfolio with representatives from the appropriate faculty prior to graduation. Youmust pass the senior project and portfolio review with a satisfactory rating.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Demonstrate the principles of two-dimensional and three-dimensional design aesthetics as applied to the theatre art ofcostume, lighting or scene.2. Demonstrate sensitivity to, knowledge of and aptitude for the art, craft and process of moving the script onto the stage.3. Apply a conceptual approach to production - organizing, developing and guiding the creative collaboration with designers,performers and technicians.4. Understand traditional and innovative techniques for varying production format.5. Demonstrate the unique collaborative skills necessary to assimilate and realize the vision of playwright, performers, directorsand designer in performance.6. Articulate the creative process as production.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6Costume DesignTHE 4110 X XTHE 4111 X XTHE 4200 X XTHE 4260* X XTHE 4285* X XTHE 4945 X X X XTHE 4950 X XTHE 4959 X X XTPA 2232C X XTPA 3214 X XTPA 3238 X XTPA 4020 X X XTPA 4049 X X XTPA 4066 X X XTPA 4239 X XTPA 5047 X X X XTPP 3650 X X*Only one of these two courses is required. Choose from History of Decor and Architecture of the Stage or Costume History.Lighting DesignTHE 4110 X XTHE 4111 X XTHE 4260* X X

THE 4285* X XTHE 4945 X X X XTHE 4950 X XTHE 4959 X X XTPA 3208 X X XTPA 3214 X XTPA 3650 X XTPA 4020 X X XTPA 4930 X X X XTPA 4021 X X XTPA 4049 X X XTPA 4066 X X X XTPA 5025 X X X X X*Only one of these two courses is required. Choose from History of Decor and Architecture of the Stage or Costume History.Scene DesignTHE 4110 X XTHE 4111 X XTHE 4260* X XTHE 4285* X XTHE 4950 X XTHE 4959 X X XTPA 3208 X X XTPA 3214 X XTPA 3650 X XTPA 4020 X X XTPA 4049 X X XTPA 4066 X X X XTPA 4076 X XTPA 4206 X X XTPA 5067 X X X XTPA 5069 X X X X XTPP 3650 X X*Only one of these two courses is required. Choose from History of Decor and Architecture of the Stage or Costume History.Back to top

Academic Learning CompactBack to ALC indexTheatre, GeneralDescription of the MajorThe Bachelor of Arts in general theatre provides a liberal arts education with an emphasis in theatre that includes creative experiences instudio and performance. You can also combine the degree with a minor in another subject area to enhance your opportunities forgraduate work or entry to professional theatre, teaching or allied fields such as communication and public relations.Additional information is available from your major's website.Before Graduating You Must• Satisfactory faculty evaluation of a senior project.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand and appreciate the art form and the artistic and the collaborative processes.2. Understand the structure and content of representative dramatic literature important in history and culture.3. Understand the creative process and the functions of individual practitioners.4. Ability to apply basic skills required in theatre/dance practice.5. Ability to apply valid artistic criteria to drama and theatre.6. Understand the major trends in the development of theatre arts and dramatic literature through exploration of theatre studies.7. Effective verbal and written communication in general theatre studies.8. Effective verbal and written proficiency in a foreign language.CoursesSLO1SLO2Content Critical Thinking CommunicationSLO3SLO4SLO5SLO6SLO7SLO8THE 2020 X X X XTHE 3234 XTHE 4110 XTHE 4111 XTHE 4481 XTHE 4930 XTHE 4950 XTPA 2120C XTPA 2202C XTPA 2232C XTPP 2110 XTPP 3111 XTPP 3311 X XTPP 3650 X X X XTPP 4600 XBack to top

Academic Learning CompactBack to ALC indexDescription of the MajorTourism, Recreation and Sport Management -Recreation, Parks and TourismThe major in recreation, parks and tourism prepares you for employment and roles in recreation, tourism, sport-related businesses,organizations and agencies at local, state, national and global levels. Through study, research, training and practical experiences, yougain an understanding of the role and impact of leisure services and sport on individuals, families, society and the environment.Emphasis is on management of productivity factors such as human, fiscal and physical resources. You learn to apply planning,programming, marketing and financing strategies to the development and implementation of recreation, parks and tourism services,events and businesses.Additional information is available from your major's website.Before Graduating You Must• Demonstrate competence (grade of C or better) in subject matter for upper-division, 4000-level courses as revealed by courseproject grades and reinforced by final course grades as assessed by a faculty committee independent of the instructor and notas part of the course grade.• Critically demonstrate mastery of critical skills needed in planning and delivery of tourism, recreation and sport managementprograms as demonstrated in response to a select group of internship questions and by the internship supervisor’s assessmentat completion of the internship.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Comprehend major concepts, principles and theories associated with recreation, parks and tourism.2. Explain the management functions of planning, organizing, leading and controlling the use of resources to accomplishperformance goals in recreation, parks and tourism.3. Understand the economic, sociological, psychological, political, legal and environmental issues that influence the delivery ofrecreation, parks and tourism services to residents and tourists.4. Apply information technology and statistical techniques in assessment, planning, delivery and evaluation of recreation, parksand tourism programs.5. Apply programming and marketing strategies to the development of recreation, parks and tourism services.6. Understand the psychological, sociological and physiological significance of leisure, play and recreation from a historical andcultural perspective for a variety of populations, settings and services.7. Develop expertise of the principles of safety, emergency and risk management and the ability to develop and implement riskmanagement plans that assure the health and safety of participants and staff.8. Comprehend and apply diverse sources of information and data integrated with theoretical frameworks, models and trends toissues related to leadership, management and delivery of recreation, park and tourism services.9. Communicate to consumer publics and professional cohorts through written text, oral messages and multimedia presentations.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8SLO9EDF 3110 X XLEI 3140 X X X XLEI 3400 X X X X X XLEI 3500 X XLEI 3705 X X X XLEI 3921 X XLEI 4501 X X X XLEI 4540 X X X X X X XLEI 4570 X X X X XLEI 4880 X X X X XLEI 4940 X XMAN 3025 X XBack to top

Academic Learning CompactBack to ALC indexDescription of the MajorTourism, Recreation and Sport Management -Sport ManagementThe Bachelor of Science in Sport Management enables you apply the fundamental concepts of management, marketing, finance and lawto sport organizations. The acquisition of knowledge regarding the internal and external factors that influence sport in society allows youto use accepted techniques of discovery and critical thinking to solve problems, evaluate opinions and determine outcomes within sportmanagement. You will also be able to use qualitative and quantitative analysis to assess problems and to determine solutions for sportorganizations, effectively communicating these assessments in speech and in writing to internal and external constituencies.Additional information is available from your major's website.Before Graduating You Must• Demonstrate competence (grade of C or better) in subject matter for upper-division, 4000-level courses as revealed by courseproject grades and reinforced by final course grades as assessed by a faculty committee independent of the instructor and notas part of the course grade.• Critically demonstrate mastery of critical skills needed in planning and delivery of tourism, recreation and sport managementprograms as demonstrated in response to a select group of internship questions and by the internship supervisor’s assessmentat completion of the internship.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Understand the interdisciplinary nature of the study of sport management.2. Identify and explain the internal and external factors that influence and shape sport in society.3. Explain what constitutes management and what constitutes an organization. Apply the concepts of planning, organizing, leadingand evaluating organizational goals to sport organizations.4. Comprehend how ethical behavior influences financial, marketing and managerial decision-making.5. Apply fundamental marketing concepts to the sport industry, create marketing plans, evaluate market segments and predictconsumer behavior.6. Develop financial strategies and evaluate budgets and sources of revenues and expenses relevant to sport organizations.7. Explain and judge fundamental legal concepts relevant to tort, contract and constitutional law, and how they apply to the sportmanagement field.8. Use accepted techniques of discovery and critical thinking to solve problems independently, and to evaluate opinions andoutcomes within and outside of the sport management area.9. Understand and use qualitative and quantitative analysis through formal and informal assessment strategies.10. Effectively produce, interpret and analyze written text, oral messages and multimedia presentations used in sport managementrelated settings.Content Critical Thinking CommunicationCoursesSLO1SLO2SLO3SLO4SLO5SLO6SLO7SLO8SLO9SLO10FIN 3403 X XMAN 3025MAR 3023 XSPM 2000C X X X X X X X XSPM 3012 X XSPM 3204 X X XSPM 3306 X X X X XSPM 4104 XSPM 4154 X X X XSPM 4515 X X X X XSPM 4723 X X X X XSPM 4941C X X XBack to top

Academic Learning CompactBack to ALC indexVisual Arts StudiesDescription of the MajorThe Bachelor of Arts in visual art studies is a true general arts degree. You will achieve proficiency in general art concepts, experimentalapproaches, techniques and formal composition in art. Through the study of art theory, art history and historic and contemporary art,you gain knowledge of art genres and systems of thought. Emphasis is on the development of new approaches to making art. You willlearn to use research practices effectively, to discuss the development of your work in speech and in writing and to develop a portfolioand resume.Additional information is available from your major's website.Before Graduating You Must• Pass a particular test, a final project, a term paper and/or a portfolio, as determined by the faculty.• The portfolio will be evaluated by appropriate faculty prior to graduation.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge and ability to apply the principles and practices of art making.2. Knowledge of the skills/concepts in art criticism and theory.3. Ability to use sound research practices.4. Ability to use appropriate technology.5. Understanding of the world through study of international historic and contemporary art.6. Ability to engage in complex thought, analysis and reasoning.7. Ability to observe, analyze and explain motivation for and intent of an individual’s work.8. Ability to communicate effectively in speech and writing.9. Ability to reason and learn collaboratively.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9RequiredART 1802C X X X X X X X X XART 1803C X X X X X X X X XART 2305C X X XART 2701C or 2757C X X X X X X XMajorARH, 20th Century Art X X X X X X XART/PGY Studio,3000/4000 levelX X X X X X X XBack to top

Academic Learning CompactBack to ALC indexWildlife Ecology and ConservationDescription of the MajorThe primary focus of the wildlife ecology and conservation major is to develop your knowledge of the conceptual and applied aspects ofscientific, social and ethical thought in wildlife ecology and conservation. Emphasis is placed on the biology, ecology, natural history andbehavior of Florida wildlife species and the management of wildlife, their habitats and their population dynamics for the greatestaesthetic, ecological, economic and recreational values. You will learn to think critically about major problems in the conservation ofbiological diversity and to apply biological principles to the preservation of this diversity.Additional information is available from your major's website.Before Graduating You Must• Pass the wildlife ecology and conservation competency exam, given in four parts. One part will be given in each of thefollowing required courses:• WIS 3401 Wildlife Ecology and Management• WIS 3402 and 3402L Wildlife of Florida and Laboratory• WIS 3403C Perspectives in Wildlife Ecology and Conservation• WIS 4554 Conservation Biology• Pass AEE 3030C and AEE 3033C.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of scientific, social and ethical arenas of wildlife ecology and conservation; skills for critical reasoning in conservationmanagement; knowledge of Florida wildlife species and their biology, ecology, natural history and behavior; principles andapplications of wildlife management practices, population dynamics and habitat management; and application of biologicalprinciples to solve problems in wildlife conservation and preserve biological diversity.2. Apply ecological, mathematical and statistical concepts to interpret, understand and communicate wildlife ecology andconservation data.3. Create, interpret and analyze written text, oral messages and multimedia presentations used in agricultural and life sciences.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3AEE 3030C XAEE 3033C XWIS 3401 X X XWIS 3401L XWIS 3402 and3402LXWIS 3403C X X XWIS 4554 X X XBack to top

Academic Learning CompactBack to ALC indexWomen's StudiesDescription of the MajorThe Bachelor of Arts in women and gender studies provides you with knowledge of the concepts in gender and women's studies andgender's role in shaping human experience in interdisciplinary and international contexts. You will learn to interpret and to analyzetheory and research methods in gender and women's studies and demonstrate the ability to communicate critical perspectives in genderand women's studies.Additional information is available from your major's website.Before Graduating You Must• Satisfactorily complete an internship with an outside agency, a service learning course or a research-based project submittedfor evaluation to core or affiliated Women's Studies faculty. Assessment in the method chosen requires demonstration of SLOs1 through 5.• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of concepts in gender and women's studies.2. Knowledge of gender's role in shaping human experience.3. Interdisciplinary knowledge of gender's role in shaping human experience.4. Ability to interpret and analyze theory and research methods in gender and women's studies.5. Ability to effectively and clearly present ideas concerning gender and women's studies in speech and in writing in an appropriatestyle of presentation.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5CoreWST 3015 X X X X XWST 3415 X X X X XWST 4935 X X X X XWomen's Studies Project: Choose oneInternship X X X X XResearch X X X X XService Learning X X X X XBack to top

Academic Learning CompactBack to ALC indexZoologyDescription of the MajorThe Bachelor of Science in zoology offers you an education in the life sciences, with a particular emphasis on animal systems. You gainknowledge about the diversity of life (its evolution and significance) and about the structure of organisms and ecosystems and how theyfunction (i.e., the acquisition, flow, organization and uses of information, energy and nutrients in living systems). You will learn aboutthe scientific method and how it facilitates the discovery of new knowledge in zoology and biology. This includes how to critically evaluatehypotheses and conclusions in science using verifiable data and how to clearly and effectively communicate the major concepts andhypotheses in zoology and biology in an appropriate style of presentation.Additional information is available from your major's website.Before Graduating You Must• Pass an assessment in the two or three 3000- to 5000-level zoology courses (which may include ZOO 2203 and ZOO 2303).• Satisfy the Florida statutes for the College-Level Academic Skills Requirement.• Complete requirements for the baccalaureate degree, as determined by faculty.Skills You Will Acquire in the Major (SLOs)1. Knowledge of the scientific method and how it facilitates the discovery of new knowledge in zoology and biology.2. Knowledge of biodiversity, its evolution and significance.3. Knowledge of the acquisition, flow, organization and uses of information, energy and nutrients in living systems and howorganisms and ecosystems function.4. Critically evaluate hypotheses and conclusions in zoology and biology using verifiable data.5. Clearly and effectively present ideas in speech and in writing concerning major zoological and biological concepts andhypotheses.CoursesContent Critical Thinking CommunicationSLO 1 SLO 2 SLO 3 SLO 4 SLO 5PCB 3063 X X X XPCB 4044C X X X X XPCB 4674 X X X XPCB 4723C X X X XPCB 5415C X X X XZOO 2203C X X X X XZOO 2303C X X X X XZOO 3513C X X X XZOO 3713C X X X XBack to top

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAu.D.-Audiology 1Graduates of this program will demonstrate an advanced understandingof the acoustic, anatomical, psychological, developmental and socialaspects of normal and disordered hearing.CampusStudents will submit a passing score on thePRAXIS examination in audiology.Au.D.-Audiology 1Graduates of this program will demonstrate an advanced understandingof the acoustic, anatomical, psychological, developmental and socialaspects of normal and disordered hearing.CampusStudents will submit a passing score on thePRAXIS examination in audiology.Au.D.-Audiology 1Au.D.-Audiology 1Au.D.-Audiology 1Au.D.-Audiology 1Graduates of this program will demonstrate an advanced understandingof the acoustic, anatomical, psychological, developmental and socialaspects of normal and disordered hearing.Graduates of this program will demonstrate an advanced understandingof the acoustic, anatomical, psychological, developmental and socialaspects of normal and disordered hearing.Graduates of this program will demonstrate an advanced understandingof the acoustic, anatomical, psychological, developmental and socialaspects of normal and disordered hearing.Graduates of this program will demonstrate an advanced understandingof the acoustic, anatomical, psychological, developmental and socialaspects of normal and disordered hearing.CampusDistanceDistanceDistanceStudents will submit a passing score on thePRAXIS examination in audiology.Students will demonstrate their knowledgeby achieving passing scores on final examsbased on the grading rubrics designed by theinstructors for each of the courses in theprogram.Students will demonstrate their knowledgeby achieving passing scores on final examsbased on the grading rubrics designed by theinstructors for each of the courses in theprogram.Students will demonstrate their knowledgeby achieving passing scores on final examsbased on the grading rubrics designed by theinstructors for each of the courses in theprogram.Au.D.-Audiology 1Graduates of this program will deomnstrate knowledge of the range ofappropriate management steps for persons with hearing and balancedisorders and the methods for determining the effectiveness of each.BothStudents will achieve passing scores onwritten comprehensive exams in 7 majorareas of clinical audiology reviewed byindividual faculty members with expertise inthe field and scored on a faculty-designedrubric.Au.D.-Audiology 1Graduates of this program will deomnstrate knowledge of the range ofappropriate management steps for persons with hearing and balancedisorders and the methods for determining the effectiveness of each.BothStudents will achieve passing scores onwritten comprehensive exams in 7 majorareas of clinical audiology reviewed byindividual faculty members with expertise inthe field and scored on a faculty-designedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAu.D.-Audiology 1Au.D.-Audiology 2Au.D.-Audiology 2Au.D.-Audiology 2Graduates of this program will deomnstrate knowledge of the range ofappropriate management steps for persons with hearing and balancedisorders and the methods for determining the effectiveness of each.Graduates of this program will demonstrate the ability to obtain accurateinformation about hearing and balance function, including via casehistory interview, and through the appropriate selection and completionof behavioral, electrophysiologic and psychosocial assessments.Graduates of this program will demonstrate the ability to obtain accurateinformation about hearing and balance function, including via casehistory interview, and through the appropriate selection and completionof behavioral, electrophysiologic and psychosocial assessments.Graduates of this program will demonstrate the ability to obtain accurateinformation about hearing and balance function, including via casehistory interview, and through the appropriate selection and completionof behavioral, electrophysiologic and psychosocial assessments.BothBothBothBothStudents will achieve passing scores onwritten comprehensive exams in 7 majorareas of clinical audiology reviewed byindividual faculty members with expertise inthe field and scored on a faculty-designedrubric.Students will achieve passing scores onwritten comprehensive exams in 7 majorareas of clinical audiology reviewed byindividual faculty members with expertise inthe field and scored on a faculty-designedrubric.Students will achieve passing scores onwritten comprehensive exams in 7 majorareas of clinical audiology reviewed byindividual faculty members with expertise inthe field and scored on a faculty-designedrubric.Students will achieve passing scores onwritten comprehensive exams in 7 majorareas of clinical audiology reviewed byindividual faculty members with expertise inthe field and scored on a faculty-designedrubric.Au.D.-Audiology 2Graduates of this program will demonstrate the ability to apply clinicaldecision making and problem-solving skills in a clinical audiology context.DistanceStudents will achieve passing scores onclinical case presentations and discussionswhich include the steps in their managementof these cases, and the evidence base forthese management steps in each course.Scoring of these casepresentations/discussions is accomplishedusing rubrics designed by the faculty andpublished in each course.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAu.D.-Audiology 2Graduates of this program will demonstrate the ability to apply clinicaldecision making and problem-solving skills in a clinical audiology context.DistanceStudents will achieve passing scores onclinical case presentations and discussionswhich include the steps in their managementof these cases, and the evidence base forthese management steps in each course.Scoring of these casepresentations/discussions is accomplishedusing rubrics designed by the faculty andpublished in each course.Au.D.-Audiology 2Au.D.-Audiology 2Au.D.-Audiology 2Au.D.-Audiology 2Graduates of this program will demonstrate the ability to apply clinicaldecision making and problem-solving skills in a clinical audiology context.Graduates of this program will demonstrate the ability to apply clinicaldecision making and problem-solving skills in a clinical audiology context.Graduates of this program will demonstrate the ability to apply clinicaldecision making and problem-solving skills in a clinical audiology context.Graduates of this program will demonstrate the ability to apply clinicaldecision making and problem-solving skills in a clinical audiology context.DistanceCampusCampusCampusStudents will achieve passing scores onclinical case presentations and discussionswhich include the steps in their managementof these cases, and the evidence base forthese management steps in each course.Scoring of these casepresentations/discussions is accomplishedusing rubrics designed by the faculty andpublished in each course.Students will acheive a passing scoreaccording to the faculty-designed rubricscored by at least two audiology faculty forthe case-presentation portion of thecomprehensive exams.Students will acheive a passing scoreaccording to the faculty-designed rubricscored by at least two audiology faculty forthe case-presentation portion of thecomprehensive exams.Students will acheive a passing scoreaccording to the faculty-designed rubricscored by at least two audiology faculty forthe case-presentation portion of thecomprehensive exams.Au.D.-Audiology 3Graduates of this program will demonstrate the ability to criticallyevaluate research relevant to audiologic practice.BothStudents will attain passing scores on writtencomprehensive exams in 7 major areas ofclinical audiology reviewed by individualfaculty members with expertise in the fieldusing a faculty-designed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAu.D.-Audiology 3Au.D.-Audiology 3Au.D.-Audiology 3Au.D.-Audiology 3Au.D.-Audiology 3Graduates of this program will demonstrate the ability to criticallyevaluate research relevant to audiologic practice.Graduates of this program will demonstrate the ability to criticallyevaluate research relevant to audiologic practice.Graduates of this program will demonstrate the ability to criticallyevaluate research relevant to audiologic practice.Graduates of this program will demonstrate the ability to criticallyevaluate research relevant to audiologic practice.Graduates of this program will demonstrate the ability to criticallyevaluate research relevant to audiologic practice.BothBothCampusCampusCampusStudents will attain passing scores on writtencomprehensive exams in 7 major areas ofclinical audiology reviewed by individualfaculty members with expertise in the fieldusing a faculty-designed rubric.Students will attain passing scores on writtencomprehensive exams in 7 major areas ofclinical audiology reviewed by individualfaculty members with expertise in the fieldusing a faculty-designed rubric.Students will successfully complete anddefend an audiology research project inwhich evidence is generated to support orrefute a clinically relevant hypothesis.Students will successfully complete anddefend an audiology research project inwhich evidence is generated to support orrefute a clinically relevant hypothesis.Students will successfully complete anddefend an audiology research project inwhich evidence is generated to support orrefute a clinically relevant hypothesis.Au.D.-Audiology 3Graduates of this program will demonstrate the ability to communicatecritical clinically relevant information verbally or in writing.DistanceStudents will achieve passing scores on allwritten and verbal assignments including onaudiological research and clinical casepresentations in nine separate classes whichare evaluated by faculty and facilitatorsusing a faculty-designed rubric published inthe syllabi.Au.D.-Audiology 3Graduates of this program will demonstrate the ability to communicatecritical clinically relevant information verbally or in writing.DistanceStudents will achieve passing scores on allwritten and verbal assignments including onaudiological research and clinical casepresentations in nine separate classes whichare evaluated by faculty and facilitatorsusing a faculty-designed rubric published inthe syllabi.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAu.D.-Audiology 3Au.D.-Audiology 3Au.D.-Audiology 3Au.D.-Audiology 3B.S.I.S.E.-Industrial and Systems Engineering 1Graduates of this program will demonstrate the ability to communicatecritical clinically relevant information verbally or in writing.Graduates of this program will demonstrate the ability to communicatecritical clinically relevant information verbally or in writing.Graduates of this program will demonstrate the ability to communicatecritical clinically relevant information verbally or in writing.Graduates of this program will demonstrate the ability to communicatecritical clinically relevant information verbally or in writing.DistanceCampusCampusCampusProgram has no enrollment and is under review - both the UG andgraduate portions need to remain but the code listing the combineddegree needs to be studied NULL NULLStudents will achieve passing scores on allwritten and verbal assignments including onaudiological research and clinical casepresentations in nine separate classes whichare evaluated by faculty and facilitatorsusing a faculty-designed rubric published inthe syllabi.Students will achieve passing scoresaccording to the faculty-designed rubric onthe case-presentation portion of thecomprehensive exam.Students will achieve passing scoresaccording to the faculty-designed rubric onthe case-presentation portion of thecomprehensive exam.Students will achieve passing scoresaccording to the faculty-designed rubric onthe case-presentation portion of thecomprehensive exam.D.P.M.-Plant Medicine 1Students will master the subject matter and concepts related to theprevention, diagnosis and management of plant health problems of alltypes.CampusStudents will pass (achieve a grade of 80% orhigher) each of the standardized, writtencomprehensive exams in plant pathology,entomology/nematology andplant/soil/weed science. These exams will beevaluated by a group of faculty utilizing arubric designed by faculty.D.P.M.-Plant Medicine 2Students will integrate the subject matter and concepts learned duringtheir program of study to solve plant health problems.CampusStudents will achieve a passing grade (80%or higher) on the comprehensive oral examadministered by their supervisory committeewhich tests their ability to solve plant healthproblems of all types. Evaluation of thecomprehensive oral examination will bebased on a rubric developed by the faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodD.P.M.-Plant Medicine 3Students will exhibit professionalism in the practice of plant medicine bymaintaining client confidentiality, keeping up to date on plant healthmanagement practices through continuing education and seeking theassistance of their colleagues when necessary.CampusStudents will demonstrate professionalism inthe practice of plant medicine through theirperformance in core and elective internshipsand the comprehensive oral examadministered by their supervisorycommittee. Observation by the faculty ofprofessional behavior during theirinternships and the comprehensive oralexamination will be based on a rubricdeveloped by faculty and shared by thefaculty with the supervisory committee.Ed.D.-Curriculum and Instruction (CCD) 1The student will demonstrate conceptual and practical competence andcritical stances in theory, pedagogy, and research.BothThe doctoral committee will evaluatestudent performance on written and oralqualifying exams to determine if the studentdemonstrates adequacy or excellence inknowledge & understanding of professionalliterature, clarity of expression, criticalmindedness, creativity and application for allexamination questions.Ed.D.-Curriculum and Instruction (CCD) 2The student will present results of research about resolving contextbasedproblems of practice in written and oral format.BothA panel of faculty will judge the defense of acapstone project that communicates theresults of practitioner research focused on acontext-based problem of practice todetermine if a satisfactory rating is acheived.Ed.D.-Curriculum and Instruction (CCD) 3The student will disseminate and/or demonstrate professional knowledgein formal and informal settings about best curricular and pedagogicalpractices.BothA panel of faculty will evaluate the defensefor a capstone project that communicatesthe results of practitioner research focusedon a context-based problem of practice todetermine if a satisfactory rating wasachieved.Ed.D.-Curriculum and Instruction (ISC) 1The student will demonstrate conceptual and practical competence andcritical stances in theory, pedagogy, and research.BothThe faculty members of the doctoralcommittees will evaluate studentperformance on written and oral qualifyingexams to determine if each studentdemonstrates adequacy or excellence inknowledge and understanding ofprofessional literature, clarity of expression,critical mindedness, creativity andapplication for all examination questions.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.D.-Curriculum and Instruction (ISC) 2The student will present results of research about resolving contextbasedproblems of practice in written and oral format.BothA panel of faculty will judge the defense fora capstone project that communicates theresults of practitioner research focused on acontext-based problem of practice bydetermining whether satisfactory rating wasachieved.Ed.D.-Curriculum and Instruction (ISC) 3The student will disseminate and/or demonstrate professional knowledgein formal and informal settings about best curricular and pedagogicalpractices.BothA panel of faculty will evaluate the defensefor a capstone project that communicatesthe results of practioner research focused ona context-based problem of practice todetermine if satisfactory ratings wereachieved.Ed.D.-Educational Leadership 1Students will demonstrate advanced levels of knowledge of the corecurricular areas of educational leadership including: school finance andlaw; human resources; technology; data-driven decision-making,diversity; organizational theory, supervision and strategic planning.BothCandidates will successfully complete thequalifying examination as measured by thecandidates' university faculty advisorycommittee.Ed.D.-Educational Leadership 2Demonstrates advanced levels of skill in the core areas of educationalleadership and dissertation research.BothCandidates will demonstrate successfulcompletion of the qualifying exam and oraldemonstration of research knowledge asmeasured by the candidates’ universityfaculty advisory committee.Ed.D.-Educational Leadership 3Ed.D.-Educational Leadership 2Candidates will demonstrate ethical behavior, professional conduct andcommunication.Successful demonstration of competencies and skills of instructionalleadership, operational leadership, and school leadership by applyingknowledge and ability to promote the success of all students.BothBothCandidates will demonstrate successfulcompletion of EAS tasks and ratings, as wellas successfully complete the Qualifying Examand Oral Defense as measured by theuniversity faculty advisory committee.Candidates will successfully complete allassigned tasks and ratings in the EducatorAssessment System (EAS)as measured by thecandidates' university faculty advisorycommittee.Ed.D.-Educational Leadership 3Candidates who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students byunderstanding the larger political, social, economic, legal and culturalissues.Ed.D.-Educational Psychology 1 Program termination form submitted for approval. CampusEd.D.-Educational Psychology 2 Program termination form submitted for approval. CampusBothCandidates will demonstrate successfulcompletion of EAS tasks and ratings, as wellas successfully complete the Qualifying Examand Oral Defense as measured by theuniversity faculty advisory committee.Program termination form submitted forapproval.Program termination form submitted forapproval.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.D.-Educational Psychology 3 Program termination form submitted for approval. CampusTo develop an understanding of: • the role of higher education issociety • the broad sector of higher education at a national, state,regional, and institutional level • the institutional functioning of highereducation institutions including issues related to leadership andgovernance, funding, the role of the government as well as issuespertaining to students, faculty, and administrators • major global andEd.D.-Higher Education Administration 1 national trends affecting higher educationCampusProgram termination form submitted forapproval.How will it be measured? Knowledge will beassessed via three methods: coursework,qualifier examination, and dissertationcompletion. Coursework: knowledge willbe measured through 1) written assignmentsincluding literature reviews, journal andbook critiques, program and researchproposals, reflection papers, pilot studiesand examinations. 2) oral assignmentsincluding presentations and classparticipation. Qualifier examination: thequalifier examination is a take-home, essayquestions exam designed for each studentaccording to the core content knowledge ofthe program, the knowledge of the specificdissertation topic of the student, andresearch methodology proficiency expectedto complete a dissertation. Dissertation:the dissertation is assessed by its relevanceto the literature on the topic, significance,soundness of the research methodology andresults, and level of relevance of the resultsto the field of higher education in terms ofimplications to research, practice, and policy.A sound dissertation should reflect adequateknowledge proficiency. What is thedesired level of achievement? All studentsare expected to demonstrate satisfactory

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodHow will it be measured? Knowledge will beassessed via three methods: coursework,qualifier examination, and dissertationcompletion. Coursework: knowledge willbe measured through 1) written assignmentsincluding literature reviews, journal andbook critiques, program and researchproposals, reflection papers, pilot studiesand examinations. 2) oral assignmentsincluding presentations and classparticipation. Qualifier examination: thequalifier examination is a take-home, essayquestions exam designed for each studentaccording to the core content knowledge ofthe program, the knowledge of the specificdissertation topic of the student, andresearch methodology proficiency expectedto complete a dissertation. Dissertation:the dissertation is assessed by its relevanceto the literature on the topic, significance,soundness of the research methodology andresults, and level of relevance of the resultsto the field of higher education in terms ofimplications to research, practice, and policy.A sound dissertation should reflect adequateTo acquire a working knowledge of: • the literature in the field of higherknowledge proficiency. What is theeducation • qualitative and quantitative research methodologies applieddesired level of achievement? All studentsEd.D.-Higher Education Administration 1 to the study of higher educationCampusare expected to demonstrate satisfactory

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodHow will it be measured? Skillscompetency will be assessed via threemethods: coursework, qualifier examination,and dissertation completion. Coursework:skills competency will be measured through1) written assignments including literaturereviews, journal and book critiques, programand research proposals, reflection papers,pilot studies and examinations. 2) oralassignments including presentations andclass participation. Qualifier examination:the qualifier examination is a take-home,essay questions exam designed for eachstudent according to the core contentknowledge of the program, the specificdissertation topic of the student, andresearch methodology proficiency expectedto complete a dissertation. Skills competencywill be also evaluated during the qualifierEd.D.-Higher Education Administration 2• To develop an ability to relate and apply major concepts and theories inthe literature to specific higher education issues, cases and settings • Todevelop skills of analysis, synthesis, research, and communication (verbaland written) concerning issues and topics related to higher education •To write academically according to APA style and to other audienceseffectively • To develop problem solving skills • To develop selfreflectionskills related to how sociologically and culturally constructedunderstandings may influence students’ viewpoints • To displayleadership skills, self-direction, independence, self-initiative and creativity• To demonstrate professionalism, maturity, and dependability • Todemonstrate teamwork and interpersonal skillsCampusexamination. Dissertation: the dissertationis assessed by its relevance to the literatureon the topic, significance, soundness of theresearch methodology and results, and levelof relevance of the results to the field ofhigher education in terms of implications toresearch, practice, and policy. A sounddissertation should reflect adequate skillsproficiency. What is the desired level ofEd.D.-Higher Education Administration 3• To display ethical behaviors according to professional standards relatedto research and publishing and practice • To demonstrate culturalsensitivity, awareness, and empathy • To abide to the expectations andnorms of the discipline and professionCampusHow will it be measured? Professionalbehavior will be assessed through the qualityof academic work and through theinteractions with classmates, peers, andfaculty in the program and within the field ofhigher education at large. What is thedesired level of achievement? All studentsare expected to demonstrate satisfactoryprofessional behavior in all interactions andcircumstances as well as in al academic andprofessional work. Who will measure?Faculty members teaching courses in theprogram, dissertation chairs and committeemembers, peers in the field and classmates.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.D.-Marriage and Family Counseling 1Common core curricular experiences and demonstrated knowledge ineach of the eight common core curricular areas are required of allstudents in the program.CampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.Ed.D.-Marriage and Family Counseling 2Professional practice, which includes practicum and internship, providesfor the application of theory and the development of counseling skillsunder supervision. These experiences will provide opportunities forstudents to counsel clients who represent the ethnic and demographicdiversity of their community.CampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.D.-Marriage and Family Counseling 31. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies thatprovide an understanding of all of the following aspects of professionalfunctioning a. history and philosophy of the counseling profession; b.professional roles, functions, and relationships with other human serviceproviders, including strategies for interagency/interorganizationcollaboration and communications c. counselors’ roles andresponsibilities as members of an interdisciplinary emergencymanagement response team during a local, regional, or national crisis,disaster or other trauma-causing event; d. self-care strategiesappropriate to the counselor role; e. counseling supervision models,practices, and processes; f. professional organizations, includingmembership benefits, activities, services to members, and current issues;g. professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; h. the role and process of the professional counseloradvocating on behalf of the profession; i. advocacy processes needed toaddress institutional and social barriers that impede access, equity, andsuccess for clients; and j. ethical standards of professional organizationsand credentialing bodies, and applications of ethical and legalconsiderations in professional counselingCampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.Ed.D.-Mental Health Counseling 1Common core curricular experiences and demonstrated knowledge ineach of the eight common coreCampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.D.-Mental Health Counseling 2Professional practice, which includes practicum and internship, providesfor the application of theory and the development of counseling skillsunder supervision. These experiences will provide opportunities forstudents to counsel clients who represent the ethnic and demographicdiversity of their community.CampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.Ed.D.-Mental Health Counseling 31. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies thatprovide an understanding of all of the following aspects of professionalfunctioning a. history and philosophy of the counseling profession; b.professional roles, functions, and relationships with other human serviceproviders, including strategies for interagency/interorganizationcollaboration and communications c. counselors’ roles andresponsibilities as members of an interdisciplinary emergencymanagement response team during a local, regional, or national crisis,disaster or other trauma-causing event; d. self-care strategiesappropriate to the counselor role; e. counseling supervision models,practices, and processes; f. professional organizations, includingmembership benefits, activities, services to members, and current issues;g. professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; h. the role and process of the professional counseloradvocating on behalf of the profession; i. advocacy processes needed toaddress institutional and social barriers that impede access, equity, andsuccess for clients; and j. ethical standards of professional organizationsand credentialing bodies, and applications of ethical and legalconsiderations in professional counselingCampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.Ed.D.-Research and Evaluation Methodology 1Majors will achieve a thorough understanding of the concepts, methodsand issues in educational measurement and assessment, evaluation, andresearch methodology.CampusMajors will achieve an average grade of B+ incourses within the major and receive passingscores from faculty on their written and oralqualifying exams.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.D.-Research and Evaluation Methodology 2Majors will apply their understanding of the research process byformulating hypotheses, planning and designing educational researchstudies, planning and designing methodological research studies,analyzing data, and reporting results.CampusStudents will successfully complete theirdissertation and receive a satisfactory reviewfrom program faculty.Ed.D.-Research and Evaluation Methodology 3Majors will participate in professional organizations, researchpresentations, or scholarly publications.CampusMajors will meet one or more of thefollowing goals by the end of their third year:become a member of at least oneprofessional organization, attend a nationalconvention, contribute to a review of ajournal manuscript submission, be an authoror coauthor of at least one conferencepresentation, or be an author or coauthor ofat least one journal article.Ed.D.-School Counseling and Guidance 1Candidates demonstrate professional knowledge in each of the eightcommon core curricular areas and at least one specialty area within thecounselor education context.CampusCandidates must receive a score of 80% orhigher from their individual doctoralcommittee on both the Counselor EducationWritten Qualifying Examination andCounselor Education Specialty ExaminationEd.D.-School Counseling and Guidance 2Candidates demonstrate proficiency in counselor education andsupervision skills by developing a personal philosophy of teaching andlearning; course design, delivery, and evaluation methods appropriate tocourse objectives; and by assessing the needs of counselors in trainingand developing techniques to help candidates develop into competentcounselors.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR)is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.Ed.D.-School Counseling and GuidanceCandidates will demonstrate professional behavior in the field ofcounselor education and supervision by engaging in: (a) professionalorganizations, including membership benefits, activities, services tomembers, and current issues; (b) professional credentialing, includingcertification, licensure, and accreditation practices and standards, and theeffects of public policy on these issues; (c) ethical standards ofprofessional organizations and credentialing bodies, and applications of3 ethical and legal considerations in professional counseling.CampusCandidates will demonstrate knowledge of core school psychologycontent areas including: psychological foundations, assessment,consultation, academic and behavioral interventions, counseling,Ed.D.-School Psychology 1 professional and ethical standards.CampusCandidates will seek membership in theAmerican Counseling Association and/ormake satisfactory progress toward becomingNational Board Certified counselors.90% of candidates will obtain a passing score(167 or higher) on the Praxis II exam inSchool Psychology.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.D.-School Psychology 2Candidates will demonstrate proficiency in using psychologicalassessment results to design, implement, and evaluate an empiricallyvalidated intervention.Campus90% of candidates will receive a mean ratingof 2.5 (2=Proficient skills; 3=Exemplary skills)from two faculty members on a rubricevaluating an assessment case study andintervention case study completed as part ofthe School Psychology Professional Portfolio.Ed.D.-School Psychology 2Candidates will demonstrate proficiency to present orally and in writingthe results and applications of their research and scholarship.Campus90% of candidates will submit a manuscriptfor publication in a peer refereed journalEd.D.-School Psychology 3Candidates will demonstrate professional behaviors and attitudesconsistent with School Psychology professional standards and ethicalprincipals including: effective communication and interpersonal skills,respect for diversity and individual differences, and responsive tosupervisory feedback.Campus90% of candidates will receive a mean ratingof 4.0 (Above Average) on the ProfessionalBehavior items included on the end-of-yearInternship Appraisal form completed by afield-based supervisor.Ed.D.-Special EducationCandidates will demonstrate advanced levels of knowledge in thefollowing core areas: (a) trends and issues in Special Education and theirrelationship to practice, policy, and research; (b) acquisition, organization,and interpretation of information about research in Special Education; c)identification of research questions and methodology emanating fromdifferent knowledge paradigms; and, (d) critique of Special Education1 research and practice from various knowledge paradigms.CampusCandidates will attain the technical knowledge and skills to becomeindependent scholars capable of conducting research and evaluatingEd.D.-Special Education 2 educational programs, products, and practices.CampusCandidates will earn satisfactory ratings onqualifying examinations as determined bythe doctoral committees.Candidates will earn satisfactory ratings onthe dissertation defense as determined bydoctoral committees.Ed.D.-Special Education 3Candidates will give a presentation to other professionals or submit apaper for publication based on a research project.CampusCandidates will present at a national, state,or local conference or submit a paper forpublication. The doctoral committees willdetermine satisfactory completion.Ed.S.-Curriculum and Instruction (ISC) 1The student will demonstrate breadth of knowledge of content, methods,and contexts of schooling and education.BothEducation Specialist Committee will evaluate(satisfactory/unsatisfactory, pass/fail) theculminating portfolio/project, written, ororal exit examination.Ed.S.-Curriculum and Instruction (ISC) 2The student will utilize expertise developed in an area of specialization topursue an original and significant inquiry or research question.BothThe Instructor for Supervised Research orPortfolio Practicum and Education SpecialistCommittee will evaluate the research paperor inquiry/research project. The expectationis that students will achieve a grade of "B" orhigher on the research paper orinquiry/research project.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.S.-Curriculum and Instruction (ISC) 3The student will demonstrate an inquiry stance to improving teaching andon-going professional learning that can be shared with otherprofessionals.BothEducation Specialist Committee willevaluate: (1) the culminatingportfolio/capstone project; or (2) national,state, local conference or meetingpresentations; or (3) the preparation of aprofessional manuscript. Students will: (1)achieve a satisfactory assessment of theirculminating portfolio/project; or (2)successfully present at local, state, ornational conferences or meetings; or (3)successfully submit a professionalmanuscript for publication.Ed.S.-Educational Leadership 1Candidates will demonstrate knowledge of the core curricular areas ofeducational leadership including: school finance and law, humanresources, technology, data-driven decision-making, diversity,organizational theory, supervision and strategic planning.CampusCandidates will achieve satisfactory scoresfrom their respective university facultyadvisory committees on the qualifying exam.Ed.S.-Educational Leadership 2Candidates will demonstrate advanced levels of skill in the core areas ofeducational leadership.CampusCandidates will achieve satisfactory scoresfrom their respective university facultyadvisory committee on the qualifying exam.Ed.S.-Educational Leadership 3Candidates will demonstrate ethical behavior, professional conduct andcommunication.CampusCandidates will demonstrate successfulcompletion of all assigned tasks and ratingsin the Educator Assessment System (EAS)and successful completion of the qualifyingexamination as measured by the candidates’university faculty advisory committee.Ed.S.-Educational Leadership 2Candidates will successfully demonstrate competencies and skills ofinstructional leadership, operational leadership and school leadership byapplying knowledge and ability to promote the success of all students.CampusCandidates will achieve satisfactory scoresfrom their respective university facultyadvisory committee on the qualifying exam.Ed.S.-Educational Leadership 3Candidates who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students byunderstanding the larger political, social, economic, legal and culturalissues.Ed.S.-Educational Psychology 1 Program termination form submitted for approval. CampusEd.S.-Educational Psychology 2 Program termination form submitted for approval. CampusCampusCandidates will demonstrate successfulcompletion of all assigned tasks and ratingsin the Educator Assessment System (EAS)and successful completion of the qualifyingexamination as measured by the candidates’university faculty advisory committee.Program termination form submitted forapproval.Program termination form submitted forapproval.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.S.-Educational Psychology 3 Program termination form submitted for approval. CampusProgram termination form submitted forapproval.Ed.S.-Foundations of Education 1 Program termination form submitted for approval. CampusProgram termination form submitted forapproval.Ed.S.-Foundations of Education 2 Program termination form submitted for approval. CampusProgram termination form submitted forapproval.Ed.S.-Foundations of Education 3 Program termination form submitted for approval. CampusProgram termination form submitted forapproval.Ed.S.-Higher Education Administration 1 Not actively admitting students. Campus Not actively admitting students.Ed.S.-Higher Education Administration 2 Not actively admitting students. Campus Not actively admitting students.Ed.S.-Higher Education Administration 3 Not actively admitting students. Campus Not actively admitting students.Ed.S.-Marriage and Family Counseling 1Candidates demonstrate professional knowledge to address a widevariety of issues in the context of relationships and families.CampusCandidates will successfully passing the exitinterview that is composed of: (a) a writtenintegrative paper, (b) a video presentation ofthe examinee's clinical work, (c) and oraldefense to faculty questions about the paperand the video.Ed.S.-Marriage and Family Counseling 2Candidates demonstrate proficiency in marriage and family counselingskills by applying ethical and legal standards in marriage, couple, andfamily counseling and demonstrating their ability to select models ortechniques appropriate to couples’ or families’ presenting problems.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR)is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.Ed.S.-Marriage and Family Counseling 3Ed.S.-Mental Health Counseling 1Candidates will demonstrate professional behavior in marriage and familycounseling by engaging in: (a) professional organizations, includingmembership benefits, activities, services to members, and current issues;(b) professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.CampusCandidates will demonstrate the professional knowledge to address awide variety of circumstances within the clinical mental health counselingcontext.CampusCandidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association).Candidates will successfully pass the exitinterview that is composed of:(a) a writtenintegrative paper,(b) a video presentation ofthe examinee's clinical work,(c) and oraldefense to faculty questions about the paperand the video.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.S.-Mental Health Counseling 2Candidates demonstrate proficiency in counseling skills by applyingprinciples and practices of diagnosis, treatment, referral, and preventionof mental and emotional disorders to initiate, maintain, and terminatecounseling. Candidates also apply multicultural competencies to clinicalmental health counseling involving case conceptualization, diagnosis,treatment, referral, and prevention of mental and emotional disorders.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR) is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.Candidates will demonstrate professional behavior in mental healthcounseling by engaging in: (a) professional organizations, includingmembership benefits, activities, services to members, and current issues;(b) professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.Candidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association).Ed.S.-Mental Health Counseling 3CampusEd.S.-Research and Evaluation Methodology 1 Program termination form in process. Campus Program termination form in process.Ed.S.-Research and Evaluation Methodology 2 Program termination form in process. Campus Program termination form in process.Ed.S.-Research and Evaluation Methodology 3 Program termination form in process. Campus Program termination form in process.Ed.S.-School Counseling and Guidance 1Candidates demonstrate professional knowledge to address a widevariety of circumstances within the school counseling field.CampusCandidates will successfully pass the exitinterview that is composed of: (a) a writtenintegrative paper, (b) a video presentation ofthe examinee's clinical work, (c) and grouporal defense to faculty questions about thepaper and the video.Ed.S.-School Counseling and Guidance 2Candidates demonstrate proficiency in school counseling skills bydemonstrating the ability to apply and adhere to ethical and legalstandards in school counseling and the ability to articulate, model, andadvocate for an appropriate school counselor identity and program.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR) is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.S.-School Counseling and Guidance 3Ed.S.-School Psychology 1Candidates will demonstrate professional behavior in school counselingby engaging in: (a) professional organizations, including membershipbenefits, activities, services to members, and current issues; (b)professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.Candidates will demonstrate knowledge of core school psychologycontent areas including: psychological foundations, assessment,consultation, academic and behavioral interventions, counseling,professional and ethical standards.CampusCampusCandidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association, American SchoolCounseling Association).Candidates will obtain a passing score (167or higher) on the Praxis II exam in SchoolPsychology at first administration.Candidates will submit official Praxis II scorereports to the SP Program Director prior todegree completion.Ed.S.-School Psychology 2Ed.S.-School Psychology 3Candidates will demonstrate proficiency in using psychologicalassessment results to design, implement, and evaluate an empiricallyvalidated intervention.Candidates will demonstrate professional behaviors and attitudesconsistent with School Psychology professional standards and ethicalprincipals including: effective communication and interpersonal skills,respect for diversity and individual differences, and responsive tosupervisory feedback.CampusCampusCandidates will receive a mean rating of 2.5(2=Proficient skills; 3=Exemplary skills) fromtwo faculty members on a rubric evaluatingan assessment case study and interventioncase study completed as part of the SchoolPsychology Professional Portfolio.Candidates will receive a mean rating of 4.0(Above Average) on the ProfessionalBehavior items included on the end-of-yearInternship Appraisal form completed by afield-based supervisor.Ed.S.-Special Education 1Program participants will demonstrate knowledge of effective academicand behavioral interventions for students with disabilities and otherlearning differencesBothProgram participants will receive a score ofat least 80/100 points on theimplementation of an intervention in whichthey teach a learning strategy to a strugglinglearner as a project required in EEX 6936Teaching Learning Strategies. Courseinstructor will provide initial assessment foreach candidate using a rubric developed forthe project. Panel of program faculty willreview results of participants acrossprogram.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEd.S.-Special Education 1Program participants will demonstrate knowledge of an area of studywithin the field of special education (e.g. reading; transition; behavior)BothProgram participants will receive passingratings on oral and written exit exams withitems covering the area of interest as well asthe broader context of special education.Supervisory committees consisting of 2members will rate the written and oralexams.Ed.S.-Special Education 2Program participants will use a variety of techniques/tools to determineacademic and behavioral needs of students with disabilities and otherlearning differences.BothParticipants will receive scores of at least 95/ 120 points on the Assessment/Instructionproject in EEX 6233 in which programparticipants will conduct academic andbehavioral assessments of a strugglinglearner. The project requires participants toapply knowledge gained through courseworkin a PK-12 school setting, and the courseinstructor will provide initial assessment foreach candidate using a rubric developed forthe project. A panel of program faculty willreview results of participants acrossprogram.Ed.S.-Special Education 2Program participants will demonstrate ability to use professionalliterature to discuss current issues in special education.BothProgram participants will receive passingratings on oral and written exit exams withitems covering the area of interest as well asthe broader context of special education.Supervisory committees consisting of 2members will rate the written exam and theproject.Program participants will demonstrate leadership and professionalgrowth through involvement in collaborative (e.g. consultation;coteaching), participatory (e.g. attending professional conferences),and/or leadership activities (e.g. conducting school/district levelinservice, conference presentations, mentoring a new teacher).Program participants will receive passingratings on 1-3 page professional reflectionson their collaborative, participatory, andleadership experiences. At least oneexperience in each category is required.Reflection papers will be rated using a rubricdesigned by program faculty.Ed.S.-Special Education 3BothEd.S.-Student Personnel in Higher Education 1 Program termination form in process. Campus Program termination form in process.Ed.S.-Student Personnel in Higher Education 2 Program termination form in process. Campus Program termination form in process.Ed.S.-Student Personnel in Higher Education 3 Program termination form in process. Campus Program termination form in process.Engr.-Aerospace Engineering 1 Program under review for closure NULL NULLEngr.-Agricultural and Biological Engineering 1 Program under review for closure NULL NULL

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEngr.-Chemical Engineering 1 Ability to identify a problem. CampusEngr.-Chemical Engineering 1 Ability to formulate a problem. CampusThis outcome will be judged through theevaluation of a Final Report for the Engineer-Chemical Engineering students.This outcome will be judged through theevaluation of a Final Report for the Engineer-Chemioal Engineering students.Engr.-Chemical Engineering 2An ability to use the techniques, skills and modern engineering toolsnecessary for engineering practice at an advanced level.CampusThis outcome will be judged through theevaluation of a Final Report for the Engineer-Chemical Engineering students.Engr.-Chemical Engineering 1 Ability to solve engineering problems. CampusEngr.-Chemical Engineering 3 An ability to communicate effectively. CampusAbility to identify, formulate, and solve computer science and engineeringEngr.-Computer Engineering 1 problems.CampusEngr.-Computer Engineering 1 Ability to critically read computer science and engineering literature. CampusEngr.-Computer Engineering 2Ability to use techniques, skills, and tools necessary for computer scienceand engineering practice at an advanced level.CampusThis outcome will be judged through theevaluation of a Final Report for the Engineer-Chemical Engineering students.This outcome will be judged through theevaluation of a Final Report for the Engineer-Chemical Engineering students.Evaluate in assignments and exams ofCOT5405 (Analysis of Algorithms)Compile a paper surveying the literature on aselected topic from COT5405 (Analysis ofAlgorithms)Evaluate through required homework,projects, and other deliverables fromCOT5405 (Analysis of Algorithms).Engr.-Computer Engineering 3 Understanding of professional and ethical responsibility. CampusEvaluate before graduation in an examconsisting of questions related to ethics.Engr.-Computer Engineering 3 Ability to communicate effectively. Campus Evaluate during the exit interview.Engr.-Electrical and Computer Engineering 1 Degree will be canceled, N/A Campus Degree will be canceled, N/AEngr.-Electrical and Computer Engineering 2 Degree will be canceled, N/A Campus Degree will be canceled, N/AEngr.-Electrical and Computer Engineering 3 Degree will be canceled, N/A Campus Degree will be canceled, N/AEngr.-Environmental Engineering Sciences 1Engr.-Environmental Engineering Sciences 1Students demonstrate knowledge of the subject matter related to theirdiscipline.Students demonstrate knowledge of the subject matter related to theirdiscipline.CampusCampus85% of all Ph.D. students will pass acomprehensive written examinationadministered and evaluated by a committeeof four (4) faculty members.85% of the students will demonstratesatisfactory ability to present the results oftheir thesis or project research in writing andorally at the time of their defense.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEngr.-Environmental Engineering Sciences 1Students demonstrate knowledge of the subject matter related to theirdiscipline.Distance80% of randomly selected students willdemonstrate a 3.0 GPA average.Engr.-Environmental Engineering Sciences 1Engr.-Environmental Engineering Sciences 2Engr.-Environmental Engineering Sciences 2Students are able to articulate orally and/or in writing the results andapplication of their results.Students think critically about the emerging aspects of environmentalscience and engineering.Students think critically about the emerging aspects of environmentalscience and engineering.DistanceCampusDistanceStudents are able to articulate in writing theknowledge gained from their coursework.45% of the students will publish a peerreviewedjournal article or conferenceproceeding.Students demonstrate through classassignments an understanding of the latestdevelopments in environmental engineeringand science.Students will exhibit professional conduct and ethics throughout theirEngr.-Environmental Engineering Sciences 3 program of study.Students will exhibit professional conduct and ethics throughout theirEngr.-Environmental Engineering Sciences 3 program of study.Students will exhibit professional conduct and ethics throughout theirEngr.-Environmental Engineering Sciences 3 program of study.CampusDistanceDistance90% of students will apply proper statisticalevaluations of data to support integrity ofdata collection and presentation.Random assignments will be checked forplagiarism.Random assignments will be checked forplagiarism.Engr.-Industrial and Systems Engineering 1Each student must develop significant expertise in a selected area ofapplied research focus.CampusBeyond maintaining strong classroomperformance, all Engineer Degree studentsmust pass an oral examination administeredby a faculty committee. In addition, thedepartment’s graduate committee,comprised of four graduate facultymembers, performs an annual reviewassessing the academic performance of eachEngineer Degree student, and issues anevaluation letter to the student. Theseexaminations and reviews assess thestudent’s progress in achieving expectedlearning outcomes throughout the program.Each student will be evaluated by theirfaculty committee on a five-point Likert scalewith respect to each learning outcome. Thisevaluation will be performed no earlier thansix months prior to graduating, and willrequire each student to be rated on theirproficiency level in applied research,preparation for a career in industry or at agovernment agency, ability to contribute tothe profession, and preparation for serviceto the Industrial and Systems Engineeringcommunity.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEngr.-Industrial and Systems Engineering 2Students should be proficient in independent applied research onapplications in operations research and industrial engineering.CampusBeyond maintaining strong classroomperformance, all Engineer Degree studentsmust pass an oral examination administeredby a faculty committee. In addition, thedepartment’s graduate committee,comprised of four graduate facultymembers, performs an annual reviewassessing the academic performance of eachEngineer Degree student, and issues anevaluation letter to the student. Theseexaminations and reviews assess thestudent’s progress in achieving expectedlearning outcomes throughout the program.Each student will be evaluated by theirfaculty committee on a five-point Likert scalewith respect to each learning outcome. Thisevaluation will be performed no earlier thansix months prior to graduating, and willrequire each student to be rated on theirproficiency level in applied research,preparation for a career in industry or at agovernment agency, ability to contribute tothe profession, and preparation for serviceto the Industrial and Systems Engineeringcommunity.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodStudents should be prepared for a career in industry or a governmentagency. Students should be able to provide contributions of value tothese professional organizations and should be well prepared for lifelongservice to the Industrial and Systems Engineering community.Engr.-Industrial and Systems Engineering 3CampusEngr.-Materials Science and Engineering 1 no enrollment, under review for closure NULL NULLEngr.-Mechanical Engineering 1 Program under review for closure NULL NULLEngr.-Nuclear Engineering Sciences 1 Program under review for closure NULL NULLBeyond maintaining strong classroomperformance, all Engineer Degree studentsmust pass an oral examination administeredby a faculty committee. In addition, thedepartment’s graduate committee,comprised of four graduate facultymembers, performs an annual reviewassessing the academic performance of eachEngineer Degree student, and issues anevaluation letter to the student. Theseexaminations and reviews assess thestudent’s progress in achieving expectedlearning outcomes throughout the program.Each student will be evaluated by theirfaculty committee on a five-point Likert scalewith respect to each learning outcome. Thisevaluation will be performed no earlier thansix months prior to graduating, and willrequire each student to be rated on theirproficiency level in applied research,preparation for a career in industry or at agovernment agency, ability to contribute tothe profession, and preparation for serviceto the Industrial and Systems Engineeringcommunity.LL.M.Comp.Law-Comparative Law 1LL.M.Comp.Law-Comparative Law 2Students will demonstrate a thorough understanding and comprehensionof the fundamental rules, policies and issues relevant to U.S. law.Students will demonstrate the ability to conduct and apply legal researchand scholarship.CampusCampusThrough written examinations administeredand evaluated by law faculty members,ninety percent of students will demonstratea thorough understanding andcomprehension of the fundamental rules,policies and issues relevant to U.S. law.Through a substantial written researchproject evaluated by law faculty members,ninety percent of students will demonstratethe ability to conduct, apply andcommunicate legal research and scholarship.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodLL.M.Comp.Law-Comparative Law 3Students will demonstrate awareness and comprehension of the ethicalrules and professional responsibilities applicable to U.S. lawyers.CampusNinety percent of students will demonstratesatisfactory awareness and comprehensionof such rules and responsibilities throughtheir attendance at, and participation in,stuctured presentations on such rules andresponsibilities, organized and evaluated bylaw faculty members.LL.M.E.L.U.-Environmental and Land Use Law 1Students will demonstrate a thorough understanding and comprehensionof the funamental rules, policies and issue relevant to environmentaland/or land use law.CampusThrough written examinations administeredand evaluated by environmental and landuse faculty members, ninety percent ofstudents will demonstrate a thoroughunderstanding and comprehension of thefundamental rules, policies and issuesrelevant to environmental and/or land uselaw.LL.M.E.L.U.-Environmental and Land Use Law 2Students will demonstrate the ability to conduct and apply environmentaland/or land use research and scholarship.CampusThrough a substantial written researchproject of publishable quality evaluated byenvironmental and land use facultymembers, ninety percent of students willdemonstrate the ability to conduct, applyand communicate environmental and/orland use research and scholarship.LL.M.E.L.U.-Environmental and Land Use Law 3Students will participate in the Environmental Capstone Colloquium, thesuccessful completion of which requires students to demonstrateawareness and comprehension of the ethical rules and professionalresponsibilities applicable to environmental and land use lawyers.CampusNinety percent of students will demonstratesatisfactory awareness and comprehensionof such rules and responsibilities throughtheir attendance at, and participation in, theEnvironmental Capstone Colloquium,organized and evaluated by environmentaland land use faculty members.LL.M.Int-International Taxation 1Students will demonstrate a thorough understanding and comprehensionof the fundamental rules, policies and issues relevant to internationaltaxation.CampusThrough written examinations administeredand evaluated by international tax facultymembers, ninety percent of students willdemonstrate a thorough understanding andcomprehension of the fundamental rules,policies and issues relevant to internationaltaxation.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodLL.M.Int-International Taxation 2Students will demonstrate the ability to conduct and apply internationaltax research and scholarship.CampusThrough a substantial written researchproject evaluated by international tax facultymembers, ninety percent of students willdemonstrate the ability to conduct, applyand communicate international tax researchand scholarship.LL.M.Int-International Taxation 3Students will demonstrate awareness and comprehension of the ethicalrules and professional responsibilities applicable to international taxlawyers.CampusNinety percent of students will demonstratesatisfactory awareness and comprehensionof such rules and responsibilities throughtheir attendance at, and participation in,structured presentations on such rules andresponsibilities, organized and evaluated byinternational tax faculty members.LL.M.Tax.-Taxation 1Students will demonstrate a thorough understanding and comprehensionof the fundamental rules, policies and issues relevant to taxation.CampusThrough written examinations administeredand evaluated by tax faculty members,ninety percent of students will demonstratea thorough understanding andcomprehension of the fundamental rules,policies and issues relevant to taxation.LL.M.Tax.-Taxation 2Students will demonstrate the ability to conduct and apply taxscholarship.CampusThrough a substantial written researchproject evaluated by tax faculty members,ninety percent of students will demonstratethe ability to conduct, apply andcommunicate tax research and scholarship.LL.M.Tax.-Taxation 3M.A.-Anthropology 1Students will demonstrate awareness and comprehension of the ethicalrules and professional responsibilities applicable to tax lawyers.Demonstrate thorough understanding of the foundational concepts of thediscipline of Anthropology and its subfields.CampusCampusNinety percent of students will demonstratesatisfactory awareness and comprehensionof such rules and responsibilities throughtheir attendance at, and participation in,structured presentations on such rules andresponsibilities, organized and evaluated bytax faculty members.Three essay questions administered by acommittee of at least two Department ofAnthropology graduate faculty as part ofcomprehensive exam required for theMasters degree.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodDemonstration of mastery of professional communication through thepreparation of a publication quality paper.Review of paper conducted by Departmentof Anthropology graduate faculty withexpertise in the Masters candidate’s primaryfield of study as part of annual evaluation ofMasters students.M.A.-Anthropology 3CampusM.A.-Anthropology 2 Complete coursework in research methods. Campus Receive a passing grade.M.A.-Art 1 No enrollment, program is under reveiw for closure. NULL NULLM.A.-Art Education 1M.A.-Art Education 1Demonstrate a thorough understanding and comprehension of subjectmatter relevant to the discipline, including art education theory andpractice and historical and contemporary trends in art educationDemonstrate a thorough understanding of and comprehension oftraditional and current research methods in art education.M.A.-Art Education 2 Demonstrate proficiency in the use of art tools and media. BothM.A.-Art Education 3M.A.-Art History 1M.A.-Art History 1M.A.-Art History 2Students will display conduct and communication appropriate for aclassroom art teacher.Broaden the knowledge of historical and contemporary art and theunderstanding of the theoretical, cultural and historical contexts of artthrough researching, speaking, and writing on advanced levels.Master processes of generating and solving problems in art historywriting; analyze, interpret and question traditional methodologies and ofart and art making on an advanced level.Master advance knowledge, theories, and concepts about art history;acquire the ability to develop a research topic in a specific field of arthistory.BothBothBothCampusCampusCampusStudents will pass the following: A. first yearreview, as evaluated by the program facultyB. completion and defense of final project, asevaluated by the thesis committee.Students will write, submit and successfullydefend a proposal for the final researchprojects, as evaluated by the programfaculty.Pass final teaching portfolio, as evaluated bythe program faculty.Students will pass the oral presentation ofthe first year review, as evaluated by theprogram faculty.Pass the following, as evaluated by thesupervisory committee: A. Thesis B. ThesisDefense C. Final submission of projectreport.Pass the following, as evaluated by thesupervisory committee: A. Thesis B. ThesisDefense C. Final submission of projectreport.Pass the following, as evaluated by thesupervisory committee: A. Written thesis B.Thesis Defense C. Final submission ofproject report.M.A.-Art History 3Master and understanding of what it means to be a professional arthistorian; develop an advanced understanding of the demands andexpectations of the art history profession and art history field.CampusPass the following, as evaluated by thesupervisory committee: A. Thesis paper B.Thesis defenseM.A.-Business Administration 3Graduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. Thisdegree is conferred at a rate of one to two every five years. Campus N/A

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Business Administration 1Graduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. Thisdegree is conferred at a rate of one to two every five years. Campus N/AM.A.-Business AdministrationGraduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. This2 degree is conferred at a rate of one to two every five years. Campus N/AM.A.-Classical Studies 1 Students will have an advanced proficiency in Greek. CampusStudents will pass the comprehensivereading examination in Greek, set andgraded by a committee of departmentfaculty, using the rubric established by thedepartment.M.A.-Classical Studies 1 Students will have an advanced proficiency in Latin. CampusStudents will pass the comprehensivereading examination in Latin, set and gradedby a committee of department faculty, usingthe rubric established by the department.M.A.-Classical Studies 2Students will be able to construct an argument, evaluate evidence, andjustify conclusions.CampusStudents will successfully defend the MAthesis before a committee of at least twoGraduate faculty members, using the rubricestablished by the department.M.A.-Classical Studies 2Students will be able to critique a scholarly argument and to present acompelling alternative explanation or interpretation of the evidence.CampusStudents will successfully defend the MAthesis before a committee of at least twoGraduate faculty members, using the rubricestablished by the department.M.A.-Classical Studies 3Students will exhibit and maintain professional behavior and conduct asteaching assistants in the department's undergraduate courses.CampusTeaching assistants will receive satisfactoryscores on student evaluations andsatisfactory annual reviews by the TAsupervisor, based upon the criteriaestablished by the department.M.A.-Classical Studies 3 Students will present original scholarship to an outside audience. CampusStudents will submit an abstract to agraduate student conference or a meeting ofa regional academic association.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Communication Sciences and Disorders 1Students will demonstrate knowledge of speech, language, hearing, andswallowing processes, including their biological, neurological, acoustic,psychological, developmental, linguistic, and cultural bases.CampusStudents will deomonstrate knowledge inthese areas by achieving grades of B orbetter on in class examinations anddemonstration projects graded by facultyusing a rubric published in the syllabus.M.A.-Communication Sciences and Disorders 1Students will demonstrate knowledge of the principles and methods ofprevention, assessment, and intervention for people with communicationand swallowing disorders, including consideration ofanatomical/physiological, psychological, developmental, social, linguisticand cultural correlates of the disorders.CampusStudents will achieve passing grades in theirclinical rotations as assessed by the facultyusing a standard performance rubric.M.A.-Communication Sciences and Disorders 1M.A.-Communication Sciences and Disorders 2M.A.-Communication Sciences and Disorders 2Students will demonstrate knowledge of the principles and methods ofprevention, assessment, and intervention for people with communicationand swallowing disorders, including consideration ofanatomical/physiological, psychological, developmental, social, linguisticand cultural correlates of the disorders.CampusStudents will demonstrate clinical skills needed to assess and diagnosespeech, language and swallowing disorders.Students will demonstrate clinical skills needed to provide efficacious andappropriate intervention for individuals with speech, language, andswallowing disorders.CampusCampusStudents will obtain a passing grade, asdefined within a faculty-designed gradingrubric, on the program’s comprehensiveexam.Students will achieve grades of B or better intheir practicum courses based on facultydesignedrubrics for assessing studentcompetencies.Students will achieve passing grades basedon faculty-designed rubrics for assessingperformance in their clinical rotations inwhich the students are providing therelevant intervention(s).M.A.-Communication Sciences and Disorders 3Students will demonstrate knowledge and performance of legal andethical behaviors in all interactions with clients/patients and theirfamilies/caregivers, as well as with other professionals.CampusStudents will demonstrate mastery in theseareas by achieving passing scores oncomprehensive examinations using a rubriccreated by the faculty.M.A.-Communication Sciences and Disorders 3Students will demonstrate knowledge and performance of legal andethical behaviors in all interactions with clients/patients and theirfamilies/caregivers, as well as with other professionals.CampusStudents will demonstrate mastery in theseareas by achieving passing scores on uniformassessments of clinical skills in theirpracticum rotations.M.A.-Communication Sciences and Disorders 3Students will demonstrate knowledge and performance of effectivecommunication, counseling, and collaboration with clients/patients andrelevant others, recognizing the needs, values, preferred mode ofcommunication, and cultural/linguistic background of the client/patient,family, caregivers, and relevant othersCampusStudents will demonstrate mastery in theseareas by achieving passing scores on uniformassessments of clinical skills in theirpracticum rotations.M.A.-Criminology, Law, and Society 1(1) Demonstrate broad understanding and application of criminologicaland law and society theories (2) Demonstrate broad understanding andapplication of criminological and law and society research methodsCampusStudents will complete and pass their MAoral thesis (or non-thesis project) defensewithin two years of matriculation.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Criminology, Law, and Society 2(1) Demonstrate advanced competencies in conducting independentempirical research with scientific integrity (2) Demonstrate advancedcompetencies in applying substantive criminological and law and societyknowledge in critical thinking, analysis, and communicationCampusStudents will complete and pass their MAoral thesis (or non-thesis project) defensewithin two years of matriculation.M.A.-Criminology, Law, and Society 2(1) Demonstrate advanced competencies in conducting independentempirical research with scientific integrity (2) Demonstrate advancedcompetencies in applying substantive criminological and law and societyknowledge in critical thinking, analysis, and communicationCampusStudents will complete assigned projects insubstantive specialty seminars within theterm enrolled.M.A.-Criminology, Law, and Society 3(1) Demonstrate broad understanding and application of professionalethics (2) Demonstrate broad understanding and application of the roleof the professional criminologistCampusStudents will successfully complete sexualharassment training compliance within thefirst term of matriculation Students willsuccessfully complete the training module inFERPA Basics within the first term ofmatriculation Students will successfullycomplete the Institutional Review Board’srequired reading for all researchers withinthe first term of matriculation Students willsuccessfully complete a teachingassistantship, research assistantship, orother graduate training experience beforegraduation Students will complete theProseminar course (CCJ 6001 Proseminar inCriminology & Law) within the first year ofmatriculationM.A.-Digital Arts and Sciences (DAR) 11. Deepen and broaden knowledge of Digital Arts & Sciences (DAS) associotechnical academic domain, and understand the transdisciplinaryfoundations of DAS design, inquiry and expression. 2. Achieve aprofessional level understanding of the principles involved in the creationof interactive digital media artifacts.CampusStudents will complete, submit and defend athesis or final project tha twill be evaluatedby the supervisory committee.Demonstrate problem-solving and systems thinking skills necessary todevelop advanced media systems; Master collaboration skills necessaryM.A.-Digital Arts and Sciences (DAR) 2 for working in cross-functional design and development teams.Mastery of the professional behaviors and disposition required in theadvanced Digital Arts and Sciences; Develop an understanding of thedemands of comportment requisite for an advanced DAS professional orM.A.-Digital Arts and Sciences (DAR) 3 scholar.CampusCampusStudents will complete, submit and defend athesis or final project tha twill be evaluatedby the supervisory committee.Students will complete, submit and defend athesis or final project tha twill be evaluatedby the supervisory committee.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Economics 1M.A.-Economics 2M.A.-Economics 3Graduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. Thisdegree is conferred at a rate of one to two every five years. Campus N/AGraduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. Thisdegree is conferred at a rate of one to two every five years. Campus N/AGraduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. Thisdegree is conferred at a rate of one to two every five years. Campus N/AM.A.-English 1 Students have appropriate knowledge of their field. CampusM.A.-English 2 Students can teach an entry level college writing course CampusStudents will complete a track form showingsuccessful coursework with both aconcentration on a single area of knowledgeand breadth of knowledgeStudents receive a satisfactory review from asupervisor and comprehensive scores fromstudent evaluations of at least 3.8 in onecourse.M.A.-English 3M.A.-English 1Students are able to engage in professional activity at an MA level suchthat their accomplishments will be competitive with their peerscontinuing to PhD level work.Students who apply to continuepostgraduate work are accepted to PhD orother appropriate postgraduate programs.CampusStudents are able to formulate and complete a project that makes acontribution to knowledge at the MA level. Campus Students complete and defend an MA thesis.M.A.-French and Francophone Studies 1M.A.-French and Francophone Studies 2M.A.-French and Francophone Studies 2Demonstrate a thorough understanding and comprehension of the coreareas of French and Francophone linguistic and/or literary studies for theMA, as agreed upon by the faculty of the department.Literary/Cultural Studies: Demonstrate the ability to analyze and interpretFrench and Francophone literary and cultural products, apply results tobroader context and engage in academic discourse via writing and oralpresentation.French and Francophone Linguistics: Demonstrate the ability to analyzeand interpret French and Francophone language and language-relateddata, apply results to broader context and engage in academic discoursevia writing and oral presentation.CampusCampusCampusComprehensive Exam developed and gradedby a committee of faculty membersNon-thesis MA: Oral component of thecomprehensive exams –administered bycommittee of faculty members Thesis MA:Thesis approved by chair and committeememberNon-thesis MA: Oral component of thecomprehensive exams –administered bycommittee of faculty members Thesis MA:Thesis approved by chair and committeemember

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-French and Francophone Studies 3Display knowledge of ethical human data collection, professional conductand ethical academic writing skills (as established by Linguistic Society ofAmerica Ethics Statement and/or Modern Language Association).M.A.-Geography 1 Students know the subject matter related to their discipline. CampusM.A.-Geography 2 Student's think critically about the emerging science in their discipline. CampusCampusAll students: Successful completion of agraduate seminar, including completion of apaper that represents a significant piece ofindependent research. Also, annualdiscussion and evaluation of student’sethical behavior done by the faculty at themeeting of graduate student assessment.Students will demonstrate accuracy in theconduct of their research during the defenseof their thesis as assessed by theirsupervisory committee followingdepartment standards.Students will conduct their research basedon the instruction of their supervisorycommittee chair and other related facultymembers.Students will submit abstracts and give presentations/posters at regional,state & national conferences. Students will exhibit professionalM.A.-Geography 3 behavior and ethical practice during the conduct of their research.CampusStudents will conduct their research withprofessionalism taught by their supervisorycommittee.M.A.-GermanDisplay knowledge of ethical human data collection, professionalconduct and ethical academic writing skills (as established by the Modern3 Language Association).CampusKnowledge: SLO Stated in Measurable Terms: Demonstrate a thoroughunderstanding and comprehension of the core areas of German literaryand cultural studies for the MA as agreed upon by the faculty of theM.A.-German 1 department.CampusM.A.-German 2M.A.-German 2Literary/Cultural Studies: Demonstrate the ability to analyze and interpretGerman literary and cultural products, apply results to broader contextand engage in academic discourse via writing and oral presentationLiterary/Cultural Studies: Demonstrate the ability to analyze and interpretGerman literary and cultural products, apply results to broader contextand engage in academic discourse via writing and oral presentation.CampusCampusAssessment Method: Successful completionof a graduate seminar including completionof a paper that represents a significant pieceof independent research. Also, annualdiscussion and evaluation of students’ethical behavior done by the faculty at themeeting of graduate student assessment.MA: Comprehensive Exam developed andgraded by a committee of faculty membersAssessment Method: Non-thesis MA: Oralcomponent of the comprehensive exams–administered by committee of facultymembers Thesis MA: Thesis approved bychair and committee memberNon-thesis MA: Oral component of thecomprehensive exams –administered bycommittee of faculty members Thesis MA:Thesis approved by chair and committeemember

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-History 1M.A.-History 3Students will demonstrate basic knowledge of major issues in the historyof the United States, Europe, Africa, or Latin America.Students will be prepared to pursue advanced graduate study andresearch.CampusCampusStudents will pass MA examinations in theirfinal semester.Demonstrated with the completion and oraldefense of a substantial essay based onoriginal research using primary sourceswhich has been overseen and evaluated by acommittee of faculty.M.A.-History 2 Students are able to compile and analyze historical evidence. CampusM.A.-International Business 1Demonstrate ability to critically analyze and question knowledge claims ina specialized industry, specifically to analyze the nature of competitionand macro-environmental changes, and the effect of these elements toevaluate claims in a specialized industry.CampusDemonstrated with the completion and oraldefense of a substantial essay based onoriginal research using primary sourceswhich has been overseen and evaluated by acommittee of faculty.The MAN 6973 Project-in-Lieu-of-Thesis isrequired for all students completing theprogram and is supervised by Dean JohnKraft. Students will select a global companyand analyze the company using a series ofquestions in three strategic moduleassignments. Explicit questions in thestrategic module assignments are designedto help students define the company,analyze the industry in which it operates,perform an internal analysis of thecompany/division, and define the strategiesand company organization. The project willresult in the development of a case study ofthe company. The questions will map tospecific learning goals of the MAIB program.Our accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-International Business 3Possess a global perspective on business, specifically to apply knowledgeof strategies used for the multinational corporation to analyze and makerecommendations for future growth and direction and apply culturalawareness and intercultural skills to adapt, innovate, and solve problemsin unfamiliar environments.CampusThe MAN 6973 Project-in-Lieu-of-Thesis isrequired for all students completing theprogram and is supervised by Dean JohnKraft. Students will select a global companyand analyze the company using a series ofquestions in three strategic moduleassignments. Explicit questions in thestrategic module assignments are designedto help students define the company,analyze the industry in which it operates,perform an internal analysis of thecompany/division, and define the strategiesand company organization. The project willresult in the development of a case study ofthe company. The questions will map tospecific learning goals of the MAIB program.Our accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe mandatory MAN6958 Study Tour isdesigned to provide students with a brief,but intensive international immersionexperience. Through lectures and visits tobusinesses and governmental organizations,students will gain an understanding of thecountry's business environment and how ithas been influenced by political, cultural, andhistorical factors. Prior to the trip,students will attend pre-departure sessionsled by faculty leaders to provide them withan overview of the country and programitinerary. Students will complete pre-tripand post-trip assignments. The facultyleader will submit a scoring rubric to theMAIB program office in July. The facultyleader will score the post-trip assignmentusing a defined rubric and will submit thedata to the MAIB program office inDecember. Our accrediting body (AACSB)recommends placing students in thefollowing categories: does not meetstandards, meets standards, and exceedsM.A.-International BusinessPossess a global perspective on business, specifically to apply knowledgeof strategies used for the multinational corporation to analyze and makerecommendations for future growth and direction and apply culturalawareness and intercultural skills to adapt, innovate, and solve problems3 in unfamiliar environments.Campusstandards. The MBA committee reviews thedata in regards to what percentage ofstudents are meeting or exceeding thestandard. If the percentage is lower than thefaculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe executive summary assignment inGEB5212 requires students to extract themost salient and persuasive ideas from aHarvard Business Review managementarticle. Students must refine and focusinformation to promote action in thisdocument. They need to select and presentinformation clearly, concisely, andcoherently according to the reader’s needsand goals and the business context. Theassignment tests such higher order thinkingskills as evaluation and synthesis. TheCommunications faculty will score thesewritten summaries and provide the data tothe MBA Committee for review by thefaculty. Our accrediting body (AACSB)recommends placing students in thefollowing categories: does not meetstandards, meets standards, and exceedsstandards. The MBA committee reviews thedata in regards to what percentage ofstudents are meeting or exceeding thestandard. If the percentage is lower than thefaculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe persuasive presentation assignment inGEB5215 requires students to deliver andstructure an internal business presentationthat persuades the audience to adopt thepresenter’s proposal or recommendation.Students must determine the purposes forpresenting, analyze the audience, and useappropriate and compelling information thatis logically structured. They need to use wellconstructed PowerPoint slides anddemonstrate a number of delivery skills. Theassignment tests their ability to designcompelling and persuasive presentations anddeliver them dynamically. TheCommunications faculty will score thesepresentations and provide the data to theMBA Committee for review by the faculty.Our accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage isM.A.-International BusinessPossess effective communication skills, specifically to write businessdocuments clearly, concisely, and analytically, speak in groups and inpublic clearly, concisely, and analytically, with appropriate use of visual2 aids, and demonstrate ability in languages other than English.Campuslower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Latin 3Students will exhibit and maintain professional behavior and conduct asteaching assistants in the department's undergraduate courses.CampusTeaching assistants will receive satisfactoryscores on student evaluations andsatisfactory annual reviews by the TAsupervisor, based upon the criteriaestablished by the department.M.A.-Latin 3 Students will present original scholarship to an outside audience. CampusStudents will submit an abstract to agraduate student conference or a meeting ofa regional academic association.M.A.-Latin American Studies 1Students will demonstrate a thorough understanding and comprehensionof the prevailing issues in and scholarly perspectives on Latin AmericanStudies.CampusMA LAS Students will complete a thesisrelated to Latin American Studiesdemonstrating knowledge of the scholarlyliterature and issues relevant to the thesistopic. The thesis is evaluated and approvedby a committee composed of a thesisdirector and two committee members whoalso supervise an oral defense of the thesis.M.A.-Latin American Studies 2Students will develop and demonstrate the ability to critically analyze andevaluate research data related to Latin American Studies.CampusMA LAS students are required to complete athesis evaluated and approved by acommittee composed of a thesis directorand two committee members who alsosupervise an oral defense of the thesis.M.A.-Latin American Studies 2Students must acquire and demonstrate the ability to communicateeffectively in written and oral presentations.CampusAll MA LAS students are required tocomplete a thesis evaluated and approvedby a committee composed of a thesisdirector and two committee members whoalso supervise an oral defense of the thesis.M.A.-Latin American Studies 3M.A.-Latin American Studies 3M.A.-Linguistics 1Students will acquire and demonstrate the ability to behave appropriatelyin a professional setting.Students will acquire and demonstrate the ability to behave appropriatelyin a professional setting.CampusCampusDemonstrate a thorough understanding and comprehension of the coreareas of linguistic study, as agreed upon by the faculty of the department. CampusMA LAS students must formally present anddefend their MA thesis before a facultycommittee composed of a thesis directorand two committee members whio alsosupervise an oral defense.MA LAS Students will present their researchin a Center-sponsored poster session oranother scholarly conference.Comprehensive exam developed and gradedby the Department's ComprehensiveExamination Committee.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Linguistics 2M.A.-Linguistics 2Demonstrate the ability to critically analyze and interpret language andlanguage-related data, apply results to broader context and engage inacademice discourse via writing and oral presentation.Demonstrate the ability to critically analyze and interpret language andlanguage-related data, apply results to broader context and engage inacademice discourse via writing and oral presentation.CampusCampusNon-thesis MA: Paper read and approved by2 faculty members OR Oral exit examadministered by 2 faculty members based ontopics taken from reading listThesis MA: Thesis approved by chair andcommittee member.Display knowledge of ethical human data collection, professional conductand ethical academic writing skills (as established by the Linguistic Societyof America Ethics Statement)CampusPass rubric exam or project as part ofIntroduction to Graduate Research (Lin6084)M.A.-Linguistics 3M.A.-Mathematics 1 program under review for closure Campus program under review for closureM.A.-Mathematics 2 program under review for closure Campus program under review for closureM.A.-Mathematics 3 program under review for closure Campus program under review for closureM.A.-Museology 11. Broad knowledge of the field of Museum Studies in the U.S. andinternationally. 2. Understanding of key disciplinary methods used inMuseum Studies to analyze important issues in the field. 3.Understanding of current issues in Museum Studies. 4. Broad knowledgeof the work and responsibilities of museums and related institutions. 5.Specific knowledge of a specialized area in museum work throughpractical experience. 6. Critical analysis and writing skills to analyzepertinent issues and write about them competently. 7. Advancedresearch skills necessary to develop Museum Studies projects orcompetently evaluate them.CampusM.A.-Museology 2 First Hand experience in museum work CampusM.A.-Museology 3Master and understanding of what it means to be a professional in thefield of Museum Studies • use research libraries, their archives and theircontents efficiently • interact with the services, facilities andtechnologies offered throughout the University as well as those providedby the cooperating internship institutions and the resources in the Schoolof Art and Art History. • Attain skills needed for a specific museum job(e.g. registration, development, education, curatorial, etc.)CampusPass the following, as evaluated by thesupervisory committee: A. Thesis/ProjectProposal B. Thesis or Project C.Thesis/Project Oral DefenseA. Pass the Internship as evaluated by thesupervisory committee chairA. Pass the Internship as evaluated by thesupervisory committee chair

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Philosophy 1Substantial understanding of key aspects of ancient Greek philosophy, themodern era (1600-1900), and core areas of contemporary philosophy,focusing on the theory of knowledge and philosophy of language.CampusThe comprehensive exam for the MAconsists in the conjunction of several writtenfinal exams, built into a set of requiredcourses and assessed by means of adepartmental rubric. The requirement is totake one of each of the following pairs ofcourses: Ancient Philosophy 1 (PHP5005)and Ancient Philosophy 2 (PHP5015),Modern Philosophy 1 (PHH5405) andModern Philosophy 2 (PHH5406), PHP5785(Foundations of Analytic Philosophy) andPHI5365 (Epistemology). The final exam ineach of these courses is assessed by thedepartmental rubric as either unsatisfactory,satisfactory, good, or outstanding. The targetfor the program is the percentage of allenrolled students who (i) have taken at leastone of these exams and (ii) has received atleast a "good" assessment on every one ofthese exams taken.M.A.-Philosophy 2Expertise with contemporary formal logic, including first-order predicatecalculus and a substantial degree of meta-logical theory.CampusThe required course in Graduate Logic(PHI5135) includes a comprehensive finalexam, assessed by means of a departmentalrubric. That exam is assessed by the rubric aseither unsatisfactory, satisfactory, good, oroutstanding. The target for the program isthe percentage of all enrolled students whohave taken the exam and received at least a"good" assessment.M.A.-Philosophy 2Ability to read and comprehend contemporary philosophical work, topresent such work to others, to analyze and critically evaluate thearguments therein, and to formulate one's own position clearly anddefend it in the context of philosophical discussion.CampusThe required Graduate Proseminar course(PHI5935) requires a final substantial paper,assessed by means of a departmental rubric.That paper is assessed by the rubric as eitherunsatisfactory, satisfactory, good, oroutstanding. The target for the program isthe percentage of all enrolled students whohave completed a final paper for theproseminar and received at least a "good"assessment.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Philosophy 3Ability to present philosophical material in a lucid and concise fashion toaudiences of varying backgrounds, to lead discussions of philosophicalmaterial in a way that encourages clear and original thinking about theissues, and to assess undergraduate work in philosophy classes, includinggrading of written work for clarity of expression, comprehension ofmaterial, and cogency of argument.CampusEach student serves at least some time as aTeaching Assistant, and each term served asa TA his or her supervisor assesses thestudent's performance as a TA, whichincludes all three professional behaviorsspecified. The supervisor's assessmentfollows a departmental rubric and shalldeem the student's performance as eitherunsatisfactory, satisfactory, good, oroutstanding. The target for the program isthe percentage of all enrolled students whohave served as a TA and who (i) have neverreceived less than a satisfactory TAassessment and (ii) whose TA assessmentsare "good" or better at least 50% of the time.M.A.-Political Science 1M.A.-Political Science 2A thorough understanding and comprehension of research design, basicstatistical methods, and mastery in one field in political science.Ability to conduct basic quantitative and/or qualitative research toaddress research questions or applied analysis in at least one field inpolitical science.CampusCampusSatisfactory completion of core courses andcomprehensive exam (with oral and writtencomponents) or thesis demonstratingproficiency in both applied and academicknowledge.Satisfactory completion of core courses andcomprehensive exam (with oral and writtencomponents) or thesis demonstratingproficiency in both applied and academicknowledge.M.A.-Political Science 3Attend professional conferences and workshops; attend departmentorientation on professional development which covers academic honesty,ethics, collegiality, and cultural sensitivity.CampusStudents will acquire a thorough understanding and comprehension of: -International Relations theories -The historical evolution of the field -The primary theoretical debates in the field -The seminal literatureassociated with at least two of the following International Relationssubfields: International Political Economy, International Security,American Foreign Policy, International Institutions -Research DesignM.A.-Political Science - International Relations 1 . -Statistical Methods for the Social Sciences Campuscompliance among employees with FERPAand sexual harassment; attendance at thedepartment orientation; attendingprofessional conferences or lectures andworkshops by their second semesterStudents will take and be evaluated inINR6607, POS6736, STA6126, and at leasttwo survey subfield seminars and otherrelevant courses for a total of 36 credithours. Students will successful complete atwo-day written and oral comprehensiveexaminations or submit and defend a thesiscompleted according to Graduate Schoolguidelines.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Political Science - International Relations 2Ability to design and conduct quantitative and/or qualitative research toaddress theoretical and empirical questions in International RelationsCampusStudents will successfully complete a twodaywritten and oral comprehensiveexamination or submit and defend a thesiscompleted according to Graduate SchoolguidelinesStudents will: -attend professional conferences; -attend and presentAttend conferences and workshops; attendM.A.-Political Science - International Relationsresearch at professional attend department orientation on professionaldevelopment which covers academic honesty, ethics, collegiality, and3 gender and cultural sensitivityCampusdepartment orientation; comply with FERPAand UF programs to prevent sexualharassmentM.A.-Psychology 1 No MA program in this department NULL NULLM.A.-Psychology 1 No MA program in this department NULL NULLM.A.-Religion 1Students will become fully conversant with classical and contemporarymethods and theories in the study of religion.CampusStudents must pass exams in the Methodand Theory I and II course sequenceaccording to a departmentally approvedgrading rubric.M.A.-Religion 1Students will develop a broad knowledge of the field of comparativereligion that prepares to pursue a doctoral degree in religion, as well asany other field in the humanities and social sciences.CampusStudents will successfully complete their MAthesis, providing a comprehensive review ofthe pertinent literature, and defend it orallybefore their supervisory committee,following the criteria stipulated in theReligion Department’s Student Handbook.M.A.-Religion 2M.A.-Religion 3M.A.-Sociology 1M.A.-Sociology 1Students will develop the ability to become effective educators in thebroad field of religion at community colleges, high schools, or otherequivalent educational institutions, including NGOs and non-profitorganizations.Students will demonstrate the ability to produce rigorous research andscholarship that meet the professional standards of the field.Demonstrate broad understanding and application of sociologicaltheories.Demonstrate broad understanding and application of sociologicalresearch methods.CampusCampusCampusCampusStudents will serve as teaching assistants inat least one undergraduate introductorycourse, such as “Introduction to WorldReligions,” “Religions of Asia,” or“Introduction to Islam.” Students serving asteaching assistants must receive positiveevaluations from the supervising faculty.Students will present a paper at a publicforum or workshop organized by the ReligionDepartment.Students will complete and successfullydefend a thesis or professional researcharticle within two years of matriculationStudents will complete and successfullydefend a thesis or professional researcharticle within two years of matriculation

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Sociology 1M.A.-Sociology 2Demonstrate in-depth understanding and application of a specialty subfieldin sociology.Demonstrate advanced competencies in conducting independentempirical research with scientific integrityCampusCampusStudents will complete and successfullydefend a thesis or professional researcharticle within two years of matriculationStudents will complete and successfullydefend a thesis or professional researcharticle within two years of matriculationM.A.-Sociology 2Demonstrate advanced competencies in applying substantive sociologicalknowledge in critical thinking, analysis, and communicationM.A.-Sociology 3 Demonstrate broad understanding and application of professional ethics CampusM.A.-Sociology 3 Demonstrate broad understanding and application of professional ethics CampusM.A.-Sociology 3 Demonstrate broad understanding and application of professional ethics CampusCampusStudents will complete and successfullydefend a thesis or professional researcharticle within two years of matriculationStudents will successfully complete sexualharassment training compliance within thefirst term of matriculationStudents will successfully complete thetraining module in FERPA Basics within thefirst term of matriculationStudents will successfully complete theInstitutional Review Board’s required readingfor all researchers within the first term ofmatriculationDemonstrate broad understanding and application of the role of theM.A.-Sociology 3 professional sociologistDemonstrate a thorough understanding and comprehension of the coreareas of Hispanic linguistic and/or literary studies for the MA (withoptional secondary-foci in Luso-Brazilian studies), or of a specific area ofresearch within those fields for the Ph.D., as agreed upon by the facultyM.A.-Spanish 1 of the department.CampusCampusStudents will complete the departmentalprofessionalization seminar within the firstterm in the graduate programComprehensive Exam developed and gradedby a committee of faculty membersM.A.-Spanish 2Literary/Cultural Studies: Demonstrate the ability to analyze and interpretHispanic/Latino literary and cultural products (with optional secondaryfoci in Luso-Brazilian studies), apply results to broader context andengage in academic discourse via writing and oral presentation. HispanicLinguistics: Demonstrate the ability to analyze and interpret Hispaniclanguage and language-related data (with optional secondary foci inPortuguese), apply results to broader context and engage in academicdiscourse via writing and oral presentation.CampusNon-thesis MA: Oral component of thecomprehensive exams –administered bycommittee of faculty members Thesis MA:Thesis approved by chair and committeememberM.A.-Spanish 3Display knowledge of ethical human data collection, professional conductand ethical academic writing skills (as established by Linguistic Society ofAmerica Ethics Statement and/or Modern Language Association).CampusSuccessful completion of the Introduction toGraduate studies within their discipline.Also, annual discussion and evaluation ofstudent’s ethical behavior done by thefaculty at the meeting of graduate studentassessment.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Women's Studies 1Students will demonstrate an in-depth interdisciplinary understanding ofgender in culture and society. Gender will be understood as historicallyproduced in relationship with other vectors of difference, including race,sexuality, class, nationality, and so on. Students will demonstrateknowledge of multi-cultural and transnational currents of feministthought. They will have breadth and also depth as they pursue thesesand projects to fulfill MA requirements.CampusProcedures: How will it be measured?Assessment of students will be ongoing overthe course of their two-year MA program.Faculty members will offer feedback onstudents’ assigned written work and reviewtheir academic progress at the close of eachsemester. The thesis or non-thesis projectwill provide the culminating work to beassessed by the students’ MA committeemembers. The oral defense of MA thesis ornon-thesis project, open to all CWSGRfaculty and graduate students, provides afinal opportunity for committee members toassess students’ knowledge of gender inculture and society. What is the desiredlevel of achievement? The objective is forstudents to demonstrate a thoroughcomprehension of the subject matter ofgender in culture and society, with specialexpertise in their focused area of study.Who will measure? CWSGR faculty memberswill measure attainment of interdisciplinaryknowledge in the area of gender in cultureand society

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.-Women's Studies 2Students will demonstrate critical thinking, research, and writing skills inall of their courses and other graduate work; communication skills in andout of the classroom as active participants in their own education; and anability to meet deadlines and fulfill on academic commitments.CampusProcedures: How will it be measured?CWSGR faculty members will assessstudents’ critical thinking, research, andwriting skills, and their ability to navigatetheoretical and analytical work, both asreaders and writers (providing writtencomments on assigned work). Students’communication skills will be assessed asinstrumental to their ability to function asscholars and world citizens. Their ability tomeet deadlines and academic commitmentswill be assessed as key to future success.What is the desired level of achievement?The objective is for students to demonstratecritical thinking and writing skills, withspecial expertise in methods used in theirfocused area of study. They are alsoexpected to demonstrate communicationskills and an ability to meet deadlines andacademic commitments. Who willmeasure? CWSGR faculty members willmeasure students’ critical thinking, research,writing and communication skills, and theirsuccess in meeting academic responsibilities.M.A.-Women's Studies 3Students will demonstrate professional behavior, meeting expectations inthe academic community and beyond. They will fulfill work obligations ina thoughtful and timely way, and display collegiality and sensitivity tofaculty and other students in the program. They will show an ability toparticipate collaboratively and contribute to the life of the CWSGR. CampusProcedures: How will it be measured?Frequent interaction of CWSGR facultymembers with graduate students will allowfor assessment of students’ professionaldevelopment and contribution to the life ofthe CWSGR. Faculty members will serve asmentors and models of professionalism.What is the desired level of achievement?The objective is for students to demonstrateprofessional behavior and collegiality, asmeasured by the quality of theirparticipation in the CWSGR, at professionalconferences, and so on. Who will measure?CWSGR faculty members will measuregraduate students’ professionaldevelopment and collegial behavior.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-Curriculum and Instruction (ISC) 1M.A.E.-Curriculum and Instruction (ISC) 2M.A.E.-Curriculum and Instruction (ISC) 3The student will demonstrate research-based knowledge of curriculum,teaching, and learning.The student will apply knowledge to investigate a problem or questionrelated to curriculum, teaching, and learning.The student will present a written and an oral examination of a topic ofinvestigation within the field of study.CampusCampusCampusThe faculty members of the student's MAEcommittee will evaluate whether thestudent's defense of the thesis or project inlieu of thesis is satisfactory.The faculty members of the student's MAEcommittee will evaluate whether thestudent's defense of the thesis or project inlieu of thesis is satisfactory.The faculty members of the student's MAEcommittee will evaluate whether thestudent's defense of the thesis or project inlieu of thesis is satisfactory.M.A.E.-Early Childhood Education 1Demonstrates advanced levels of knowledge in the following core areas:a) curriculum and instruction; b) child development and assessment; c)family, diversity, and community relations; and, d) transition and publicpolicy.CampusCandidates will successfully complete thequalifying exam, as measured by students’advisory committee (includes at least threefaculty members) using an established ratingguide. The qualifying examination will ensurethat each candidate demonstratesknowledge of Early Childhood subject matterduring the oral and written review process.M.A.E.-Early Childhood Education 2Demonstrates advanced levels of skill in the following core areas: a)curriculum and instruction; b) child development and assessment; c)family, diversity, and community relations; and,d) transition and publicpolicy.CampusCandidates will successfully complete theAction Research Project or thesis, asmeasured by students' advisory committee(includes at least three faculty members)using an established rating guide.M.A.E.-Early Childhood Education 3Displays ethical behavior, cultural sensitivity, and appropriateprofessional conduct & communicationCampusCandidates will successfully complete theoral and written qualifying exam, asevaluated by candidates’ advisorycommittee (includes at least three facultymembers), using an established rating guide.M.A.E.-Early Childhood Education 3Displays ethical behavior, cultural sensitivity, and appropriateprofessional conduct & communicationCampusCandidates will successfully design anddeliver a professional developmentpresentation, which will be evaluated by theparticipants of the presentation.M.A.E.-Educational Leadership 1Candidates will demonstrate knowledge of core curricular areas ofeducational leadership including school finance, law, human resources,technology, data-driven decision-making, diversity, organizational theory,supervision & strategic planning.CampusCandidates will successfully completeassigned tasks and ratings in the EducatorAssessment System (EAS) and achievepassing scores on the Comprehensive Finalor successfully defend a Master’s Thesis.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-Educational Leadership 2Candidates will successfully demonstrate competencies and skills ofinstructional leadership, operational leadership and school leadership.CampusCandidates will successfully complete andreceive satisfactory ratings from programfaculty on Educator Assessment System(EAS) tasks, as well as achieve passing scoreson the Comprehensive Final or successfullydefend a Master’s Thesis.M.A.E.-Educational Leadership 3Students will demonstrate ethical behavior, professional conduct andcommunication.CampusCandidates will successfully complete andreceive satisfactory ratings from programfaculty on Educator Assessment System(EAS) tasks, as well as achieve passing scoreson the Comprehensive Final or successfullydefend a Master’s Thesis.M.A.E.-Educational Leadership 3Candidates who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students byunderstanding the larger political, social, economic, legal and culturalissues.M.A.E.-Educational Psychology 1 Program termination form submitted for approval. CampusM.A.E.-Educational Psychology 2 Program termination form submitted for approval. CampusM.A.E.-Educational Psychology 3 Program termination form submitted for approval. CampusCampusCandidates will successfully complete andreceive satisfactory ratings from programfaculty on Educator Assessment System(EAS) tasks, as well as achieve passing scoreson the Comprehensive Final or successfullydefend a Master’s Thesis.Program termination form submitted forapproval.Program termination form submitted forapproval.Program termination form submitted forapproval.M.A.E.-Elementary Education 1The student will demonstrate research-based knowledge of teaching andlearning in elementary education.CampusThe students' Master's theses will beevaluated as satisfactory or unsatisfactory byMAE committee members.M.A.E.-Elementary Education 1The student will critique teaching practices based on knowledge of thedevelopmental and socio-cultural context of the learner.CampusThe students' Master's theses will beevaluated as satisfactory or unsatisfactory byMAE committee members.M.A.E.-Elementary Education 2The student will apply knowledge to investigate a problem or questionwithin the field of elementary education.CampusThe students' Master's theses will beevaluated as satisfactory or unsatisfactory byMAE committee members.M.A.E.-Elementary Education 3The student will present a written and oral presentation and defense of atopic of investigation in elementary education.CampusThe students' Master's theses will beevaluated as satisfactory or unsatisfactory byMAE committee members.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-English Education 1The student will demonstrate mastery of research-based knowledge ofEnglish Education best practices of teaching and learning.CampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.M.A.E.-English Education 2The student will apply knowledge to investigate a significant problem ororiginal question within the field of English Education.CampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.M.A.E.-English Education 3The student will complete a written thesis or project and an oralpresentation of a topic of investigation within English Education.M.A.E.-Foreign Language Education 1 Program termination form submitted for approval. CampusM.A.E.-Foreign Language Education 2 Program termination form submitted for approval. CampusM.A.E.-Foreign Language Education 3 Program termination form submitted for approval. CampusCampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.Program termination form submitted forapproval.Program termination form submitted forapproval.Program termination form submitted forapproval.M.A.E.-Marriage and Family Counseling 1Candidates demonstrate professional knowledge to address a widevariety of issues in the context of relationships and families.CampusCandidates will successfully pass the exitinterview that is composed of: (a) a writtenintegrative paper, (b) a video presentation ofthe examinee's clinical work, (c) and oraldefense to faculty questions about the paperand the video.M.A.E.-Marriage and Family Counseling 2Candidates demonstrate proficiency in marriage and family counselingskills by applying ethical and legal standards in marriage, couple, andfamily counseling and demonstrating their ability to select models ortechniques appropriate to couples’ or families’ presenting problems.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR)is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-Marriage and Family Counseling 3Candidates will demonstrate professional behavior in marriage and familycounseling by engaging in: (a) professional organizations, includingmembership benefits, activities, services to members, and current issues;(b) professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.CampusCandidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association).M.A.E.-Mathematics Education 1M.A.E.-Mathematics Education 2M.A.E.-Mathematics Education 3The student will demonstrate knowledge pertaining to current researchon teaching and learning of mathematics.The student will apply knowledge to investigate a significant problem ororiginal question within the field of study.The students will critically evaluate their own effectiveness to plan futurelessons and improve the teaching of all students over time.CampusCampusCampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.Students will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.Students will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.M.A.E.-Mental Health Counseling 1Candidates will demonstrate the professional knowledge to address awide variety of circumstances within the clinical mental health counselingcontext.CampusCandidates will successfully pass the exitinterview that is composed of: (a) a writtenintegrative paper, (b) a video presentation ofthe examinee's clinical work, (c) and oraldefense to faculty questions about the paperand the video.M.A.E.-Mental Health Counseling 2Candidates demonstrate proficiency in counseling skills by applyingprinciples and practices of diagnosis, treatment, referral, and preventionof mental and emotional disorders to initiate, maintain, and terminatecounseling. Candidates also apply multicultural competencies to clinicalmental health counseling involving case conceptualization, diagnosis,treatment, referral, and prevention of mental and emotional disorders.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR) is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-Mental Health Counseling 3Candidates will demonstrate professional behavior in mental healthcounseling by engaging in: (a) professional organizations, includingmembership benefits, activities, services to members, and current issues;(b) professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.CampusCandidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association).M.A.E.-Reading Education 1The student will demonstrate mastery of research-based knowledge ofgeneral and subject-specific best practices in Reading Education.CampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis, as rated by the faculty members onthe student’s MAE committee.M.A.E.-Reading Education 2The student will apply knowledge to investigate a significant problem oran original question within the field of Reading Education.CampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis, as rated by the faculty members onthe student’s MAE committee.M.A.E.-Reading Education 3M.A.E.-Research and Evaluation Methodology 1M.A.E.-Research and Evaluation Methodology 2M.A.E.-Research and Evaluation Methodology 3The student will complete a written thesis (or project) and an oralpresentation on a topic of investigation within the field of ReadingEducation.Majors will achieve a thorough understanding of the concepts, methodsand issues in educational measurement and assessment, evaluation, andresearch methodology.Majors will apply their understanding of the research process byformulating hypotheses, planning and designing educational researchstudies, planning and designing methodological research studies,analyzing data, and reporting results.Majors will be able to effectively present concepts in researchmethodology both orally and in writing.CampusCampusCampusCampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis, as rated by the faculty members onthe student’s MAE committee.Majors will achieve an average grade of B+ inmajor courses completed.Majors will receive satisfactory evaluationsof their completed thesis from faculty.Majors will receive satisfactory evaluationsof their thesis and oral defense of thesisfrom faculty.M.A.E.-School Counseling and Guidance 1Candidates demonstrate professional knowledge to address a widevariety of circumstances within the school counseling field.CampusCandidates will successfully pass the exitinterview that is composed of: (a) a writtenintegrative paper, (b) a video presentation ofthe examinee's clinical work, (c) and grouporal defense to faculty questions about thepaper and the video.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-School Counseling and Guidance 2Candidates demonstrate proficiency in school counseling skills bydemonstrating the ability to apply and adhere to ethical and legalstandards in school counseling and the ability to articulate, model, andadvocate for an appropriate school counselor identity and program.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR) is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.M.A.E.-School Counseling and Guidance 3M.A.E.-School Psychology 1M.A.E.-School Psychology 2M.A.E.-School Psychology 3Candidates will demonstrate professional behavior in school counselingby engaging in: (a) professional organizations, including membershipbenefits, activities, services to members, and current issues; (b)professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.Candidates will demonstrate knowledge of core school psychologycontent areas including: assessment, consultation, intervention, andprofessional and ethical standardsCandidates will demonstrate emerging skills in the design, datacollection/analysis, and writing process of a collaborative researchproject.Candidates will demonstrate effective collaborative skills when workingwith faculty and more experienced scholars on a joint research project.CampusCampusCampusCampusCandidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association, American SchoolCounseling Association).Candidates will successfully complete corecoursework in school psychology with aminimum GPA of 3.25Candidates will submit a manuscript forpublication in a peer refereed journalCandidates will receive an average rating of3.5 (Above Average) on WorkPerformance/Professional Behavior itemsincluded on the Graduate AssistantshipAnnual Evaluation completed by a facultysupervisor.M.A.E.-Science Education 1The student will demonstrate mastery of research-based knowledge ofgeneral and subject-area specific area best practices in teaching andlearning in Science Education.CampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.M.A.E.-Science Education 2The student will apply knowledge to investigate a significant problem ororiginal question within his/her specific field of Science Education.CampusStudents will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-Science Education 3M.A.E.-Social Studies Education 1M.A.E.-Social Studies Education 2M.A.E.-Social Studies Education 3The student will complete a written thesis or project and an oralpresentation of research that focuses on a significant problem or originalquestion in Science Education.The student will demonstrate mastery of research-based knowledge ofboth general and subject-specific best practices in social studies teachingand learning.The student will apply knowledge to investigate a significant problem ororiginal question within the field of Social Studies Education.The student will complete a written thesis or project and an oralpresentation on a topic of investigation within the field of Social StudiesEducation.CampusCampusCampusCampusStudents will receive a satisfactory rating onthe written thesis or project, as well as theoral presentation and defense of the thesisor project as rated by the faculty memberson the student’s MAE committee.Students will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.Students will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.Students will receive a satisfactory rating onthe defense of the thesis or project in lieu ofthesis as rated by the faculty members onthe student’s MAE committee.M.A.E.-Special Education 1Program participants will demonstrate knowledge of effective academicand behavioral interventions for students with disabilities and otherlearning differences.DistanceProgram participants will receive a score ofat least 80/100 points on theimplementation of an intervention in whichthey teach a learning strategy to a strugglinglearner as a project required in EEX 6936Teaching Learning Strategies. The courseinstructor will provide initial assessment foreach candidate using a rubric developed forthe project. A panel of program faculty willreview the results of participants across theprogram.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-Special Education 2Program participants will use a variety of techniques/tools to determineacademic and behavioral needs of students with disabilities and otherlearning differences.DistanceParticipants will receive scores of at least95/120 points on the Assessment/Instructionproject in EEX 6233 in which programparticipants conduct academic andbehavioral assessments of a strugglinglearner. The project requires participants toapply knowledge gained through courseworkin a PK-12 school setting, and the courseinstructor will provide the initial assessmentof each student using a rubric developed forthe project. A panel of program faculty willreview the results of participants across theprogram.M.A.E.-Special Education 2Program participants will use assessment data to design appropriateacademic and behavioral programs for students with disabilities andother learning differences.DistanceProgram participants will receive 40/40points on an educational plan designed usingthe data from the assessment project. Thecourse instructor will provide an initialassessment for each candidate using a rubricdeveloped for the project. A panel ofprogram faculty will review results ofparticipants across the program.M.A.E.-Special Education 3Program participants will use data to monitor progress and makedecisions regarding academic and behavioral programs and instructionfor students with disabilities and other learning differences.DistanceProgram participants will receive scores of atleast 80 / 100 points on an assignment tomonitor student progress whileimplementing an intervention project. Datacollected by the candidate are used to makeand justify instructional decisions. Thecourse instructor will provide an initialassessment for each candidate using a rubricdeveloped for the project, and a panel ofprogram faculty will review results ofparticipants across the program.M.A.E.-Student Personnel in Higher Education 32. To develop presentation skills to effectively communicate studentaffairs related concepts and ideasCampus1.Student actively participates inprofessional organizations via conferences,workshops, and membership 2.Studentactively presents student affairs-relatedwork in professional conferences,workshops, and class

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.E.-Student Personnel in Higher Education 1To develop an understanding of student affairs functioning whichincludes, but is not limited to, issues related to leadership andgovernance, technology, curriculum and co-curriculum partnerships, aswell as issues pertaining to students, faculty, and administratorsCampusStudent has to complete a take-home exambased on essay exams that cover five basicareas of student affairs core knowledgeareas: student development theory, researchmethods, assessment, counseling, and crisismanagement.M.A.E.-Student Personnel in Higher Education 2To develop the ability to critically evaluate the research found in studentaffairs-related research articles, policy briefs, and position papersCampus1. Student completes course written and oralassignments. This may include, but notlimited to, literature reviews, journal andbook critiques, program proposals, reflectionpapers, and presentationsDevelopment of a thorough understanding of mass communicationtheory and an expertise in research methods, aiding in a synthesizedperspective for evaluating and addressing current practitioner orM.A.M.C.-Mass Communication 1 theoretical problems.Development of a thorough understanding of mass communicationtheory and an expertise in research methods, aiding in a synthesizedperspective for evaluating and addressing current practitioner orM.A.M.C.-Mass Communication 1 theoretical problems.CampusCampusAll master’s students will successfullycomplete and defend a thesis or project inlieu of thesis that is unanimously acceptedby the students’ thesis or project committeeStudents placed in professional positions ordoctoral programsM.A.M.C.-Mass Communication 2Demonstrate a thorough understanding of communication subject matterand issues through a synthesis of subjects, theories and methodologies.CampusAll students completing the program willcreate a conceptual thesis or project in lieuof thesis addressing issues in thecommunication field that demonstrate asynthesis of knowledge gained from theprogram. This knowledge will be measuredthrough a thesis or project in lieu of thesisand the defense with the students’committeeM.A.M.C.-Mass Communication 2 Oral and written communication skills CampusAll students completing the program willcreate a conceptual thesis or project in lieuof thesis addressing issues in thecommunication field that demonstrate asynthesis of knowledge gained from theprogram. This knowledge will be measuredthrough a thesis or project in lieu of thesisand the defense with the students’committee

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.M.C.-Mass Communication 3M.A.T.-Anthropology 1M.A.T.-AnthropologyM.A.T.-Anthropology 3M.A.T.-French and Francophone Studies 1M.A.T.-French and Francophone Studies 2Display of ethical behaviors, teamwork, cultural sensitivity/appreciationfor diverse viewpoints, and an understanding of professional standardsfor effective and ethical decision makingDemonstrate thorough understanding of the foundational concepts of thediscipline of Anthropology and its subfields.CampusCampus2 Demonstrate skill in the application of Anthropological research methods. CampusDemonstration of mastery of professional communication through thepreparation of a publication quality paper.Demonstrate a thorough understanding and comprehension of the coreareas of French and Francophone linguistic and/or literary studies for theMA, as agreed upon by the faculty of the department.Literary/Cultural Studies: Demonstrate the ability to analyze and interpretFrench and Francophone literary and cultural products, apply results tobroader context and engage in academic discourse via writing and oralpresentation. French and Francophone Linguistics: Demonstrate theability to analyze and interpret French and Francophone language andlanguage-related data, apply results to broader context and engage inacademic discourse via writing and oral presentation.CampusCampusCampusThese behaviors are incorporated into atleast two of our core courses. A satisfactorygrade in these classes must be achieved toreach this competency as measured by thegraduate faculty.Three essay questions administered as partof comprehensive exam required for theMasters degree.Receipt of a passing grade for thecompletion of departmental courseworkproviding training in an Anthropologicalresearch method. This includes laboratories,field schools, supervised research andresearch project courses.Review of paper conducted by sub-fieldfaculty as part of annual evaluation ofMasters students.Comprehensive Exam developed and gradedby a committee of faculty membersNon-thesis MA: Oral component of thecomprehensive exams –administered bycommittee of faculty members Thesis MA:Thesis approved by chair and committeememberDisplay knowledge of ethical human data collection, professional conductand ethical academic writing skills (as established by Linguistic Society ofAmerica Ethics Statement and/or Modern Language Association).All students: Successful completion of agraduate seminar, including completion of apaper that represents a significant piece ofindependent research. Also, annualdiscussion and evaluation of student’sethical behavior done by the faculty at themeeting of graduate student assessment.M.A.T.-French and Francophone Studies 3CampusM.A.T.-Geography 1 we no longer offer this degree. Campus degree is not offered.M.A.T.-Geography 2 degree not offered. Campus degree not offered.M.A.T.-Geography 3 degree not offered. Campus degree not offered.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.T.-Latin 1 Students will have an advanced proficiency in Latin. CampusStudents will pass the comprehensivereading examination in Latin, set and gradedby a committee of department faculty, basedupon the rubric established by thedepartment.M.A.T.-Latin 1Students will have a solid understanding of the history, culture, andliterature of ancient Rome.CampusStudents will pass the comprehensivewritten and oral examination on Latinliterature and culture, set and graded by acommittee of department faculty, using therubric established by the department.M.A.T.-Latin 2Students will be able to read critically ancient Latin literature and havedeveloped techniques for teaching Latin.M.A.T.-Latin 3 Students will present scholarly research to an outside audience. CampusM.A.T.-Latin American Studies 1 Program has limited enrollment and is under review for closure NULL NULLprogram under review. We have one that will be getting this in theM.A.T.-Mathematics 2 SummerCampusprogram under review. We have one that will be getting this in theM.A.T.-Mathematics 3 Summerprogram under review. We have one that will be getting this in theM.A.T.-Mathematics 1 SummerCampusCampusCampusStudents will pass the comprehensivewritten and oral examination on Latinliterature and culture, with questions onLatin pedagogy, set and graded by acommittee of department faculty, using therubric established by the department.Students will submit an abstract to agraduate student conference or a meeting ofa regional association.program under review. We have one thatwill be getting this in the Summerprogram under review. We have one thatwill be getting this in the Summerprogram under review. We have one thatwill be getting this in the Summer

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.T.-Philosophy 1Substantial understanding of key aspects of ancient Greek philosophy, themodern era (1600-1900), and core areas of contemporary philosophy,focusing on the theory of knowledge and philosophy of language.CampusThe comprehensive exam for the MAconsists in the conjunction of several writtenfinal exams, built into a set of requiredcourses and assessed by means of adepartmental rubric. The requirement is totake one of each of the following pairs ofcourses: Ancient Philosophy 1 (PHP5005)and Ancient Philosophy 2 (PHP5015),Modern Philosophy 1 (PHH5405) andModern Philosophy 2 (PHH5406), PHP5785(Foundations of Analytic Philosophy) andPHI5365 (Epistemology). The final exam ineach of these courses is assessed by thedepartmental rubric as either unsatisfactory,satisfactory, good, or outstanding. The targetfor the program is the percentage of allenrolled students who (i) have taken at leastone of these exams and (ii) has received atleast a "good" assessment on every one ofthese exams taken.M.A.T.-Philosophy 2Expertise with contemporary formal logic, including first-order predicatecalculus and a substantial degree of meta-logical theory.CampusThe required course in Graduate Logic(PHI5135) includes a comprehensive finalexam, assessed by means of a departmentalrubric. That exam is assessed by the rubric aseither unsatisfactory, satisfactory, good, oroutstanding. The target for the program isthe percentage of all enrolled students whohave taken the exam and received at least a"good" assessment.M.A.T.-Philosophy 2Ability to read and comprehend contemporary philosophical work, topresent such work to others, to analyze and critically evaluate thearguments therein, and to formulate one's own position clearly anddefend it in the context of philosophical discussion.CampusThe required Graduate Proseminar course(PHI5935) requires a final substantial paper,assessed by means of a departmental rubric.That paper is assessed by the rubric as eitherunsatisfactory, satisfactory, good, oroutstanding. The target for the program isthe percentage of all enrolled students whohave completed a final paper for theproseminar and received at least a "good"assessment.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.T.-Philosophy 3Ability to present philosophical material in a lucid and concise fashion toaudiences of varying backgrounds, to lead discussions of philosophicalmaterial in a way that encourages clear and original thinking about theissues, and to assess undergraduate work in philosophy classes, includinggrading of written work for clarity of expression, comprehension ofmaterial, and cogency of argument.CampusEach student serves at least some time as aTeaching Assistant, and each term served asa TA his or her supervisor assesses thestudent's performance as a TA, whichincludes all three professional behaviorsspecified. The supervisor's assessmentfollows a departmental rubric and shalldeem the student's performance as eitherunsatisfactory, satisfactory, good, oroutstanding. The target for the program isthe percentage of all enrolled students whohave served as a TA and who (i) have neverreceived less than a satisfactory TAassessment and (ii) whose TA assessmentsare "good" or better at least 50% of the time.M.A.T.-Political Science - International Relations 1 program has limited enrollment and is under consideration for closure NULL NULLM.A.T.-SpanishDemonstrate a thorough understanding and comprehension of the coreareas of Hispanic linguistic and/or literary studies for the MA (withoptional secondary-foci in Luso-Brazilian studies), or of a specific area ofresearch within those fields for the Ph.D., as agreed upon by the faculty1 of the department.CampusComprehensive Exam developed and gradedby a committee of faculty membersM.A.T.-Spanish 2Demonstrate the ability to analyze and interpret Hispanic language andlanguage-related data, apply results to broader context of languagepedagogy; and engage in academic discourse via writing and oralpresentation.CampusOral component of the comprehensiveexams –administered by committee offaculty members; Thesis approved by chairand committee memberM.A.T.-Spanish 3M.A.U.R.P.-Urban and Regional Planning 1M.A.U.R.P.-Urban and Regional Planning 2Display knowledge of ethical human data collection, professional conductand ethical academic writing skills (as established by Linguistic Society ofAmerica Ethics Statement and/or Modern Language Association).Students demonstrate a thorough understanding and comprehension ofsubject matter relevant to the discipline.Students will demonstrate oral, written, and critical thinking skillsrequired of master’s students within their area of specialization.CampusCampusCampusAll students: Successful completion of theIntroduction to Graduate studies within theirdiscipline. Also, annual discussion andevaluation of student’s ethical behavior doneby the faculty at the meeting of graduatestudent assessment.Students completing their coursework willsuccessfully defend their thesis before aminimum of 2 Graduate Research Faculty(GRF) in the department.Students completing their coursework willsuccessfully defend their thesis before aminimum of 2 Graduate Research Faculty inthe department.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.A.U.R.P.-Urban and Regional Planning 3Display ethical behaviors, cultural sensitivity, teamwork, professionalconduct and communication.CampusStudents will develop professional skillsthrough the Internship and Practicum(studio).M.AB.-Food and Resource Economics 1M.AB.-Food and Resource Economics 2M.AB.-Food and Resource Economics 3Students will have a thorough understanding and comprehension ofeconomic, management, marketing, finance, quantitative analysis, andpolicy principles as they apply to food and agribusiness firms.Students will apply, analyze, and synthesize content knowledge to solvemanagement problems faced by food and agribusiness firmsStudents will demonstrate teamwork, ethical, cultural sensitivity, andprofessional communication skillsCampusCampusCampusStudents will pass all core curriculum courseswith a C or better. The supervisorycommittee will assess the knowledge gainedby the student as part of a successful studentproject defense utilizing a faculty developedrubric.Students will successfully present in a paperand orally to a panel of FRE faculty thefindings from an internship project utilizing afaculty developed rubric.During the degree program, students adhereto the University of Florida’s Honor Code.Observation by the faculty of professionalbehavior during class activities, seminars,project work, internship, and projectdefense. These observations will be sharedwith the supervisory committee andevaluated based on a faculty-developedrubric.M.Acc.-Accounting 1Students will conduct effective professional accounting and tax research,specifically to interpret and apply statutory tax authority to unstructuredand complex transactions.CampusThis course embedded measurement wasconducted Tax Research (TAX 5065). Theinstrument used was a case covering thepotential tax consequences of transactions.The assignment was completed by studentsindividually and was used as a component oftheir course grade. This outcome has twocomponents (interpret, and apply authority).Each component was evaluated using by apoint scale ranging from 0 to 3 points.Students earning 3 or greater were deemedto exceed expectations; students earning 2were deemed to meet expectations; andstudents earning one or less were deemedbelow expectations.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Acc.-Accounting 1Students will conduct effective professional accounting and tax research,specifically to interpret and apply accounting standards governing privateand public sector financial reporting.CampusThis course embedded measurement wasconducted biannually in AccountingInstitutions and Professional Literature (ACG5815). The instrument used was a caseassigned as part of the course. The case wasmapped to each of the three assessmentmeasurements of this learning objective.Results were compiled separately for eachassessment measurement. Students scoringgreater than or equal to 85% were deemedto exceed standards, students scoring lessthan 85% but greater than or equal to 50%were deemed to meet standards, andstudents scoring less than 50% were deemedto be below standards.M.Acc.-Accounting 3Students will possess effective business communication skills, specificallyto write clearly, concisely, and persuasively.CampusThis outcome is assessed using twomeasures. The first, an input measure, isselection. Effective with the 2009-2010academic year, a minimum requirement foradmission will be achieving a minimum scoreof four on the Analytical Writing Assessmentsection of the GMAT. Exceptions to thisminimum requirement will only bepermitted with approval of the School’sAdmission committee. It is anticipated thatexceptions to this minimum requirement willbe few. The second assessment is a courseembeddedmeasurement evaluated inWriting for Accountants. The emphasis ofthis assessment is for students respond to asituational- and audience-specific executivesummary writing assignment designed totest students’ command of writing skills andunderstanding of rhetorical strategies. Theassignment is evaluated using thestandardized 100 point rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Acc.-Accounting 3Students will possess effective business communication skills, specificallyto orally communicate clearly, concisely, and persuasively with theappropriate use of supporting media.CampusSpeaking skills are assessed using a courseembeddedmeasure in Tax Research (Tax5065). The rubric is based upon anevaluation of a persuasive presentation.Eight elements are evaluated with a pointscale ranging from one point to five pointspossible for each element. Students mustdemonstrate a well structured presentation,strong evidence using relevant supportivedata, critical thinking, a clear argument,dynamic delivery, and effective use ofPowerPoint.M.Acc.-Accounting 2M.Acc.-Accounting 2Students will possess the knowledge and skills necessary to succeed inthe accounting profession, specifically to demonstrate the ability toreason and to solve complex accounting and business problems.Students will possess the knowledge and skills necessary to succeed inthe accounting profession, specifically to demonstrate the ability toreason and to solve complex business problems.CampusCampusThis outcome is assessed with acomprehensive indirect output measure ofaccounting and business knowledge whichconsists of overall pass rates for the UniformCertified Public Accountants examination(CPA). This assessment was conducted byanalyzing the most recently released overallCPA performance for MAcc graduates andcomparing the results to the nationalaverage pass rates and our pass rates rankedrelative to that of our peer schools.This outcome is assessed as a courseembeddedmeasure in MAN6724. Theassessment is under development and willbe completed May 2011

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe first part of this course embeddedmeasurement is conducted biannually inAccounting Institutions and ProfessionalLiterature (ACG 5815). The instrument is thefinal exam for the course. The exam ismapped to the two assessmentmeasurements of this learning objective.Results are compiled separately for eachassessment measurement. Students scoringgreater than or equal to 80% are deemed toexceed standards, students scoring less than80% but greater than or equal to 60% aredeemed to meet standards, and studentsscoring less than 60% are deemed to bebelow standards. The second part of thiscourse embedded measurement isconducted biannually in Commercial Law forAccountants (BUL 5832). The instrumentused is the final exam for the course.Pertinent questions from the exam aremapped to the three assessmentmeasurements of this learning objective.Results are compiled separately for eachassessment measurement. Students scoringM.Acc.-AccountingStudents will recognize ethical questions encountered in the practice ofaccounting and formulate solutions that consider all stakeholders,specifically to recognize professional standards of conduct and recognize3 legal, ethical, and social responsibilities.Campusgreater than or equal to 80% are deemed toexceed standards, students scoring less than80% but greater than or equal to 60% aredeemed to meet standards, and studentsM.Adv.-Advertising 1M.Adv.-Advertising 3Development of a thorough understanding of advertising theory and anexpertise in research methods, aiding in a synthesized perspective forevaluating and addressing current practitioner or theoretical problems.Display of ethical behaviors, teamwork, cultural sensitivity/appreciationfor diverse viewpoints, and an understanding of professional standardsfor effective and ethical decision makingCampusCampusAll master’s students will successfullycomplete and defend a thesis or project inlieu of thesis that is unanimously acceptedby the students’ thesis or project committeeStudents placed in professional positions ordoctoral programsA satisfactory grade in classes incorporatingthese behaviors must be achieved to reachthis competency as measured by thegraduate faculty.M.Adv.-Advertising 2Demonstrate a thorough understanding of advertising and issues througha synthesis of subjects, theories and methodologies. Oral and writtencommunication skillsCampusAll students completing the program willcreate a conceptual thesis or project in lieuof thesis addressing issues in advertsing thatdemonstrate a synthesis of knowledgegained from the program. This knowledgewill be measured through a thesis or projectin lieu of thesis and the defense with thestudents’ committee

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Arch.-Architecture 1Ability to use critical thinking and specialized knowledge of architecturalsystems to identify clearly state, and convey problems and developdesign responses in an ethical and responsible manner.CampusAssessment Method: Successfulachievement of project oriented problemsthat require interpretation and integration ofknowledge from within and outside thediscipline. Studio discussions and juried(outside critiques) evaluations andassessments of project proposals areconducted to assess how students areengaged and resolve the project challenges.75% to 100% of the students mustdemonstrate ‘ability to’ levels ofunderstanding of core curricular objectivesto continue in the program. Secondarycurricular objectives are measured at the‘understanding of’ level of comprehension.Measurement is conducted by faculty,visiting scholars and practicing architectswho are regularly engaged in the evaluationof students at mid-term and final reviews.Results: 80% will pass the architectureregistration examination within 10 years.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Arch.-Architecture 1Ability to use critical thinking and specialized knowledge of architecturalsystems to identify clearly state, and convey problems and developdesign responses in an ethical and responsible manner.CampusAssessment Method: Successfulachievement of project oriented problemsthat require interpretation and integration ofknowledge from within and outside thediscipline. Studio discussions and juried(outside critiques) evaluations andassessments of project proposals areconducted to assess how students areengaged and resolve the project challenges.75% to 100% of the students mustdemonstrate ‘ability to’ levels ofunderstanding of core curricular objectivesto continue in the program. Secondarycurricular objectives are measured at the‘understanding of’ level of comprehension.Measurement is conducted by faculty,visiting scholars and practicing architectswho are regularly engaged in the evaluationof students at mid-term and final reviews.Results: 80% will pass the architectureregistration examination within 10 years.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Arch.-Architecture 2Ability to individualize an area of focus, develop self-determination andlead a project team, collaborate with other professionals for inclusive andintegrative proposals.CampusAssessment Method: Successfulachievement of project oriented problemsthat require interpretation and integration ofknowledge from within and outside thediscipline. Studio discussions and juried(outside critiques) evaluations andassessments of project proposals and howstudents are engaged and resolve the projectchallenges. Tracking of studentparticipation in elective courses andindividual areas of focus. Weekly meetingsare conducted with Masters ResearchProject committee. 100% of the studentsmust demonstrate ‘ability to’ levels ofunderstanding of core curricular objectivesto graduate from the program. Secondarycurricular objectives are measured at the‘understanding of’ level of comprehension.This may take additional time within thecurriculum. Measurement is conducted byfaculty, visiting scholars and practicingarchitects who are normally engaged inevaluating the students during mid-term andfinal reviews. Results: Positive feedbackfrom professionals hiring our students 80%will pass the architecture registrationexamination within 10 years.M.Arch.-Architecture 3Engage at leadership levels in advancing culture through the design ofbuildings and cities.CampusAssessment Method: Regular interactionand discourse with active professionalsregarding the role of architects in society andthe responsibility of the ‘licensedprofessional’ within culture. The successfulcompletion of course Professional Practice(ARC 6281). Regular weekly meetings areconducted with Masters Research Projectcommittee. 100% of the students mustdemonstrate ‘ability to’ levels ofunderstanding of core curricular objectivesto graduate from the program. Secondarycurricular objectives are measured at the‘understanding of’ level of comprehension.This may take additional time within thecurriculum.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodDuring their final term of each year, all MBAstudents will be required to complete aCapstone course that builds upon the keyconcepts in each of the core businessdisciplines. The course is designed to showhow the various disciplines areinterconnected, and will provide thestudents with “hands-on” opportunities toengage in real-world type problem solvingexercises. These include cases, simulations,and other group-based activities. Byreinforcing these key concepts and by givingstudents a broader opportunity to applythese concepts, the intent is to strengthenthe students’ business foundations and tohave them better prepared for theirsubsequent careers. The Capstone coursewill provide an excellent opportunity for theCollege to assess the extent that thestudents are accomplishing each of theprogram goals and objectives. The course iscurrently under development and will bepiloted in Spring 2011. Following the pilot,the course will be gradually implementedDemonstrate competency across business disciplines, specifically applyacross the MBA programs. Our accreditingM.B.A.-Business Administrationthe essential elements of core business principles to analyze and evaluateproblems and to construct and implement solutions in the business1 environment.Bothbody (AACSB) recommends placing studentsin the following categories: does not meetstandards, meets standards, and exceeds

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodDuring their final term of each year, all MBAstudents will be required to complete aCapstone course that builds upon the keyconcepts in each of the core businessdisciplines. The course is designed to showhow the various disciplines areinterconnected, and will provide thestudents with “hands-on” opportunities toengage in real-world type problem solvingexercises. These include cases, simulations,and other group-based activities. Byreinforcing these key concepts and by givingstudents a broader opportunity to applythese concepts, the intent is to strengthenthe students’ business foundations and tohave them better prepared for theirsubsequent careers. The Capstone coursewill provide an excellent opportunity for theCollege to assess the extent that thestudents are accomplishing each of theprogram goals and objectives. The course iscurrently under development and will bepiloted in Spring 2011. Following the pilot,the course will be gradually implementedDemonstrate critical thinking, specifically employ appropriate analyticalacross the MBA programs. Our accreditingM.B.A.-Business Administrationmodels and apply critical reasoning processes to evaluate evidence, selectamong alternatives, and generate creative options in furtherance of2 effective decision making.Bothbody (AACSB) recommends placing studentsin the following categories: does not meetstandards, meets standards, and exceeds

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodDuring their final term of each year, all MBAstudents will be required to complete aCapstone course that builds upon the keyconcepts in each of the core businessdisciplines. The course is designed to showhow the various disciplines areinterconnected, and will provide thestudents with “hands-on” opportunities toengage in real-world type problem solvingexercises. These include cases, simulations,and other group-based activities. Byreinforcing these key concepts and by givingstudents a broader opportunity to applythese concepts, the intent is to strengthenthe students’ business foundations and tohave them better prepared for theirsubsequent careers. The Capstone coursewill provide an excellent opportunity for theCollege to assess the extent that thestudents are accomplishing each of theprogram goals and objectives. The course iscurrently under development and will bepiloted in Spring 2011. Following the pilot,the course will be gradually implementedDemonstrate teamwork and leadership skills, specifically function in aacross the MBA programs. Our accreditingM.B.A.-Business Administrationvariety of work groups using appropriate leadership skills and styles andcollaborate with a variety of other people using elements of effective3 team dynamics to effectively and appropriately structure team work. Bothbody (AACSB) recommends placing studentsin the following categories: does not meetstandards, meets standards, and exceeds

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe executive summary assignment inGEB5212 requires students to extract themost salient and persuasive ideas from aHarvard Business Review managementarticle. Students must refine and focusinformation to promote action in thisdocument. They need to select and presentinformation clearly, concisely, andcoherently according to the reader’s needsand goals and the business context. Theassignment tests such higher order thinkingskills as evaluation and synthesis. TheCommunications faculty will score thesewritten summaries and provide the data tothe MBA Committee for review by thefaculty. Our accrediting body (AACSB)recommends placing students in thefollowing categories: does not meetstandards, meets standards, and exceedsstandards. The MBA committee reviews thedata in regards to what percentage ofstudents are meeting or exceeding thestandard. If the percentage is lower than thefaculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe persuasive presentation assignment inGEB5215 requires students to deliver andstructure an internal business presentationthat persuades the audience to adopt thepresenter’s proposal or recommendation.Students must determine the purposes forpresenting, analyze the audience, and useappropriate and compelling information thatis logically structured. They need to use wellconstructed PowerPoint slides anddemonstrate a number of delivery skills. Theassignment tests their ability to designcompelling and persuasive presentations anddeliver them dynamically. TheCommunications faculty will score thesepresentations and provide the data to theMBA Committee for review by the faculty.Our accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage isM.B.A.-Business AdministrationPossess effective communication skills, specifically write businessdocuments clearly, concisely, and analytically and speak in groups and inpublic clearly, concisely, and analytically, with appropriate use of visual3 aids.Bothlower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.B.C.-Building Construction 3By displaying ethical behaviors, cultural sensitivity, teamwork,professional conduct and communication.CampusThe assessment will be measured through:Team based assignments. The desired levelof achievement: 90% of students willsuccessfully complete peer review of a teambasedproject to assure a minimum 3.0 GPArequired for graduation. The instructor andstudents will measure the achievement.M.E.-Aerospace Engineering 1 Ability to identify, formulate and solve aerospace engineering problems BothThere are three tracks available for MEdegree in aerospace engineering - (i) Solidmechanics, design & manufacturing, (ii)dynamics, systems & control, and (iii)thermal sciences & fluid dynamics. In eachtrack two core courses are identified, oneeach in the Fall and Spring semester. Theoutcome will be assessed in these courses.Specific homework and exam questions willbe used to assess the outcome. Studentperformance will assigned a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). Scores of 3or better are the target.There are three tracks available for MEdegree in aerospace engineering - (i) Solidmechanics, design & manufacturing, (ii)dynamics, systems & control, and (iii)thermal sciences & fluid dynamics. In eachtrack two core courses are identified, oneeach in the Fall and Spring semester. Theoutcome will be assessed in these courses.Specific homework and exam questions willbe used to assess the outcome. Studentperformance will assigned a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),Ability to use applied mathematical techniques Ability to use modern4(very good) and 5 (excellent). Scores of 3M.E.-Aerospace Engineering 2 engineering tools for practice at an advance levelBothor better are the target.M.E.-Aerospace Engineering 3 No outcome Campus No methodM.E.-Agricultural and Biological Engineering 1by a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andBiological EngineeringCampusby departmental review of Plans of Study.by examination during final defenses.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Agricultural and Biological Engineering 2M.E.-Agricultural and Biological Engineering 3by applying, analyzing, and synthesizing content knowledge to solveproblems by identifying components or processes of agricultural and/orbiological systems to meet desired needs within realistic economic,environmental, social, political, ethical, health and safety,manufacturability and sustainability constraints. Campus by examination during final defenses.by displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationCampusby observation during departmentalseminars and final defenses by observingparticipation in professional societies. bycontacts with employersM.E.-Biomedical Engineering 1an ability to develop a broad-based knowledge of Biomedical EngineeringproblemsCampus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.M.E.-Biomedical Engineering 1 an ability to critically read Biomedical Engineering literature Campus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.M.E.-Biomedical Engineering 2an ability to use apply fundamental engineering principles to identify,analyze and solve biomedical engineering problemsCampus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.an ability to design and conduct scientific and engineering experiments,M.E.-Biomedical Engineering 2 and to analyze and interpret the resulting dataan understanding of professional and ethical responsibility and theM.E.-Biomedical Engineering 3 impact of clinically significant engineering solutionsCampusCampus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.Successful evaluation of final report inBME6010, clinical preceptorshipM.E.-Biomedical Engineering 3 an ability to communicate effectively and work collaboratively CampusM.E.-Chemical Engineering 1 Ability to Identify a problem. CampusM.E.-Chemical Engineering 1 Ability to formulate a problem. CampusM.E.-Chemical Engineering 1 Ability to solve engineering problems. Campus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.This outcome will be judged through theevaluation of a Final Report for the MEstudents.This outcome will be judged through theevaluation of a Final Report for the MEstudents.This outcome will be judged through theevaluation of a Final Report for the MEstudents.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Chemical Engineering 2An ability to use the techniques, skills and modern engineering toolsnecessary for engineering practice at an advanced level.M.E.-Chemical Engineering 3 An ability to communicate effectively. CampusCampusThis outcome will be judged through theevaluation of a Final Report for the MEstudents.This outcome will be judged through theevaluation of a Final Report for the MEstudents.M.E.-Civil Engineering 1Students will demonstrate an ability to identify, formulate, and solveengineering problems in the student’s program area. (Civil EngineeringMaterials, Water Resources, Geotechnical Engineering, Construction,Public Works, Structures, and Transportation).BothStudents will be assessed through selectedexamination questions in 4 fundamentalcourses. The following four courses will beused for assessment to span the breadth ofthe CE program specialties: CES 6106Advanced Structural Analysis; CEG 5115Foundation Engineering; CGN 6156Construction Engineering 1; CGN 5606 PublicWorks Management. The professor will use aLikert Scale to evaluate a student’sperformance on the selected examinationquestions. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 3 or better.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Civil Engineering 2Students will demonstrate an ability to use the techniques, skills, andmodern engineering tools necessary for engineering practice at anadvanced level in the students program area (Civil Engineering Materials,Water Resources, Geotechnical Engineering, Construction, Public Works,Structures, and Transportation).BothStudents will be assessed through selectedsoftware-based projects in 4 fundamentalcourses. Engineering analysis software andstandards assessed as follows: CES 6106 –Visual Basic Analysis of Structural Frames;CEG 5115 – FB Pier analysis of PileFoundations; CGN 6156 ConstructionEngineering 1 – Microsoft Project analysis orscheduling and critical path techniques; CGN5606 Public Works Management – TRB(Transportation Research Board) standardsassessed in class term paper. The professorwill use a Likert Scale to evaluate a student’sperformance. The scale will be5=Outstanding; 4=Above Average;3=Average; 2=Below Average; and1=Unacceptable. The resulting assessment isdemonstrated by the students achievingacceptable performance with a Likert Scoreof 3 or better.M.E.-Civil Engineering 3Students will demonstrate an ability to communicate in a professionalmanner within the student's graduate program area . (Civil EngineeringMaterials, Water Resources, Geotechnical Engineering, Construction,Public Works, Structures, and Transportation.)BothStudents will be assessed through selectedreports and presentations in 4 fundamentalcourses. The following four courses will beused for assessment to span the breadth ofthe CE program specialties: CES 6106Advanced Structural Analysis; CEG 5115Foundation Engineering; CGN 6156Construction Engineering 1; CGN 5606 PublicWorks Management. . The professor will usea Likert Scale to evaluate a student’sperformance. The scale will be5=Outstanding; 4=Above Average;3=Average; 2=Below Average; and1=Unacceptable. The resulting assessment isdemonstrated by the students achievingacceptable performance with a Likert Scoreof 3 or better.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Coastal and Oceanographic Engineering 1Students will demonstrate an ability to critically read engineeringliterature in Coastal and Oceanographic Engineering and an ability toidentify, formulate new solutions to engineering problems in Coastal andOceanographic Engineering.CampusStudents will be assessed through selectedexamination questions in 2 fundamentalcourses. The following courses will be usedfor assessment to assess outcomes inCoastal and Oceanographic EngineeringMaster’s students: OCP 6165 Ocean Waves1; OCP 6295 Estuarine and ShelfHydrodynamics. The professor will use aLikert Scale to evaluate a student’sperformance on the selected examinationquestions. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 3 or better.M.E.-Coastal and Oceanographic Engineering 2Students will demonstrate an ability to use the techniques, skills, andmodern engineering tools necessary for engineering practice at anadvanced level in Coastal and Oceanographic Engineering.CampusStudents will be assessed through selectedsoftware-based projects in fundamentalcourse OCP 6165. The professor will use aLikert Scale to evaluate a student’sperformance. The scale will be5=Outstanding; 4=Above Average;3=Average; 2=Below Average; and1=Unacceptable. The resulting assessment isdemonstrated by the students achievingacceptable performance with a Likert Scoreof 3 or better.M.E.-Coastal and Oceanographic EngineeringStudents will demonstrate an ability to communicate in a professionalmanner within the student's graduate program area of Coastal and3 Oceanographic Engineering.CampusAbility to identify, formulate, and solve computer science and engineeringM.E.-Computer Engineering 1 problems.BothStudents will be assessed through a termpaper in the fundamental course- OCP 6295.The professor will use a Likert Scale toevaluate a student’s performance. The scalewill be 5=Outstanding; 4=Above Average;3=Average; 2=Below Average; and1=Unacceptable. The resulting assessment isdemonstrated by the students achievingacceptable performance with a Likert Scoreof 3 or better.Evaluate in assignments and exams ofCOT5405 (Analysis of Algorithms).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Computer Engineering 1 Ability to critically read computer science and engineering literature. BothM.E.-Computer Engineering 2Ability to use techniques, skills, and tools necessary for computer scienceand engineering practice at an advanced level.BothCompile a paper surveying the literature on aselected topic from COT5405 (Analysis ofAlgorithms).Evaluate through required homework,projects, and other course deliverables fromCOT5405 (Analysis of Algorithms).M.E.-Computer Engineering 3 Understanding of professional and ethical responsibility. BothEvaluate before graduation in an examconsisting of questions related to ethics.M.E.-Computer Engineering 3 Ability to communicate effectively. Both Evaluate during the exit interview.Assessment Plan: There are 5 research areaswithin the ECE department: ComputerEngineering, Devices, Electromagnetics andEnergy Systems, Electronics, and Signals &Systems. While there is no single courserequired for the MS degree, nearly every oneof our students will take at least one of thefollowing 9 key courses spread across the 5research areas: EEE 5320 - Bipolar AnalogIC Design, EEE 5322 - VLSI Circuits andTechnology, EEL 5544 - Noise in LinearSystems, EEL 5525 - Foundations of DigitalSignal Processing, EEE 5400- Future ofMicroelectronics Technology, EEE 5426-Introduction to Nanodevices, EEL 5718 -Computer Communications EEL 5764 -Computer Architecture, EEL 6486 -Electromagnetic Field Theory andApplications I. Nearly every single ECEstudent will take one of these courses and95% of our students will take two or moreof these courses. The outcome will beassessed in these courses. Rubric: SpecificM.E.-Electrical and Computer Engineering 1Ability to identify, formulate and solve electrical and computerengineering problemsBothhomework and exam questions will be usedto assess the outcome. Studentperformance will be assigned a score basedon the Likert scale: 1 (poor), 2 (fair), 3(good), 4 (very good) and 5 (excellent).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Electrical and Computer Engineering 2 Ability to use applied mathematical techniques BothAssessment Plan: The outcome will beassessed in the courses mentioned above.Rubric: Specific homework and examquestions will be used to assess theoutcome. Student performance will beassigned a score based on the Likert scale: 1(poor), 2 (fair), 3 (good), 4 (very good) and 5(excellent). Program Metric: 80% ofstudents in the class should exhibit a score of3 or above. Each course that is part of thegraduate outcome assessment process willhave a course committee. Each semesterthe course committee will meet to evaluatehow well the outcome has been met.Assessment Plan: The outcome will beassessed in the courses mentioned above.Rubric: Specific homework and examquestions will be used to assess theoutcome. Student performance will beassigned a score based on the Likert scale: 1(poor), 2 (fair), 3 (good), 4 (very good) and 5(excellent). Program Metric: 80% ofM.E.-Electrical and Computer Engineering 2 Ability to use modern engineering tools for practice at an advanced level Bothstudents in the class should exhibit a score of3 or above. Each course that is part of thegraduate outcome assessment process willhave a course committee. Each semesterthe course committee will meet to evaluatehow well the outcome has been met.M.E.-Electrical and Computer EngineeringThe ECE department does not currently teach topics related toprofessional behavior, so we are unable to evaluate this learning3 outcome. Campus N/A

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Environmental Engineering Sciences 1For M.E. with thesis--Knowledge an ability to identify, formulate, andsolve environmental problems using scientific and engineering methodsand toolsBothFor M.E. with thesis-- Evaluated in the thesisand the final oral defense by the supervisorycommittee. Rubric: Clear demonstrationthat this SLO is achieved in statement of thehypotheses, performance of research, andconclusions drawn. Metric: Unanimousdecision of passing grade for thesis andexam by the supervisory committee. ForM.E. non-thesis -- Evaluated in the finalexam administered by the supervisorycommittee chair. Rubric: Test questions thatare specific to the student’s focus area.Metric: Passing gradeM.E.-Environmental Engineering Sciences 2Skills o an ability to critically read and evaluate engineering or scienceliterature o an ability to use the techniques, methods, and appropriateprofessional tools necessary for professional practice at an advancedlevel o an ability to communicate effectively.BothFor M.E. with thesis -- Evaluated in the thesisand the final oral defense by the supervisorycommittee Rubric: Clear demonstration thatthis SLO is achieved in literature review,methods, presentation of results andconclusions drawn. One journal articlesubmitted to a refereed journal. Metric:Unanimous decision of passing grade forthesis and exam by the supervisorycommittee For M.E. non-thesis -- Evaluatedin the final exam administered by thesupervisory committee chair. Rubric: Testquestions that are specific to the student’sfocus area. Metric: Passing grade.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Environmental Engineering Sciences 3M.E.-Industrial and Systems Engineering 1Professional Behavior: an understanding of professional and ethicalresponsibilityStudents must develop expertise in mathematical modeling and analysisof business problems, customized development of solutions for theseproblems, and the use of information technologies for solution delivery.BothBothfor M.E. with thesis -- Evaluated in the thesisand the final oral defense by the supervisorycommittee Rubric: Clear demonstration thatthis SLO is achieved in the ethical andprofessional completion of the dissertationspecifically avoiding plagiarism anddemonstrating honesty in performance anddocumentation of the research. Metric:Unanimous decision of passing grade forthesis and exam by the supervisorycommittee. For M.E. non-thesis --Evaluated in the final exam administered bythe supervisory committee chair Rubric:Test questions that pertain to professionaland ethical responsibility Metric: PassinggradeOutcome 1: In addition to maintainingsatisfactory classroom performance (allstudents are required to obtain 3.0 gradepoint average in order to graduate) throughtheir coursework, (which includes aminimum of 15 credits in Industrial andSystems Engineering), each student will beevaluated by a graduate faculty member ona five-point Likert scale with respect toOutcome 1. This evaluation will beperformed no earlier than six months priorto graduating, and will require each studentto be rated on their proficiency level in thecore methodological and application areas ofoperations research. Outcome 2: Studentsmust satisfy a comprehensive exitexamination in the form of successfulcompletion of a designated project course.The department has a set of six designatedproject courses, each of which requirescompleting a major course project involvinga final written and oral report. All studentswill be evaluated on their communicationskills (oral and written), based on their finaloral and written project reports, by agraduate faculty member (again, on a fivepointLikert scale).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Industrial and Systems Engineering 2Students should be proficient in the core methodological and applicationareas of operations research and industrial engineering.BothOutcome 1: In addition to maintainingsatisfactory classroom performance (allstudents are required to obtain 3.0 gradepoint average in order to graduate) throughtheir coursework, (which includes aminimum of 15 credits in Industrial andSystems Engineering), each student will beevaluated by a graduate faculty member ona five-point Likert scale with respect toOutcome 1. This evaluation will beperformed no earlier than six months priorto graduating, and will require each studentto be rated on their proficiency level in thecore methodological and application areas ofoperations research. Outcome 2: Studentsmust satisfy a comprehensive exitexamination in the form of successfulcompletion of a designated project course.The department has a set of six designatedproject courses, each of which requirescompleting a major course project involvinga final written and oral report. All studentswill be evaluated on their communicationskills (oral and written), based on their finaloral and written project reports, by agraduate faculty member (again, on a fivepointLikert scale).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Industrial and Systems Engineering 3Students should be able to effectively and professionally communicateindustrial engineering concepts and information in written and oral form.BothOutcome 1: In addition to maintainingsatisfactory classroom performance (allstudents are required to obtain 3.0 gradepoint average in order to graduate) throughtheir coursework, (which includes aminimum of 15 credits in Industrial andSystems Engineering), each student will beevaluated by a graduate faculty member ona five-point Likert scale with respect toOutcome 1. This evaluation will beperformed no earlier than six months priorto graduating, and will require each studentto be rated on their proficiency level in thecore methodological and application areas ofoperations research. Outcome2: Studentsmust satisfy a comprehensive exitexamination in the form of successfulcompletion of a designated project course.The department has a set of six designatedproject courses, each of which requirescompleting a major course project involvinga final written and oral report. All studentswill be evaluated on their communicationskills (oral and written), based on their finaloral and written project reports, by agraduate faculty member (again, on a fivepointLikert scale).M.E.-Materials Science and Engineering 1 An ability to identify, formulate, and solve engineering problems. BothM.E.-Materials Science and Engineering 1 An ability to critically read engineering literature BothEvaluated in thesis or final examinationpaper. Rubric: Student is able to identifyunknown aspects of structure-propertyprocessingrelationships for a materialssystem and formulate an approach toelucidating those aspects using engineeringand/or scientific principles at a levelappropriate to a masters student.Evaluated in thesis or final examinationpaper. Rubric: Student can obtaininformation from primary literature andtechnical reports, and can integrate thatinformation to reach conclusions regardingthe current state of the art and areas inwhich further research is needed.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Materials Science and Engineering 2An ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice at an advanced level.BothEvaluated in thesis or final examinationpaper. Rubric: Student demonstratesproficiency on appropriate experimental orcomputational techniques used for materialscharacterization, and uses these techniquesto investigate structure-propertyrelationshipsin material systems at a levelappropriate to a master's student.M.E.-Materials Science and Engineering 3 An understanding of professional and ethical responsibility. BothM.E.-Materials Science and Engineering 3 An ability to communicate effectively. BothEvaluated in thesis research or finalexamination paper. Rubric: Student is ableto follow requirements for writing reportsand research papers, and does so based onethical standards regarding appropriatecitation and plagiarism.Evaluated in thesis or final examinationpaper. Rubric: Student is able to writeand/or orally present the results of aresearch project or literature review in amanner that clearly communicates one ormore of the following: current state of theart, areas in which additional research isneeded, research objectives, procedures,results, and conclusions.M.E.-Mechanical Engineering 2Ability to use applied mathematical techniques Ability to use modernengineering tools for practice at an advance levelBothThere are three tracks available for MEdegree in mechanical engineering - (i) Solidmechanics, design & manufacturing, (ii)dynamics, systems & control, and (iii)thermal sciences & fluid dynamics. In eachtrack two core courses are identified, oneeach in the Fall and Spring semester. Theoutcome will be assessed in these courses.Specific homework and exam questions willbe used to assess the outcome. Studentperformance will assigned a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). Scores of 3or better are the target.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Mechanical Engineering 1 Ability to identify, formulate and solve mechanical engineering problems BothThere are three tracks available for MEdegree in mechanical engineering - (i) Solidmechanics, design & manufacturing, (ii)dynamics, systems & control, and (iii)thermal sciences & fluid dynamics. In eachtrack two core courses are identified, oneeach in the Fall and Spring semester. Theoutcome will be assessed in these courses.Specific homework and exam questions willbe used to assess the outcome. Studentperformance will assigned a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). Scores of 3or better are the target.M.E.-Mechanical Engineering 3 No Outcome Campus No MethodM.E.-Nuclear Engineering Sciences 1 An ability to identify, formulate, and solve engineering problems. BothM.E.-Nuclear Engineering Sciences 1 An ability to critically read engineering literature BothEvaluated in thesis or final examinationpaper. Rubric: Student is able to identifyunknown aspects of nuclear technology,nuclear science, or appropriate engineeringsciences (including materials sciences andthermal sciences) and formulate anapproach to elucidating those aspects usingengineering and/or scientific principles at alevel appropriate to a masters student.Evaluated in thesis or final examinationpaper. Rubric: Student can obtaininformation from primary literature andtechnical reports, and can integrate thatinformation to reach conclusions regardingthe current state of the art and areas inwhich further research is needed.M.E.-Nuclear Engineering Sciences 2An ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice at an advanced level.BothEvaluated in thesis or final examinationpaper. Rubric: Student demonstratesproficiency on appropriate experimental,theoretical or computational techniquesused for nuclear engineering (includingmaterials science and thermal sciences) at alevel appropriate to a masters student.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.E.-Nuclear Engineering Sciences 3 An understanding of professional and ethical responsibility. BothM.E.-Nuclear Engineering Sciences 3 An ability to communicate effectively. BothEvaluated in thesis or final examinationpaper. Rubric: Student is able to followrequirements for writing reports andresearch papers, and does so based onethical standards regarding appropriatecitation and plagiarism.Evaluated in thesis or final examinationpaper. Rubric: Student is able to writeand/or orally present the results of aresearch project or literature review in amanner that clearly communicates one ormore of the following: current state of theart, areas in which additional research isneeded, research objectives, procedures,results, and conclusions.M.Ed.-Curriculum and Instruction (ISC) 1The student will demonstrate mastery of research-based knowledge ofgeneral and specific subject area best practices in teaching and learning.BothHow will it be measured? Evaluation ofculminating portfolio/project or Evaluationof synthesis/research paper in curriculumcourse What is the desired level ofachievement? 100% of students will receivea grade of B or higher on the culminatingportfolio/project using an evaluation rubricor on the synthesis paper. Who willmeasure? Master’s Portfolio EvaluationCommittee or Curriculum course instructor

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-Curriculum and Instruction (ISC) 2The student will use knowledge of teaching and learning to organizecontent for instruction, develop appropriate differentiated teachingpractices, and evaluate the impact of instruction on student learning.BothHow will it be measured? Evaluation of thestudent developed and implementedcurriculum unit and Evaluation of themaster teacher component of theculminating portfolio/project or Evaluationof assignments in curriculum course(s)requiring development and implementationof instructional lessons What is the desiredlevel of achievement? 100% of students willachieve a grade of “B” or higher on thestudent-developed curriculum unit ANDculminating portfolio/project focused onteaching and learning. or 100% of studentswill achieve a grade of “B” or higher onassignments requiring development andimplementation of instructional lessonsWho will measure? Instructor(s) forcurriculum course(s) AND Master’s PortfolioEvaluation CommitteeM.Ed.-Curriculum and Instruction (ISC) 3M.Ed.-Early Childhood Education 1The student will collaborate with other professionals, reflect upon his orher own practice, and demonstrate a sense of efficacy and ethicalpractice.Candidates completing the M.Ed. as part of the Unified Early ChildhoodTeacher Education Program will demonstrate understanding andcomprehension of early childhood concepts, principles, and teachingtheory.BothCampusHow will it be measured? Evaluation ofculminating portfolio/project or Evaluationof collaborative group work and writtenreflection papers required in curriculumcourse(s) What is the desired level ofachievement? Students will achieve grade of“B” or higher on their culminatingportfolio/project using the TLSI PortfolioEvaluation Rubric OR Will achieve a gradeof “B: or higher on collaborative group workand written reflection papers required incurriculum course(s) Who will measure?Master’s Portfolio Evaluation Committee orCurriculum course instructorsCandidates will obtain a satisfactory score onthe Prekindergarten-Primary subject areatest of the Florida Teacher CertificationExamination. Program faculty review theexam results by competency area.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-Early Childhood Education 2M.Ed.-Early Childhood Education 3Candidates will demonstrate effective planning and implementation ofclassroom-based assessment and instruction.Displays ethical behavior and appropriate professional conduct &communicationCampusCampusCandidates will satisfactorily complete thefull time internship as indicated by a scoreno lower than a 3 on the Student TeachingEvaluation Form completed by thecandidates' cooperating teachers and UFfield supervisors.Candidates will score no lower than a 3 onSection IV of the Student TeachingEvaluation Form as measured by thecandidates’ cooperating teacher and UF FieldSupervisor.M.Ed.-Early Childhood Education 3 Displays cultural sensitivity and teamwork CampusCandidates will participate in the end-ofsemesterreflection meetings and submitwritten metacognitive letters. The facultyadvisor facilitating the reflection meeting willdocument attendance and participation.M.Ed.-Educational Leadership 1Candidates will demonstrate knowledge of core curricular areas ofeducational leadership including school finance, law, human resources,technology, data-driven decision-making, diversity, organizational theory,supervision & strategic planning.CampusCandidates will successfully complete andreceive satisfactory ratings from programfaculty on Educator Assessment System(EAS) tasks, as well as achieve passing scoreson the Comprehensive Final or successfullydefend a Master’s Thesis. OR Candidateswill successfully complete all assigned tasksand ratings in the Educator AssessmentSystem (EAS) and achieve passing scores onthe Florida Educational Leadership Exam(FELE).M.Ed.-Educational Leadership 2Candidates will successfully demonstrate competencies and skills ofinstructional leadership, operational leadership and school leadership byapplying knowledge and ability to promote the success of all students.CampusCandidates will successfully complete andreceive satisfactory ratings from programfaculty on Educator Assessment System(EAS) tasks, as well as achieve passing scoreson the Comprehensive Final or successfullydefend a Master’s Thesis. Or Candidateswill receive a Satisfactory Evaluation of EDA6948, The Practicum, from their approveduniversity advisor and program faculty.Additionally, candidates will demonstratesuccessful completion of EAS tasks andratings and passing scores on the FloridaEducational Leadership Exam (FELE).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-Educational Leadership 3Candidates will demonstrate ethical behavior, professional conduct andcommunication.CampusCandidates will successfully complete andreceive satisfactory ratings from programfaculty on Educator Assessment System(EAS) tasks, as well as achieve passing scoreson the Comprehensive Final or successfullydefend a Master’s Thesis. OR Candidateswill receive a Satisfactory Evaluation of EDA6948, The Practicum, from their approveduniversity advisor, school-based supervisor,and UF program faculty. Additionally,candidates will demonstrate successfulcompletion of EAS tasks and ratings andpassing scores on the Florida EducationalLeadership Exam (FELE).M.Ed.-Educational Leadership 3Candidates who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students byunderstanding the larger political, social, economic, legal and culturalissues.M.Ed.-Educational Psychology 1 Program termination form submitted for approval. CampusM.Ed.-Educational Psychology 2 Program termination form submitted for approval. CampusM.Ed.-Educational Psychology 3 Program termination form submitted for approval. CampusCampusCandidates will successfully complete andreceive satisfactory ratings from programfaculty on Educator Assessment System(EAS) tasks, as well as achieve passing scoreson the Comprehensive Final or successfullydefend a Master’s Thesis. OR Candidateswill receive a Satisfactory Evaluation of EDA6948, The Practicum, from their approveduniversity advisor, school-based supervisor,and UF program faculty. Additionally,candidates will demonstrate successfulcompletion of EAS tasks and ratings andpassing scores on the Florida EducationalLeadership Exam (FELE).Program termination form submitted forapproval.Program termination form submitted forapproval.Program termination form submitted forapproval.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-Elementary Education 1The student will demonstrate mastery of research-based knowledge ofbest practices of teaching and learning in elementary education.CampusAs part of program completion, students willtake the Professional Education and SubjectArea components of the Florida TeacherCertification Exam. The Florida Departmentof Education administers and scores theseexams and reports data by program to theCollege of Education’s Office of StudentServices.M.Ed.-Elementary Education 1The student will demonstrate mastery of research-based knowledge ofbest practices of teaching and learning in elementary education.CampusInstructor ratings of course assignmentsaligned with the Florida EducatorAccomplished Practices (FEAPs) are recordedin the College of Education EducatorAssessment System (EAS). Students will meetexpectations on FEAP assignments assessingmethods and content as indicated in the EAS.M.Ed.-Elementary Education 2The student will use knowledge of teaching and learning to organizeinstruction, develop and apply appropriate inclusive teaching practicesfor elementary education, evaluate the impact of instruction on studentlearning, and create a positive learning environment.CampusField Based Supervisor and University BasedSupervisor will provide a summativeevaluation of the graduate internship asmeasured by the Student TeachingPerformance Evaluation instrument. Theexpectation is that students will achieve anoverall evaluation of meets expectations onthe instrument.M.Ed.-Elementary Education 3The student will collaborate with other professionals, reflect upon his orher own practice, and demonstrate a sense of efficacy and ethicalpractice.CampusUniversity-Based Supervisor and Field-BasedSupervisor for the graduate internship willevaluate professional behavior during fieldexperiences as measured by Section 4(Teacher Professionalism) on the StudentTeaching Performance Evaluationinstrument. The expectation is that studentswill achieve an overall evaluation of meetsexpectations on Section 4.M.Ed.-English Education 1The student will demonstrate mastery of research-based knowledge ofgeneral and specific subject area best practices of teaching and learning.CampusStudents will achieve a passing score on theProfessional Education Component andEnglish Language Arts Subject Area test ofthe Florida Teacher Certification Examadministered and scored by the FloridaDepartment of Education.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-English Education 2The student will use knowledge of teaching and learning to organizecontent for instruction, develop and apply appropriate inclusive teachingpractices, evaluate the impact of instruction on student learning, andcreate a positive learning environment.CampusStudents will meet expectations on thesummative Student Teaching PerformanceEvaluation instrument completed by thestudent’s Field Based Supervisor andUniversity Based Supervisor at theculmination of the graduate field experience.M.Ed.-English Education 3The student will collaborate with other professionals, reflect upon his orher own practice, and demonstrate a sense of efficacy and ethicalpractice.CampusStudents will meet expectations on SectionIV: Teacher Professionalism of the StudentTeaching Performance Evaluation instrumentcompleted by the student’s Field BasedSupervisor and University Based Supervisorat the culmination of the graduate fieldexperience.M.Ed.-Marriage and Family Counseling 1Candidates demonstrate professional knowledge to address a widevariety of issues in the context of relationships and families.CampusCandidates will successfully pass the exitinterview that is composed of: (a) a writtenintegrative paper, (b) a video presentation ofthe examinee's clinical work, (c) and oraldefense to faculty questions about the paperand the video.M.Ed.-Marriage and Family Counseling 2Candidates demonstrate proficiency in marriage and family counselingskills by applying ethical and legal standards in marriage, couple, andfamily counseling and demonstrating their ability to select models ortechniques appropriate to couples’ or families’ presenting problems.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR) is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.M.Ed.-Marriage and Family Counseling 3Candidates will demonstrate professional behavior in marriage and familycounseling by engaging in: (a) professional organizations, includingmembership benefits, activities, services to members, and current issues;(b) professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.CampusCandidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-Mathematics Education 1M.Ed.-Mathematics Education 2The student will demonstrate mastery of research-based knowledge ofbest practices of teaching and learning mathematics.The student will create, select and implement: (1) specific learning goals,(2) appropriate teaching methods and instructional materials, and (3)evaluation strategies aligned with goals, using knowledge of subjectmatter, learners and classroom management.CampusCampusStudents will achieve a passing score on theProfessional Education Test andMathematics Subject Area Test of the FloridaTeacher Certification Exam administered andscored by the Florida Department ofEducation.Students will meet expectations on thesummative Student Teaching PerformanceEvaluation instrument completed by thestudent’s Field Based Supervisor andUniversity Based Supervisor for theculminating field experience in MathematicsEducation.M.Ed.-Mathematics Education 3The student will collaborate with other professionals, such as peers andmentor teachers, to reflect upon his or her mathematics teaching.Students will communicate high expectations for all PK-12 students.CampusStudents will meet expectations on SectionIV: Teacher Professionalism on the StudentTeaching Performance Evaluation instrumentcompleted by the student’s Field BasedSupervisor and University Based Supervisorduring the culminating field experience.M.Ed.-Mental Health Counseling 3Candidates will demonstrate professional behavior in mental healthcounseling by engaging in: (a) professional organizations, includingmembership benefits, activities, services to members, and current issues;(b) professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.CampusCandidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association).M.Ed.-Mental Health Counseling 1Candidates will demonstrate the professional knowledge to address awide variety of circumstances within the clinical mental health counselingcontext.CampusCandidates will successfully pass the exitinterview that is composed of: (a) a writtenintegrative paper, (b) a video presentation ofthe examinee's clinical work, (c) and oraldefense to faculty questions about the paperand the video.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-Mental Health Counseling 2Candidates demonstrate proficiency in counseling skills by applyingprinciples and practices of diagnosis, treatment, referral, and preventionof mental and emotional disorders to initiate, maintain, and terminatecounseling. Candidates also apply multicultural competencies to clinicalmental health counseling involving case conceptualization, diagnosis,treatment, referral, and prevention of mental and emotional disorders.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR) is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.M.Ed.-Reading Education 1M.Ed.-Reading Education 2M.Ed.-Reading Education 3M.Ed.-Research and Evaluation Methodology 1M.Ed.-Research and Evaluation Methodology 2The student will demonstrate mastery of research-based knowledge ofbest practices in Reading Education.The student will use knowledge of teaching and learning to organizeinstruction, develop and apply appropriate reading instructionalpractices, and evaluate the impact of instruction on student learning.The student will collaborate with other professionals, reflect upon his orher own practice, and demonstrate a sense of efficacy and ethicalpractice.Majors will achieve a thorough understanding of the concepts, methodsand issues in educational measurement and assessment, evaluation, andresearch methodology.Majors will apply their understanding of the research process byformulating hypotheses, planning and designing educational researchstudies, analyzing data, and reporting results.CampusCampusCampusCampusCampusStudents will achieve a passing score on theFlorida Teacher Certification Exam (FTCE)Subject Area test administered and scoredby the Florida Department of Education.Students will meet expectations on theLiteracy Instruction Feedback Template(LIFT) instrument as evaluated by thestudent’s Field Based Supervisor andUniversity Based Supervisor for the readingpracticum.Students will meet expectations on theLiteracy Instruction Feedback Template(LIFT) instrument as evaluated by thestudent’s Field Based Supervisor andUniversity Based Supervisor for the readingpracticum.Majors will achieve an average grade of B+ incourses within the major.Students will achieve satisfactoryperformance on a comprehensive examevaluated by faculty.M.Ed.-Research and Evaluation Methodology 3Majors will be able to effectively present concepts in researchmethodology both orally and in writingCampusMajors will receive satisfactory evaluationsof their completed thesis and oral defense ofthesis from faculty.M.Ed.-School Counseling and Guidance 1Candidates demonstrate professional knowledge to address a widevariety of circumstances within the school counseling field.CampusCandidates will successfully pass the exitinterview that is composed of: (a) a writtenintegrative paper, (b) a video presentation ofthe examinee's clinical work, (c) and grouporal defense to faculty questions about thepaper and the video.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-School Counseling and Guidance 2Candidates demonstrate proficiency in school counseling skills bydemonstrating the ability to apply and adhere to ethical and legalstandards in school counseling and the ability to articulate, model, andadvocate for an appropriate school counselor identity and program.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR) is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.M.Ed.-School Counseling and Guidance 3M.Ed.-School Psychology 1M.Ed.-School Psychology 2M.Ed.-School Psychology 3Candidates will demonstrate professional behavior in school counselingby engaging in: (a) professional organizations, including membershipbenefits, activities, services to members, and current issues; (b)professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; (c) ethical standards of professional organizations andcredentialing bodies, and applications of ethical and legal considerationsin professional counseling.Candidates will demonstrate knowledge of core school psychologycontent areas including: assessment, consultation, intervention, andprofessional and ethical standards.Candidates will demonstrate emerging skills in the design, datacollection/analysis, and writing process of a collaborative researchproject.Candidates will demonstrate effective collaborative skills when workingwith faculty and more experienced scholars on a joint research project.CampusCampusCampusCampusCandidates will seek membership inprofessional organizations (e.g., AmericanCounseling Association, American SchoolCounseling Association).Candidates will successfully complete corecoursework in school psychology with aminimum GPA of 3.25.Candidates will submit a manuscript forpublication in a peer refereed journalCandidates will receive an average rating of3.5 (Above Average) on WorkPerformance/Professional Behavior itemsincluded on the Graduate AssistantshipAnnual Evaluation completed by a facultysupervisor.M.Ed.-Science Education 1The student will demonstrate mastery of research-based knowledge ofgeneral and subject area-specific best practices in science teaching andlearning.CampusStudents will achieve passing scores on theProfessional Education Test and appropriatecontent area components of the FloridaTeacher Certification Exam (FTCE)administered and scored by the FloridaDepartment of Education.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-Science Education 2The student will apply knowledge of teaching and learning to organizecontent for instruction, develop and implement appropriate inclusiveteaching practices, evaluate the impact of instruction on student learning,and create a positive learning environment.CampusStudents will meet expectations on thesummative Student Teacher PerformanceEvaluation Instrument completed by thestudent’s Field Based Supervisor andUniversity Based Supervisor for theculminating graduate field experience.M.Ed.-Science Education 3The student will collaborate with other professionals, reflect upon his orher own professional practice, and demonstrate a sense of efficacy andethical practice.CampusStudents will meet expectations on SectionIV: Teacher Professionalism on the StudentTeaching Performance Evaluation instrumentcompleted by the student’s Field BasedSupervisor and University Based Supervisorfor the culminating graduate fieldexperience.M.Ed.-Social Studies Education 1M.Ed.-Social Studies Education 2The student will demonstrate mastery of research-based knowledge ofboth general and subject-specific best practices in social studies teachingand learning.The student will use knowledge of teaching and learning to organizecontent for instruction, develop and apply appropriate inclusive teachingpractices, evaluate the impact of instruction on student learning, andcreate a positive learning environment.CampusCampusStudents will achieve a passing score on theProfessional Education test and SocialScience 6-12 Subject Area test of the TeacherCertification Exam administered and scoredby the Florida Department of Education.Students will meet expectations on thesummative Student Teaching PerformanceEvaluation instrument completed by thestudent’s Field Based Supervisor andUniversity Based Supervisor for theculminating field experience in Social StudiesEducation.M.Ed.-Social Studies Education 3The student will collaborate with other professionals, reflect upon his orher own practice, and demonstrate a sense of efficacy and ethicalpractice.CampusStudents will meet expectations on SectionIV: Teacher Professionalism of the StudentTeaching Performance Evaluation instrumentcompleted by the student’s Field BasedSupervisor and University Based Supervisorfor the graduate field experience in SocialStudies Education.M.Ed.-Special Education 1Program participants will demonstrate knowledge of (a)research-basedteaching special education practices and their application in inclusivegeneral education classes and (b) special education law and requiredpractices for service deliveryCampusProgram participants will receive a passingscore on the Florida Teacher CertificationExam in Exceptional Student Education K-12.The exam is administered by the FloridaDepartment of Education, and scores arereported to the College of Education andreviewed in the Office of Student Services aswell as by the ESE program coordinator.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Ed.-Special Education 2Program participants will use knowledge of research-based teachingpractices in special education and student learning characteristics todesign, implement, and evaluate the effectiveness of lessons andinstruction in inclusive general education classes and evaluate studentperformance/learning.CampusProgram participants will receive ratings ofat least 3 of 4 on all domains on the StudentTeacher Performance Evaluation. Field andUniversity-based internship supervisors willcomplete the Evaluation form.M.Ed.-Special Education 2Program participants will design and maintain positive learningenvironments.CampusProgram participants will receive ratings ofat least 3 of 4 on all domains on the StudentTeacher Performance Evaluation. Field andUniversity-based internship supervisors willcomplete the Evaluation form.M.Ed.-Special Education 3Program participants will demonstrate (a) reflective teaching practices,(b)collaborative practice with other professionals and families of studentswith disabilities, and (c)ethical professional practice.CampusProgram participants will receive ratings ofat least 3 of 4 on all domains on the StudentTeacher Performance Evaluation. Field andUniversity-based internship supervisors willcomplete the Evaluation form.M.Ed.-Student Personnel in Higher Education 1To develop an understanding of student affairs functioning whichincludes, but is not limited to, issues related to leadership andgovernance, technology, curriculum and co-curriculum partnerships, aswell as issues pertaining to students, faculty, and administratorsCampusStudent has to complete a take-home exambased on essay exams that cover five basicareas of student affairs core knowledgeareas: student development theory, researchmethods, assessment, counseling, and crisismanagement.M.Ed.-Student Personnel in Higher Education 2To develop the ability to critically evaluate the research found in studentaffairs-related research articles, policy briefs, and position papersCampusStudent completes course written and oralassignments. This may include, but notlimited to, literature reviews, journal andbook critiques, program proposals, reflectionpapers, and presentationsM.Ed.-Student Personnel in Higher Education 3M.F.A.-Art 1To develop presentation skills to effectively communicate student affairsrelated concepts and ideasBroaden knowledge of contemporary art and the theoretical, cultural andhistorical contexts of art through writing, speaking, and art making onadvanced levels. Master processes of generating and solving problems inart.CampusCampusStudent actively participates in professionalorganizations via conferences, workshops,and membership 2.Student actively presentsstudent affairs-related work in professionalconferences, workshops, and classPass the following, as evaluated by thesupervisory committee A. First YearReviews B. Second Year Review C. Project–in –lieu of Thesis D. Project –in –lieu ofThesis Defense E. Final submission ofproject report.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.F.A.-Art 2M.F.A.-Art 3Refine and expand the level of technical skill through disciplined workhabits as reflected in an articulated body of work.Develop an advanced understanding of professional practices in thestudio arts.M.F.A.-Creative Writing 1 Students have a knowledge of their craft. CampusM.F.A.-Creative Writing 2 Students are able to write professional quality work. CampusM.F.A.-Creative Writing 3 Students will be able to successfully perform readings publicly. CampusCampusCampusPass the following, as evaluated by thesupervisory committee A. First Year ReviewsB. Second Year Review C. Project –in –lieu ofThesis (exhibition) D. Project –in –lieu ofThesis Defense E. Final submission ofproject report.Pass the following, as evaluated by thesupervisory committee: A. Mount a thesisExhibition, complete with a project reportand oral defense.Students will complete and defend a thesisthat will be either a substantial portion of awell-written novel or book-length poetrymanuscript.Students will submit work for publicationand/or competitive awards, residencies orprizes.Students complete at least two publicreadings.M.F.A.-Theatre 1M.F.A.-Theatre 2M.F.A.-Theatre 3Demonstrate or achieve a thorough understanding and comprehension ofsubject matter relevant to the discipline. Demonstrate knowledge in thefield of history of theatre and criticism, general theatre design and designwithin the student’s area of specialization.Depending of student's study emphasis, the student will either A.Demonstrate proficiency in acting methods. Understand traditional andinnovative techniques appropriate to varying production formats; B.Demonstrate proficiency in the use of design and production tools andmedia.CampusCampusDisplay ethical behaviors, cultural sensitivity, teamwork, professionalconduct, and communication relevant to working in professional theatre. CampusStudents will pass the following, asevaluated by the supervisory committee: A.Written comprehensive exam B. completionand defense of project in lieu of thesis.Students will successfully pass the following:A. Performance assignments in schoolproductions, as evaluated by productiondirector; B. semester jury and/or portfolioreview (depending of area of study) asevaluated by school faculty.Students will pass the internship, asevaluated by the on-site internshipcoordinator.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.F.A.S.-Fisheries and Aquatic Sciences 1M.F.A.S.-Fisheries and Aquatic Sciences 1Students demonstrate a thorough understanding and comprehension ofthe subject matter relevant to their discipline.Students demonstrate a thorough understanding and comprehension ofthe subject matter relevant to their discipline.CampusCampusStudents will successfully take allcoursework listed in their supervisorycommittee-approved 'Program of Study'.Students are graded by faculty instructors. Agrade of “B” is required and studentperformance is reviewed annually by thestudent’s major professor and supervisorycommittee. Both oral and writtenassessments are provided to the student.The supervisory committee assesses thestudent’s ability to evaluate the primaryscientific literature utilizing a facultydeveloped rubric.Students will successfully pass a final writtenand oral examination, administered by theirsupervisory committee, utilizing a facultydevelopedrubric.M.F.A.S.-Fisheries and Aquatic Sciences 3Students can effectively communicate and work in teams with peers,interacting honestly, ethically, and with cultural sensitivity. Students willbe able to translate skills, knowledge, and motivation into observablebehaviors related to achieving success in specific situations.CampusDuring their degree program, studentsadhere to the University of Florida’s HonorCode. Observations will be made by facultyof professional behavior during classactivities, the Annual FAS Graduate StudentSpring Symposium, project work, finalexamination, exit seminar, and participationin professional societies. These observationswill be shared with and evaluated by thestudent's supervisory committee, utilizing afaculty-developed rubric.M.F.A.S.-Fisheries and Aquatic Sciences 2Students will be able to effectively communicate in both written and oralform.CampusWritten communication skills will beassessed by the approval of the student'sproject proposal and technical paper by theirsupervisory committee, and by thesuccessful completion of their coursework,which includes numerous papers and writtenexams. Student observations of writtencommunication skills will be shared with thesupervisory committee and evaluatedutilizing a faculty-developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.F.A.S.-Fisheries and Aquatic Sciences 2M.F.A.S.-Fisheries and Aquatic Sciences 1Students will be able to effectively communicate in both written and oralform.Students will demonstrate their competence in their field of study byapplying the appropriate methodologies to the generation of newknowledge or synthesis of existing knowledge.CampusCampusOral communication skills will be assessedduring the student's required annual oralpresentation at the FAS Graduate StudentSpring Symposium and during their requiredexit seminar. Evaluations will be performedby members of their supervisory committee,utilizing a faculty-developed rubric.Students will successfully prepare, present,and defend their technical project or paperto their supervisory committee, and will beevaluated utilizing a faculty-developedrubric.M.F.A.S.-Fisheries and Aquatic Sciences 2M.F.A.S.-Fisheries and Aquatic Sciences 2Students will develop an understanding of proper project design andexecution.Students develop critical thinking, including understanding and evaluatingspoken and written communications.CampusCampusStudents will successfully prepare theirproject proposal, conduct all required field,laboratory and office work, appropriatelyanalyze any pertinent data, and prepare anddefend their project/technical paper to theirsupervisory committee. This will beevaluated by a faculty-developed rubric.Students will be evaluated at annualmeetings by their supervisory committee,and at the time of their final written and oralexamination, utilizing a faculty-developedrubric.M.F.R.C.-Forest Resources and Conservation 1Competency in major-specific and related subject matter areas relevantto the individualized focus of the degree program, e.g. physiology,genetics, ecology, economics, geomatics, management, environmentaleducation, silviculture, pathology, and policy.CampusSupervisory Committee evaluation ofindividualized Programs of Study (scope,depth, rigor) utilizing a faculty developedrubric.M.F.R.C.-Forest Resources and Conservation 1Competency in major-specific and related subject matter areas relevantto the individualized focus of the degree program, e.g. physiology,genetics, ecology, economics, geomatics, management, environmentaleducation, silviculture, pathology, and policy.CampusSupervisory Committee evaluation of projectdefense and final examination utilizing afaculty developed rubric.M.F.R.C.-Forest Resources and Conservation 2Competence in critical evaluation of literature, analysis and synthesis ofinformation, understanding experimental and descriptive researchmethodologies, and effectively communicating information and ideasrelevant to their specific program of study.CampusSupervisory Committee evaluation ofindividualized Programs of Study (scope,depth, rigor) utilizing a faculty developedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.F.R.C.-Forest Resources and Conservation 2Competence in critical evaluation of literature, analysis and synthesis ofinformation, understanding experimental and descriptive researchmethodologies, and effectively communicating information and ideasrelevant to their specific program of study.CampusSupervisory Committee evaluation of writtenexamination and project defense utilizing afaculty developed rubric.M.F.R.C.-Forest Resources and Conservation 3Honest, ethical, and culturally sensitive behavior and practices in allscholarly activities including teaching, research, and outreach.CampusCompliance with University of FloridaStudent Honor Code.M.F.R.C.-Forest Resources and Conservation 3M.F.Y.C.S.-Family, Youth and Community Sciences 1Honest, ethical, and culturally sensitive behavior and practices in allscholarly activities including teaching, research, and outreach.Students will be able to use science-based research to analyze problems,issues and needs affecting families, youth and communities.CampusCampusFaculty observations of behavior andpractices in the classroom, at meetings andseminars, in the conduct of scholarly work,and during all examinations. Theseobservations will be shared with thesupervisory committee and evaluatedutilizing a faculty developed rubric.Evaluation of the student's program of studyby the supervisory committee using a facultydevelopedrubric.Students will be able to use science-based research to analyze problems,M.F.Y.C.S.-Family, Youth and Community Sciences 1 issues and needs affecting families, youth and communities.Students will know how to plan and evaluate programs, provide expertisefor non-profit organizations, and develop science-based policyrecommendations to address the needs, problems and issues ofM.F.Y.C.S.-Family, Youth and Community Sciences 1 contemporary youth, families and communities.CampusCampusEvaluation of the student's knowledgeduring the presentation of the non-thesisproject by the supervisory committee using afaculty-developed rubric.Evaluation of student performance in theirprogram of study by the supervisorycommittee using a faculty-developed rubric.M.F.Y.C.S.-Family, Youth and Community Sciences 1Students will know how to plan and evaluate programs, provide expertisefor non-profit organizations, and develop science-based policyrecommendations to address the needs, problems and issues ofcontemporary youth, families and communities.CampusEvaluation of the student's knowledge asexpressed during the presentation of the nonthesisproject by the supervisory committeeusing a faculty-developed rubric.M.F.Y.C.S.-Family, Youth and Community Sciences 2M.F.Y.C.S.-Family, Youth and Community Sciences 2Students will be able to analyze and assess the needs, issues andproblems of contemporary families, youth and communities.Students will be able to analyze and assess the needs, issues andproblems of contemporary families, youth and communities.CampusCampusSuccessful completion of a non-thesisproject as judged by a supervisorycommittee using a faculty-developed rubric.Development of one or more materials forsubmission at professional conferences orworkshops, as training materials orprograms, as EDIS publications, or asrecommendations to organizations andgroups.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.F.Y.C.S.-Family, Youth and Community Sciences 2Students will be able to develop plans and evaluations for programs,programmatic tools and projects for public and non-profit organizations,and recommendations for policy makers to address issues, needs andproblems of families, youth and communities.CampusSuccessful completion and presentation of anon-thesis project as judged by a supervisorycommittee using a faculty-developed rubric.M.F.Y.C.S.-Family, Youth and Community Sciences 2M.F.Y.C.S.-Family, Youth and Community Sciences 3Students will be able to develop plans and evaluations for programs,programmatic tools and projects for public and non-profit organizations,and recommendations for policy makers to address issues, needs andproblems of families, youth and communities.Students will demonstrate ethical behavior, cultural sensitivity, teamworkand effective communication to interact in professional environments.CampusCampusDevelopment of one or more materials forsubmission at professional conferences orworkshops, as training materials orprograms, as EDIS publications, or asrecommendations to organizations andgroups to be evaluated by a group of facultyutilizing a faculty developed rubric.Consistent adherence during the degreeprogram to the University of Florida's HonorCode.M.F.Y.C.S.-Family, Youth and Community SciencesStudents will demonstrate ethical behavior, cultural sensitivity, teamwork3 and effective communication to interact in professional environments. CampusStudents will demonstrate in-depth knowledge of healthcare delivery,M.H.A.-Health Administration 1 organization, financing, and management.CampusObservation by the faculty of professionalbehavior during class activities, seminars,practicums or internships, final examinationand in professional organizations.Observations will be shared with thesupervisory committee and evaluated basedon a faculty-developed rubric.MHA students will earn grades of B or betterin courses.Students will exhibit improved mastery of a set of 22 competencies in 4domains (healthcare environment and community; healthcareorganizations and performance; business analysis and techniques;M.H.A.-Health Administration 2 leadership and professionalism) over the course of the Program.Students will gain experience in healthcare management and developM.H.A.-Health Administration 3 professional behavior skills in summer internship.CampusCampusStudents complete competency assessmentsurveys three times--upon entering theprogram, at the mid-point of the program,and upon exiting the program. Ratings for allcomptencies will increase between entry andmid-point surveys and between mid-pointand exit surveys.Rating of 4.0 on preceptor's evaluation ofintern's performance.M.H.P.-Historic Preservation 2Students will demonstrate the oral, written and critical thinking skillsrequired of specialists in the discipline of historic preservation.CampusStudents will successfully complete anddefend their thesis.M.H.P.-Historic Preservation 1M.H.P.-Historic Preservation 3Students must demonstrate in-depth knowledge of the discipline ofhistoric preservation.Students will demonstrate the oral and written professional skillsrequired of specialists in the discipline of historic preservation.CampusCampusStudents will finish all required course workand successfully complete a thesis proposal.At least two faculty members will assessstudent's professional communication andtechnical abilities.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.H.S.-Occupational Therapy 1M.H.S.-Occupational Therapy 2Demonstrate a thorough understanding and comprehension of advancedpractice in occupational therapy in the focus areas of the program:leadership and independent practice, assistive technology andoccupational performance, neuroscience of human occupation, trendsand issues in health care, evidence based practice, and professionaldevelopment Distance Pass rate on comprehensive examinationDemonstrate problem solving skills by applying, analyzing, andsynthesizing content knowledge and evidence in self-selected area ofpractice specialty by designing, implementing, assessing, and reporting, inwriting and orally, an independent Professional Development Project(capstone project)BothGrade of B or better achieved on writtenscholarly paper and oral presentation of thecapstone projectM.H.S.-Occupational Therapy 3 Display sensitivity to diversity and diversity within cultural contexts DistanceGrade of B or better achieved on the writtenassignment, “My Therapeutic Presence”within the Diversity in Health Care unit in theTrends and Issues in Health Care courseM.H.S.-Rehabilitation Counseling 1 paperwork submitted for closure NULL NULLM.I.C.M.-International Construction Management 1M.I.C.M.-International Construction Management 1By a thorough understanding and comprehension of subject matterrelevant to the discipline.By a thorough understanding and comprehension of subject matterrelevant to the discipline.CampusCampusHow will it be measured? Assignments,exams, and comprehensive final exam.What is the desired level of achievement?75% of students will earn a minimum gradeof B in all courses to assure a minimum 3.0GPA required for graduation. Who willmeasure? Instructor.How will it be measured? Research paper.What is the desired level of achievement?100% of students ultimately achieve apassing grade for their research paper Whowill measure? Faculty Advisor.M.I.C.M.-International Construction Management 2M.I.C.M.-International Construction Management 3By applying, analyzing, and synthesizing content knowledge to solveproblems by identifying component parts, relationships and ideas.By displaying ethical behaviors, cultural sensitivity, teamwork,professional conduct and communication.CampusCampusHow will it be measured? Assignments,exams, and comprehensive final exam.What is the desired level of achievement?75% of students will earn a minimum gradeof B in all courses to assure a minimum 3.0GPA required for graduation. Who willmeasure? Instructor.How will it be measured? Research paperpresentation. What is the desired level ofachievement? 90% of students will achievea passing grade for the research paperpresentation. Who will measure? FacultyAdvisor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.I.C.M.-International Construction Management 3M.I.D.-Interior Design 1M.I.D.-Interior Design 1By displaying ethical behaviors, cultural sensitivity, teamwork,professional conduct and communication.Ability to identify, formulate, test and analyze research questions ininterior designAbility to identify, formulate, test and analyze research questions ininterior designCampusCampusCampusHow will it be measured? Comprehensivefinal exam. What is the desired level ofachievement? 90% of students will achievea passing grade for the comprehensive finalexam. Who will measure? Instructors.90% Develop a research proposal which ispassed by the thesis Chair and committeemember90% Defend a thesis which is passed by thethesis Chair and committee memberM.I.D.-Interior Design 2 Demonstrate evidence of engaging in field experience CampusM.I.D.-Interior Design 2 Demonstrate evidence of engaging in field experience Campus25% Demonstrate evidence of engaging infield experience; Assessed throughevaluations from internship supervisors orothers overseeing field experiences90% of MID students completing fieldexperience will receive good or excellentperformance reviews from their supervisorsM.I.D.-Interior Design 3Students engaged in research involving human subjects will gain IRBapproval.Campus100% of MID students conducting researchwith human subjects will submit theirproposal to the IRB review committeeM.I.D.-Interior Design 3Students engaged in research involving human subjects will gain IRBapproval.M.L.-Latin 3 Students will present scholarly research to an outside audience. CampusM.L.-Latin 1 Students will have an advanced proficiency in Latin. CampusCampus100% of MID students who are engaging inhuman-based research will gain IRB approvalto conduct their researchStudents will submit an abstract to agraduate student conference or a meeting ofa regional association.Students will pass the comprehensivereading examination in Latin, set and gradedby a committee of department faculty, usingthe rubric established by the department.M.L.-Latin 1Students will have a solid understanding of the history, culture, andliterature of ancient Rome.CampusStudents will pass the comprehensivewritten and oral examination on Latinliterature and culture, set and graded by acommittee of department faculty, using therubric established by the department.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.L.-Latin 2 Students will be able to to read critically ancient Latin literature. CampusM.L.A.-Landscape Architecture 1Demonstrate the understanding of research and theory as it relates to thepractice of landscape architecture.CampusStudents will pass the comprehensivewritten and oral examination on Latinliterature and culture, set and graded by acommittee of department faculty, using therubric established by the department.How will it be measured? 1) LandscapeArchitecture Accreditation Board (LAAB)program Review; and 2) Faculty review.What is the desired level of achievement?MLA students should integrate research andtheory into all applicable coursework Whowill measure? 1) Landscape ArchitectureAccreditation Board (LAAB); and 2)Faculty members.M.L.A.-Landscape Architecture 1Experience the breadth of the profession of Landscape Architecture whileexploring an individual specialization.CampusHow will it be measured? LandscapeArchitecture Accreditation Board (LAAB)Review of curriculum standard. What isthe desired level of achievement? 1)Thesis topics selected by individual studentsreflect specialization; and 2) satisfactoryperformance in the diversity of corelandscape architectural curriculum asidentified and evaluated by LAAB. Whowill measure? 1) Landscape ArchitectureAccreditation Board (LAAB); 2) Facultymembers; and 3) Professional LandscapeArchitects on juries, internships, etc.M.L.A.-Landscape Architecture 2 Demonstrate core professional skills in landscape architecture. CampusHow will it be measured? It will bemeasured by: 1) Landscape ArchitectureAccreditation Board (LAAB); 2) Facultyreviews; and 3) Internships. What is thedesired level of achievement? We strive forall of our students to find internships andpermanent employment in the profession.Who will measure? 1) LandscapeArchitecture Accreditation Board (LAAB); 2)Faculty members; and 3) ProfessionalLandscape Architects.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.L.A.-Landscape Architecture 2Think creatively, analytically and logically, integrating research,precedent, and theory into applications.CampusHow will it be measured? It will bemeasured by: 1) Landscape ArchitectureAccreditation Board (LAAB); 2) Facultyreviews; and 3) Internships. What is thedesired level of achievement? We strive forall of our students to find internships andpermanent employment in the profession.Who will measure? 1) LandscapeArchitecture Accreditation Board (LAAB);2) Faculty members; and 3) ProfessionalLandscape Architects.M.L.A.-Landscape Architecture 2Develop professional skills in the areas of visual, oral and writtencommunication.CampusHow will it be measured? It will bemeasured by: 1) Landscape ArchitectureAccreditation Board (LAAB); 2) Facultyreviews; and 3) Internships. What is thedesired level of achievement? We strive forall of our students to find internships andpermanent employment in the profession.Who will measure? 1) LandscapeArchitecture Accreditation Board (LAAB);2) Faculty members; and 3) ProfessionalLandscape Architects.M.L.A.-Landscape Architecture 3 Display ethical behaviors and professional conduct. CampusM.M.-Music 1: Demonstrate a thorough understanding and comprehension of subjectmatter and theory relevant to their disciplinary focus.CampusHow will it be measured? 1) LandscapeArchitecture Accreditation Board (LAAB)Review; 2) pertinent coursework (such asprofessional practice and service learningprojects) and thesis; and 3) internshipletters of evaluation. What is the desiredlevel of achievement? Students expressethical decision-making and thus behaveethically, are culturally sensitive and arecollaborative team players. Who willmeasure? 1) Landscape ArchitectureAccreditation Board LAAB; 2) Facultymembers; and 3) Professional LandscapeArchitects in internships.Students will take a comprehensiveexamination upon completion of programcourse work that will be evaluated by thearea faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.M.-Music 2 Students will demonstrate proficiency on an instrument or voice. CampusM.M.-Music 3Students will demonstrate the ability to conduct themselvesappropriately in a professional performing situation.CampusStudents will also perform a final recital thatwill be evaluated by the supervisorycommittee.Students will also perform a final recital thatwill be evaluated by the supervisorycommittee.M.M.-Music Education 1M.M.-Music Education 1Demonstrate a thorough understanding and comprehension of subjectmatter relevant to the discipline, including music education research,practice, historical and contemporary trends in music educationDemonstrate a thorough understanding of and comprehension oftraditional and current research methods in music education.CampusCampusSuccessful completion and defense of finalresearch project, as evaluated by theprogram faculty.Students will write, submite and defend aproposal for a final research project, asevaluated by the program faculty.M.M.-Music Education 2 Demonstrate proficiency in music education research and methods. CampusStudents will demonstrate a thorough understanding and comprehensionof the application of research methods in Music Education as applied to aspecific research project and be able to present research in a professionalM.M.-Music Education 3 environment.CampusDemonstrate an understanding of the translation of research to clinicalpractice, and be prepared to be an effective consumer of the latestresearch and knowledge bases that support occupational therapy practiceand contribute to the growth and dissemination of research andM.O.T.-Occupational Therapy 1 knowledge.CampusDemonstrate an understanding of the translation of research to clinicalpractice, and be prepared to be an effective consumer of the latestresearch and knowledge bases that support occupational therapy practiceand contribute to the growth and dissemination of research andM.O.T.-Occupational Therapy 1 knowledge.CampusM.O.T.-Occupational Therapy 2Achieve entry-level clinical competence as an occupational therapistthrough a combination of academic and fieldwork education.CampusStudents wil write, submit and defend aproposal for a research project that will beevaluated by the program faculty.Oral Comprehensive Examination, asevaluated by the supervisory committeeScholarly paper and poster demonstratingknowledge gained and applicationPresentation demonstrating knowledgegained and applicationPerformance on the American OccupationalTherapy Association Fieldwork Evaluationform.M.O.T.-Occupational Therapy 2M.O.T.-Occupational Therapy 3M.O.T.-Occupational Therapy 3Be educated as a generalist with a broad exposure to the delivery modelsand systems used in settings where occupational therapy is currentlypracticed and where it is emerging as a serviceDemonstrate the professional behaviors expected of a health careprofessional in general and at the standard expected by our profession.Uphold the ethical standards, values, and attitudes of the occupationaltherapy profession.CampusCampusCampusPerformance on the National Board for theCertification of Occupational Therapist,national certification exam.SAtisfactory construction of programportfolio projectPerformance of applicable items on theAmerican Occupational Therapy AssociationFieldwork Evaluation form and OccupationalTherapy Attributes Scale. .

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.P.H.-Public HealthDemonstrate a thorough understanding and comprehension of public1 healthBoth90% of MPH students who take the nationalCPH exam will pass the examM.P.H.-Public HealthDemonstrate a thorough understanding and comprehension of public1 healthBoth90% of MPH students who take the nationalCPH exam will pass the examM.P.H.-Public HealthDemonstrate a thorough understanding and comprehension of public1 healthBoth90% of MPH students who take the nationalCPH exam will pass the examM.P.H.-Public HealthDemonstrate a thorough understanding and comprehension of public1 healthBoth90% of MPH students who take the nationalCPH exam will pass the examM.P.H.-Public HealthDemonstrate problem-solving skills by applying, analyzing, andsynthesizing knowledge in public health by identifying component parts,2 relationships, and ideasBothCumulative achievement of 80% or better onMPH core competenciesM.P.H.-Public HealthDemonstrate problem-solving skills by applying, analyzing, andsynthesizing knowledge in public health by identifying component parts,2 relationships, and ideasBothCumulative achievement of 80% or better onMPH core competenciesM.P.H.-Public HealthDemonstrate problem-solving skills by applying, analyzing, andsynthesizing knowledge in public health by identifying component parts,2 relationships, and ideasBothCumulative achievement of 80% or better onMPH core competenciesM.P.H.-Public HealthDemonstrate problem-solving skills by applying, analyzing, andsynthesizing knowledge in public health by identifying component parts,2 relationships, and ideasBothCumulative achievement of 80% or better onMPH core competenciesM.P.H.-Public HealthDemonstrate problem-solving skills by applying, analyzing, andsynthesizing knowledge in public health by identifying component parts,2 relationships, and ideas Both Grade of "A" on special project reportsM.P.H.-Public HealthDemonstrate problem-solving skills by applying, analyzing, andsynthesizing knowledge in public health by identifying component parts,2 relationships, and ideas Both Grade of "A" on special project reportsM.P.H.-Public HealthDemonstrate problem-solving skills by applying, analyzing, andsynthesizing knowledge in public health by identifying component parts,2 relationships, and ideas Both Grade of "A" on special project reportsM.P.H.-Public HealthDemonstrate problem-solving skills by applying, analyzing, andsynthesizing knowledge in public health by identifying component parts,2 relationships, and ideas Both Grade of "A" on special project reportsM.P.H.-Public HealthDisplay ethical behaviors, cultural sensitivity, teamwork, professional3 conduct, and appropriate communicationBothCumulative achievement of 80% or better onprofessional behavior scaleDisplay ethical behaviors, cultural sensitivity, teamwork, professionalM.P.H.-Public Health 3 conduct, and appropriate communicationDisplay ethical behaviors, cultural sensitivity, teamwork, professionalM.P.H.-Public Health 3 conduct, and appropriate communicationDisplay ethical behaviors, cultural sensitivity, teamwork, professionalM.P.H.-Public Health 3 conduct, and appropriate communicationBothBothBothCumulative achievement of 80% or better onprofessional behavior scaleCumulative achievement of 80% or better onprofessional behavior scaleCumulative achievement of 80% or better onprofessional behavior scale

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Aerospace Engineering 1 Ability to identify, formulate and solve aerospace engineering problems BothThere are three tracks available for MSdegree in aerospace engineering - (i) Solidmechanics, design & manufacturing, (ii)dynamics, systems & control, and (iii)thermal sciences & fluid dynamics. In eachtrack two core courses are identified, oneeach in the Fall and Spring semester. Theoutcome will be assessed in these courses.Specific homework and exam questions willbe used to assess the outcome. Studentperformance will assigned a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). Scores of 3or better are the target.There are three tracks available for MSdegree in aerospace engineering - (i) Solidmechanics, design & manufacturing, (ii)dynamics, systems & control, and (iii)thermal sciences & fluid dynamics. In eachtrack two core courses are identified, oneeach in the Fall and Spring semester. Theoutcome will be assessed in these courses.Specific homework and exam questions willbe used to assess the outcome. Studentperformance will assigned a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),Ability to use applied mathematical techniques Ability to use modern4(very good) and 5 (excellent). Scores of 3M.S.-Aerospace Engineering 2 engineering tools for practice at an advance levelBothor better are the target.M.S.-Aerospace Engineering 3 No Outcome Campus No Methodby a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andM.S.-Agricultural and Biological Engineering 1 Biological Engineeringby a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andM.S.-Agricultural and Biological Engineering 1 Biological Engineeringby a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andM.S.-Agricultural and Biological Engineering 1 Biological Engineeringby a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andM.S.-Agricultural and Biological Engineering 1 Biological EngineeringCampusCampusCampusCampusby departmental review of Plans of Studyutilizing a faculty developed rubric.by departmental review of Plans of Studyutilizing a faculty developed rubric.by examination during final defenses bysupervisor committee utilizing a facultydeveloped rubric.by examination during final defenses bysupervisor committee utilizing a facultydeveloped rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Agricultural and Biological Engineering 2by applying, analyzing, and synthesizing content knowledge to solveproblems by identifying components or processes of agricultural and/orbiological systems to meet desired needs within realistic economic,environmental, social, political, ethical, health and safety,manufacturability and sustainability constraints.Campusby examination during final defenses by thesupervisory committee utilizing a facultydeveloped rubric.M.S.-Agricultural and Biological Engineering 2M.S.-Agricultural and Biological Engineering 3M.S.-Agricultural and Biological Engineering 3M.S.-Agricultural and Biological Engineering 3M.S.-Agricultural and Biological Engineering 3M.S.-Agricultural and Biological Engineering 3M.S.-Agricultural and Biological Engineering 3M.S.-Agricultural Education and Communication 1by applying, analyzing, and synthesizing content knowledge to solveproblems by identifying components or processes of agricultural and/orbiological systems to meet desired needs within realistic economic,environmental, social, political, ethical, health and safety,manufacturability and sustainability constraints.by displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationCompetency in contemporary and foundational theory and research intheir selected specialization by a thorough understanding andcomprehension of subject matter relevant to the discipline.CampusCampusCampusCampusCampusCampusCampusCampusby examination during final defenses by thesupervisory committee utilizing a facultydeveloped rubric.by observation during departmentalseminars and final defenses. Theseobservations will be shared with thesupervisory committee and evaluatedutilizing a faculty developed rubric.by observation during departmentalseminars and final defenses. Theseobservations will be shared with thesupervisory committee and evaluatedutilizing a faculty developed rubric.by observing participation in professionalsocieties. These observations will be sharedwith the supervisory committee andevaluated utilizing a faculty developedrubric.by observing participation in professionalsocieties. These observations will be sharedwith the supervisory committee andevaluated utilizing a faculty developedrubric.by contacts with employers. Theseobservations will be shared with thesupervisory committee and evaluatedutilizing a faculty developed rubric.by contacts with employers. Theseobservations will be shared with thesupervisory committee and evaluatedutilizing a faculty developed rubric.Satisfactory completion of major project andfinal written examination or completion ofthesis and defense utilizing a rubric designedby faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Agricultural Education and Communication 1Competency in contemporary and foundational theory and research intheir selected specialization by a thorough understanding andcomprehension of subject matter relevant to the discipline.DistanceSatisfactory completion of major project andfinal written examination evaluated by groupof faculty utilizing a rubric designed byfaculty.M.S.-Agricultural Education and Communication 1M.S.-Agricultural Education and Communication 1Application of evolving concepts and philosophies in their selectedspecialization by applying, analyzing, and synthesizing content knowledgeto solve problems by identifying component parts, relationships andideas.CampusApplication of evolving concepts and philosophies in their selectedspecialization by applying, analyzing, and synthesizing content knowledgeto solve problems by identifying component parts, relationships andideas.DistanceSatisfactory completion of major project andfinal written examination or completion ofthesis and defense evaluated by thesupervisory committee utilizing a rubricdesigned by faculty.Satisfactory completion of major project andfinal written examination examinationevaluated by group of faculty utilizing arubric designed by faculty.M.S.-Agricultural Education and Communication 2Effective use of instructional materials and methods with emphasis onapplication of visual and nonvisual techniques.CampusSatisfactory completion of major project andfinal written examination or completion ofthesis and defense evaluated by thesupervisory committee utilizing a rubricdesigned by faculty.M.S.-Agricultural Education and Communication 2Effective use of instructional materials and methods with emphasis onapplication of visual and nonvisual techniques.DistanceSatisfactory completion of major project andfinal written examination or completion ofthesis and defense evaluated by thesupervisory committee utilizing a rubricdesigned by faculty.M.S.-Agricultural Education and Communication 2M.S.-Agricultural Education and Communication 2M.S.-Agricultural Education and Communication 2Application of Concepts and principles related to design, implementationand evaluation of formal and non-formal education and/or training anddevelopment programs.Application of Concepts and principles related to design, implementationand evaluation of formal and non-formal education and/or training anddevelopment programs.Application of principles, practices and strategies for conductingbehavioral research in agricultural and natural resource professions.CampusDistanceCampusSatisfactory completion of major project andfinal written examination or completion ofthesis and defense evaluated by thesupervisory committee utilizing a rubricdesigned by faculty.Satisfactory completion of major project andfinal written examination evaluated by groupof faculty utilizing a rubric designed byfaculty.Satisfactory completion of major project andfinal written examination or completion ofthesis and defense.M.S.-Agricultural Education and Communication 2M.S.-Agricultural Education and Communication 3Application of principles, practices and strategies for conductingbehavioral research in agricultural and natural resource professions.DistanceOutstanding professional character by displaying ethical behaviors,cultural sensitivity, teamwork, professional conduct and communication. CampusSatisfactory completion of major project andfinal written examination.Satisfactory completion of major project andfinal written examination or completion ofthesis and defense.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Agricultural Education and Communication 3Outstanding professional character by displaying ethical behaviors,cultural sensitivity, teamwork, professional conduct and communication. DistanceSatisfactory completion of major project andfinal written examination evaluated by groupof faculty utilizing a rubric designed byfaculty.M.S.-Agronomy 1Acquire a core knowledge base in the plant sciences, with a deeperknowledge in a chosen specialization (genetics/breeding,physiology/biochemistry, ecology, management and nutrition).CampusGrades in coursework will be indicators ofacquired knowledge, with the requirementthat a B grade is maintained. All studentswill take at least one course in each of threetopical areas: Genetics and Plant Breeding,Plant Physiology/Biochemistry and PlantEcology/Management/Nutrition. StudentLearning Outcomes will be distributed toeach graduate Supervisory Committee andthe committee will be charged with theresponsibility of ensuring that eachcomponent of the outcomes is addressedwithin the context of the specific student’sprogram. The graduate SupervisoryCommittee will be the primary evaluator ofoutcomes for graduate education withformal assessments made through the finalexam and thesis defense utilizing a rubricdesigned by faculty. Formal, writtenevaluations of the performance of allgraduate students are made by theSupervisory Committee at the end of thestudent’s first semester and on an annualbasis in following years.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Agronomy 1Acquire the knowledge to design and execute an innovative research planand to analyze, synthesize and interpret research results usingappropriate experimental designs and statistical analyses.CampusThe Supervisory Committee will evaluate thequality of the research program as reportedin the M.S. thesis and as discussed during thefinal exam and thesis defense utilizing arubric designed by faculty. M.S. graduatestudents also present two graded,departmental seminars during theirprograms. The first seminar, presented in thesecond semester of the graduate program, isa presentation of a detailed researchplan/proposal and the second seminar,presented in the last semester beforecompleting degree requirements, is apresentation of the results of the researchthat was conducted and reported in thethesis. Written abstracts of both seminarsare prepared and presented to students,faculty and the instructor. Presentations andwritten abstracts are evaluated by both peergraduate students and the faculty of thedepartment and student performance isassessed by a letter grade for the courseutilizing a rubric designed by faculty.M.S.-Agronomy 1Acquire the knowledge and skills necessary to address and solve issuesrelated to crop production and resource management and to becomerespected professionals and leaders in the discipline (in academia,government, or the private sector).CampusJob placement and advanced degree successwill be monitored within job placementcategories including entry into othergraduate programs and careers in the publicand private sectors.M.S.-Agronomy 2Excellence in critical thinking, scientific writing, experimental techniques,data collection, data analysis and synthesis.CampusSkills will be assessed by departmentalfaculty, and especially by the major advisorand the graduate Supervisory Committee.Performance will be graded in variouscourses, departmental seminars and the finalexam and thesis defense utilizing a rubricdesigned by faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Agronomy 2Excellence in oral and written communication and interpersonalrelationships.CampusSkills will be assessed by departmentalfaculty, and especially by the major advisorand the Supervisory Committee.Performance will be graded in variouscourses, departmental seminars and the finalexam and thesis defense utilizing a rubricdesigned by faculty.M.S.-Agronomy 3M.S.-Animal Molecular and Cellular Biology 1M.S.-Animal Molecular and Cellular Biology 1M.S.-Animal Molecular and Cellular Biology 2M.S.-Animal Molecular and Cellular Biology 2Professional and ethical conduct will be evident in all scholarly activities.Collegiality, cultural sensitivities, and ethical behaviors and practices willbe demonstrated in the conduct of all scholarly activities includingteaching, research, and outreach.Thorough understanding of the principles of molecular and cellularbiology and their application to comparative biology.Thorough understanding of the principles of molecular and cellularbiology and their application to comparative biology.Ability to design, conduct and draw sound conclusions on scientificexperiments.Ability to design, conduct and draw sound conclusions on scientificexperiments.CampusCampusCampusCampusCampusCourse instructors, major advisors, andgraduate Supervisory Committees expectprofessional and ethical behavior of allgraduate students during all scholarlyactivities. In courses, all students are madeaware of the UF honor code, the seriousnessof violating the code is discussed, andadherence to the code is monitored.Professional behavior will be evaluated,especially by the major advisor and thegraduate Supervisory Committee duringseminars, participation and presentations atprofessional meetings, scientific writings andin interpersonal relationships.Evaluation of the student's program of studyby the supervisory committee utilizing arubric designed by faculty.Evaluation by the supervisory committeeduring thesis defense utilizing a rubricdesigned by faculty.Evaluation of the student's program of studyby the supervisory committee utilizing arubric designed by faculty.Evaluation by the supervisory committeeduring thesis defense utilizing a rubricdesigned by faculty.M.S.-Animal Molecular and Cellular Biology 3Interaction with peers and instructors with honesty, cultural sensitivityand effective communication.CampusAdherence to the University of Florida HonorCode during the graduate program.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Animal Molecular and Cellular Biology 3Interaction with peers and instructors with honesty, cultural sensitivityand effective communication.CampusObservation by the faculty of professionalbehavior during class activities, seminars,research work, thesis defense, andparticipation in professional societies. Theseobservations will be shared with thesupervisory committee and evaluated basedon a faculty developed rubric.M.S.-Animal Sciences 1 Thorough understanding of Animal Sciences. CampusEvaluation of the student's program of studyand M.S. thesis (for M.S. Thesis option only)or assigned independent study project (forM.S. Non-Thesis option) by the supervisorycommittee and other faculty utilizing a rubricdesigned by faculty.M.S.-Animal Sciences 1 Thorough understanding of Animal Sciences. CampusEvaluation of the student's performance inthe Professional Animal Scientist exam bythe Association of Professional AnimalScientists or publication of a manuscriptfrom the student's original research in a peerreviewedjournal (for M.S. Thesis optiononly) or involvement of an external examinerin the student's thesis exam (for M.S. Thesisoption only) or final exam (for M.S. Non-Thesis option only) utilizing a rubric designedby faculty.M.S.-Animal Sciences 1M.S.-Animal Sciences 2Ability to apply scientific methods to problems in animal sciences anddevelop new solutions to such problems.Competence in research methodologies for applying scientific methods tosolve problems and generate new knowledge.CampusCampusEvaluation of the solutions to assignedspecial problems and the student's M.S.thesis (for M.S. Thesis option only) orassigned independent study project (for M.S.Non-Thesis option only) by the supervisorycommittee and other faculty utilizing a rubricdesigned by faculty.Successful completion of the MS thesisexamination (for M.S. Thesis option) or anassigned independent study project (for M.S.Non-Thesis option) as judged by thesupervisory committee utilizing a rubricdesigned by faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Animal Sciences 2Competence in research methodologies for applying scientific methods tosolve problems and generate new knowledge.CampusEvaluation of the student's participation in ajournal club or a course involving manuscriptdiscussions by the supervisory committeeand other faculty utilizing a rubric designedby faculty.M.S.-Animal Sciences 3Display professional conduct including ethical behaviors, culturalsensitivity, and ability to work well independently or in a team.CampusAnalysis of the student's annual evaluationsby the supervisory committee utilizing arubric designed by faculty and the student'sadherence to the UF honor code.M.S.-Animal Sciences 3 Professional communication. CampusEvaluation of at least one paper at anational/international professional scientificmeeting (for M.S. Thesis option only) andone seminar presented during the GraduateSeminar course and evaluated by the majoradvisor and the Graduate SeminarCoordinator, respectively, utilizing a rubricdesigned by faculty.M.S.-Applied Physiology and Kinesiology 3Demonstrate proficiency in conducting themselves in a professionalmanner.CampusSuccessful written and oral defense of thesisper department standards and guidelines.Demonstrate proficiency in conducting themselves in a professionalM.S.-Applied Physiology and Kinesiology 3 manner.Demonstrate proficiency in the discipline specific skills - exercisephysiology, biobehaviorial science, clinical exercise physiology, humanM.S.-Applied Physiology and Kinesiology 2 performance, athletic trainingDemonstrate proficiency in the discipline specific skills - exercisephysiology, biobehaviorial science, clinical exercise physiology, humanM.S.-Applied Physiology and Kinesiology 2 performance, athletic trainingDemonstrate a thorough understanding and comprehension of subjectmatter relevant to the discipline – exercise physiology, biobehaviorialscience, clinical exercise physiology, human performance, athleticM.S.-Applied Physiology and Kinesiology 1 training.Demonstrate a thorough understanding and comprehension of subjectmatter relevant to the discipline – exercise physiology, biobehaviorialscience, clinical exercise physiology, human performance, athleticM.S.-Applied Physiology and Kinesiology 1 training.CampusCampusCampusCampusCampusEvaluation of performance in internshipand/or clinical experience per departmentstandards and guidelines.Successful written and oral defense of thesisper department standards and guidelines.Successful completion of internship and/orclinical experience per department standardsand guidelines.Successful thesis presentation perdepartment standards and guidelines.Successful written comprehensive final examper department standards and guidelines.M.S.-Astronomy 1Students will demonstrate a thorough understanding and comprehensionof the fundamental astrophysics covered by the core curriculum.CampusGraduate students will pass the core courseswith a B average.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Astronomy 2M.S.-Astronomy 3Masters students will develop and demonstrate the ability to conductsupervised research in astrophysics.Students will develop the ability to clearly communicate their research inoral presentations in a style appropriate for conferences.CampusCampusStudents must complete a supervisedresearch project, culminating in an oralpresentation and a document in the style ofa journal article or conference proceedingdescribing the project. These are presentedto a committee of faculty chosen by thestudent and their advisor.Students will make presentations in the corecourses and in AST 6936, which will begraded by the faculty. Students willdemonstrate in these talks satisfactoryability to make a scientific presentation.M.S.-Astronomy 3Students will develop the ability to clearly communicate their research inoral presentations in a style appropriate for conferences.CampusStudents will make presentations duringtheir second year on guided researchprojects, demonstrating the ability to clearlyconvey the results of their research. Acommittee of three faculty members willevaluate the quality of these presentation.M.S.-Astronomy 3Students will develop the ability to clearly communicate their research inoral presentations in a style appropriate for conferences.CampusSecond year students will present theirresearch during the department's annualgraduate research symposium. The advisorand a second faculty member will provideevaluations of student talks to both thestudent and graduate coordinator. Studentswill demonstrate the ability to give ascientific talk to a large audience.M.S.-Astronomy 3Students will develop the ability to write articles at the level of aconference proceeding based upon their research.CampusStudents will submit a document in the styleof a journal article or conference proceedingdescribing the results of the supervisedresearch project. A satisfactory evaluation isrequired for completion of the program.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Biochemistry and Molecular Biology 1M.S.-Biochemistry and Molecular Biology 1Students will master core biochemistry knowledge in at least two of thethree areas including 1) Molecular Biology, 2) Metabolism, and 3)Structural Biology/Physical Biochemistry.Students will master discipline-related knowledge required forcompletion of their M.S. thesis research.CampusCampusStudents must take at least two of thefollowing core courses: 1) BCH 5413 or BCH6415 – Molecular Biology, 2) BCH 6206 -Metabolism, and 3) BCH 6740 – StructuralBiology/Physical Biochemistry. Knowledge inthese areas will be assessed by writtenexaminations, homework assignments, andoral examinations. Assessment of writtenexaminations and homework assignmentswill be done in conjunction with the coursesabove, and oral assessment will take placeduring regular meetings with the student’sgraduate supervisory committee.Discipline-related knowledge will beassessed during regular meetings with thestudent’s graduate supervisory committee.These meetings will take place every 6months and culminate in the student’s finalthesis defense.M.S.-Biochemistry and Molecular Biology 2Students will master the ability to read, interpret, and critically evaluatepublished literature in their fields.CampusStudents will give oral presentations ofrecent literature in their fields in Journal clubcourses. Their knowledge will be assessedby faculty and peers during thesepresentations, and students will be providedwith critiques of their performance.Students will be required to enroll in onejournal club every semester.M.S.-Biochemistry and Molecular Biology 2Students will master the ability to follow experimental protocols reportedin the literature or established in their laboratories. Students will gainproficiency in common techniques in their fields. Students will masterthe ability to analyze the results of their experiments and to report theseresults both orally and in written reports.CampusThe ability of students to followexperimental protocols, perform establishedtechniques, and analyze results will beassessed on a regular basis (every 6 months)during supervisory committee meetings inwhich students will orally present their workand findings to the committee. Writing skillswill be assessed by evaluation of thestudent’s written M.S. thesis by thesupervisory committee.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Biochemistry and Molecular Biology 3Students will demonstrate professionalism in oral presentations requiredfor journal clubs and the final defense.CampusThe student’s primary research advisor,supervisory committee, and other facultyand peers who attend the student’spresentation will provide the student with anevaluation of his/her professionalism in oralpresentations.M.S.-Biochemistry and Molecular Biology 3Students will demonstrate professional conduct in performing researchincluding following appropriate safety and regulatory rules, anddemonstrating ethical conduct in research.CampusThe student’s primary research advisor andsupervisory committee will evaluate thestudent’s professional conduct in researchduring the course of the student’s regularsupervisory committee meetings which willbe held every 6 months. The student’sadherence to safety and regulatory rules willbe assessed by the student’s researchadvisor in the laboratory setting.M.S.-Biomedical Engineering 1an ability to develop a broad-based knowledge of Biomedical EngineeringproblemsCampus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.M.S.-Biomedical Engineering 1 an ability to critically read Biomedical Engineering literature Campus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.M.S.-Biomedical Engineering 2an ability to use apply fundamental engineering principles to identify,analyze and solve biomedical engineering problemsCampus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.an ability to design and conduct scientific and engineering experiments,M.S.-Biomedical Engineering 2 and to analyze and interpret the resulting dataan understanding of professional and ethical responsibility and theM.S.-Biomedical Engineering 3 impact of clinically significant engineering solutionsCampusCampus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.Successful evaluation of final report inBME6010, clinical preceptorshipM.S.-Biomedical Engineering 3 an ability to communicate effectively and work collaboratively Campus80 % of randomly selected students will passthe thesis examination by the supervisorycommittee, or pass the final projectexamination by the faculty supervisor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Biostatistics 1Demonstrate a solid underpinning of biostatistics concepts and methods,which will enable students to collaborate effectively with researchers inother disciplines.CampusHow measured: Passing MS written exam atthe end of the first year. Level ofachievement: 80% of PhD students who takethe written exam. Who will measure:Graduate faculty, Department of BiostatisticsM.S.-Biostatistics 2The ability to apply biostatistical concepts and methods in collaborativework, to interpret results, and to communicate these results withcollaborators.CampusHow measured: Passing MS culminatingexperience at the end of the second year.Level of achievement: 95% of PhD studentswho pass the written examination. Who willmeasure: Graduate Faculty, Department ofBiostatisticsM.S.-Biostatistics 3M.S.-Botany 1M.S.-Botany 1M.S.-Botany 2M.S.-Botany 2M.S.-Botany 3M.S.-Botany 3Display ethical behaviors, cultural sensitivity, teamwork, professionalconduct and communication.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CampusCampusCampusCampusCampusCampusCampusHow measured: Student participation in thebiostatistical consulting course. Level ofachievement: 95% of PhD students who passthe written examination. Who will measure:Graduate Faculty, Department ofBiostatisticsCALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.M.S.-Business Administration 1Graduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. Thisdegree is conferred at a rate of one to two every five years. Campus N/A

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Business Administration 2Graduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. Thisdegree is conferred at a rate of one to two every five years. Campus N/AM.S.-Business AdministrationGraduate students are not directly admitted to this degree program.Instead, this degree is available for faulty to confer on Ph.D. students who1) choose to not continue with their doctoral studies beyond thequalifying exams, or 2) choose to not complete a dissertation. This3 degree is conferred at a rate of one to two every five years. Campus N/AM.S.-Chemical Engineering 1 Ability to identify a problem. CampusThis outcome will be judged through theevaluation of the thesis for the MS studentsand the Final Report for the MS non-thesisstudents.M.S.-Chemical Engineering 1 Ability to formulate a problem. CampusThis outcome will be judged through theevaluation of the thesis for the MS studentsand the Final Report for the MS non-thesisstudents.M.S.-Chemical Engineering 1 Ability to solve engineering problems. CampusThis outcome will be judged through theevaluation of the thesis for the MS studentsand the Final Report for the MS non-thesisstudents.M.S.-Chemical Engineering 2An ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice at an advanced level.CampusThis outcome will be judged through theevaluation of the thesis for the MS sstudentsand the Final Report for the MS non-thesisstudents.M.S.-Chemical Engineering 3 An ability to communicate effectively. CampusM.S.-Chemistry 1Demonstrate a thorough understanding of the fundamental science ofthe declared sub-discipline within chemistry (physical, biochemistry,organic, inorganic and analytical chemistry).CampusThis outcome will be judged through theevaluation of the thesis and the finalpresentation for the MS students and theFinal Report for the MS non-thesis students.Requires graduate level effort within thechosen sub-discipline and other fields ofchemistry. A 3.25 chemistry GPA is required.Written thesis in the sub-discipline isrequired. Students give seminar(s) to thefaculty.M.S.-Chemistry 2Demonstrate the ability to formulate new research ideas and carry themout in the laboratory.CampusA final oral exam with the presentation ofthe written MS thesis concludes the degreerequirements. The MS thesis and final oralexam are to be evaluated and certified bythe graduate committee.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Chemistry 3Demonstrate ethical behaviors, cultural sensitivity, teamwork,professional conduct and high level oral and written communicationskills.CampusPresentation of a minimum of one divisionalseminar with a B or better and theprofessional oral presentation of the thesisresearch and thesis before the graduatecommittee at the final exam. The qualityof the thesis is certified by the graduatecommittee.M.S.-Civil Engineering 1Students will demonstrate an ability to identify, formulate, and solveengineering problems in the student’s program area. (Civil EngineeringMaterials, Water Resources, Geotechnical Engineering, Construction,Public Works, Structures, and Transportation).BothStudents will be assessed through selectedexamination questions in 4 fundamentalcourses. The following four courses will beused for assessment to span the breadth ofthe CE program specialties: CES 6106Advanced Structural Analysis; CEG 5115Foundation Engineering; CGN 6156Construction Engineering 1; CGN 5606 PublicWorks Management. The professor will use aLikert Scale to evaluate a student’sperformance on the selected examinationquestions. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 3 or better.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Civil Engineering 2Students will demonstrate an ability to use the techniques, skills, andmodern engineering tools necessary for engineering practice at anadvanced level in the students program area (Civil Engineering Materials,Water Resources, Geotechnical Engineering, Construction, Public Works,Structures, and Transportation).BothStudents will be assessed through selectedsoftware-based projects in 4 fundamentalcourses. Engineering analysis software andstandards assessed as follows: CES 6106 –Visual Basic Analysis of Structural Frames;CEG 5115 – FB Pier analysis of PileFoundations; CGN 6156 ConstructionEngineering 1 – Microsoft Project analysis orscheduling and critical path techniques; CGN5606 Public Works Management – TRB(Transportation Research Board) standardsassessed in class term paper. The professorwill use a Likert Scale to evaluate a student’sperformance. The scale will be5=Outstanding; 4=Above Average;3=Average; 2=Below Average; and1=Unacceptable. The resulting assessment isdemonstrated by the students achievingacceptable performance with a Likert Scoreof 3 or better.M.S.-Civil Engineering 3Students will demonstrate an ability to communicate in a professionalmanner within the student's graduate program area . (Civil EngineeringMaterials, Water Resources, Geotechnical Engineering, Construction,Public Works, Structures, and Transportation.)BothStudents will be assessed through selectedreports and presentations in 4 fundamentalcourses. The following four courses will beused for assessment to span the breadth ofthe CE program specialties: CES 6106Advanced Structural Analysis; CEG 5115Foundation Engineering; CGN 6156Construction Engineering 1; CGN 5606 PublicWorks Management. . The professor will usea Likert Scale to evaluate a student’sperformance. The scale will be5=Outstanding; 4=Above Average;3=Average; 2=Below Average; and1=Unacceptable. The resulting assessment isdemonstrated by the students achievingacceptable performance with a Likert Scoreof 3 or better.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Coastal and Oceanographic Engineering 1Students will demonstrate an ability to critically read engineeringliterature in Coastal and Oceanographic Engineering and an ability toidentify, formulate new solutions to engineering problems in Coastal andOceanographic Engineering.CampusStudents will be assessed through selectedexamination questions in 2 fundamentalcourses. The following courses will be usedfor assessment to assess outcomes inCoastal and Oceanographic EngineeringMaster’s students: OCP 6165 Ocean Waves1; OCP 6295 Estuarine and ShelfHydrodynamics. The professor will use aLikert Scale to evaluate a student’sperformance on the selected examinationquestions. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 3 or better.M.S.-Coastal and Oceanographic Engineering 2Students will demonstrate an ability to use the techniques, skills, andmodern engineering tools necessary for engineering practice at anadvanced level in Coastal and Oceanographic Engineering.CampusStudents will be assessed through selectedsoftware-based projects in fundamentalcourse OCP 6165. The professor will use aLikert Scale to evaluate a student’sperformance. The scale will be5=Outstanding; 4=Above Average;3=Average; 2=Below Average; and1=Unacceptable. The resulting assessment isdemonstrated by the students achievingacceptable performance with a Likert Scoreof 3 or better.M.S.-Coastal and Oceanographic EngineeringStudents will demonstrate an ability to communicate in a professionalmanner within the student's graduate program area of Coastal and3 Oceanographic Engineering.CampusAbility to identify, formulate, and solve computer science and engineeringM.S.-Computer and Information Sciences 1 problems.BothStudents will be assessed through a termpaper in the fundamental course- OCP 6295.The professor will use a Likert Scale toevaluate a student’s performance. The scalewill be 5=Outstanding; 4=Above Average;3=Average; 2=Below Average; and1=Unacceptable. The resulting assessment isdemonstrated by the students achievingacceptable performance with a Likert Scoreof 3 or better.Evaluate in assignments and exams ofCOT5405 (Analysis of Algorithms).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Computer and Information Sciences 1 Ability to critically read computer science and engineering literature. BothM.S.-Computer and Information Sciences 2Ability to use techniques, skills, and tools necessary for computer scienceand engineering practice at an advanced level.BothCompile a paper surveying the literature on aselected topic from COT5405 (Analysis ofAlgorithms).Evaluate through required homework,projects, and other course deliverables fromCOT5405 (Analysis of Algorithms).M.S.-Computer and Information Sciences 3 Understanding of professional and ethical responsibility. BothEvaluate before graduation in an examconsisting of questions related to ethics.M.S.-Computer and Information Sciences 3 Ability to communicate effectively. Both Evaluate during the exit interview.M.S.-Computer EngineeringAbility to identify, formulate, and solve computer science and engineering1 problems.BothEvaluate in assignments and exams ofCOT5405 (Analysis of Algorithms).M.S.-Computer Engineering 1 Ability to critically read computer science and engineering literature. BothCompile a paper surveying the literature on aselected topic from COT5405 Analysis ofAlgorithms).M.S.-Computer Engineering 2Ability to use techniques, skills, and tools necessary for computer scienceand engineering practice at an advanced level.BothEvaluate through required homework,projects, and other course deliverables fromCOT5405 (Analysis of Algorithms).Evaluate before graduation in an examM.S.-Computer Engineering 3 Understanding of professional and ethical responsibility. Bothconsisting of questions related to ethics.M.S.-Computer Engineering 3 Ability to communicate effectively. Both Evaluate during the exit interview.M.S.-Dental Sciences 1 Demonstrate proficiency in their specialty. CampusM.S.-Dental Sciences 1 Demonstrate clinical excellence in their specialty. CampusM.S.-Dental Sciences 2 Clinically competent to evaluate, diagnose and treat patients. CampusStudents take their specialty written boardexam or an in-service exam which areadministered by the individual specialtyeither right before or right after graduatingfrom the program. Target goal is 100% passrate. Where able, specific subject areas willbe reviewed to identify possible curriculumweaknesses.Patient records consisting of cases treated bythe student will be examined by appropriatefaculty and assessed for completeness,quality of records, and assessment oftreatment outcomes. Target goal is for allrecords to be complete, consist of highquality records, and have a thoroughassessment of treatment outcomes asmeasured by that specialty.Residents are evaluated semi-annually bothdidactically and clinically by the faculty, andmust maintain a B average.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Dental Sciences 2 Develop research skills and assess scientific conclusions. CampusAll students must design, conduct, andsuccessfully defend a research thesis orproject. A faculty committee oversees eachstudent’s research.M.S.-Dental Sciences 3 Recognize standards for ethical behavior. CampusM.S.-Dental Sciences 3 Engage in lifelong learning, with a commitment to teaching and service. CampusAbility to identify, formulate, and solve computer science and engineeringM.S.-Digital Arts and Sciences (DAS) 1 problems.CampusM.S.-Digital Arts and Sciences (DAS) 1 Ability to critically read computer science and engineering literature. CampusM.S.-Digital Arts and Sciences (DAS) 2Ability to use techniques, skills, and tools necessary for computer scienceand engineering practice at an advanced level.CampusPatient/record review by faculty to assessethical treatments. Students are evaluatedsemi-annually on their behavior by faculty.All students are expected to exhibit ethicalstandards in their treatment and behaviors.Self reporting through an alumni survey sentby department at specified yearly intervalsfor each program/specialty. It is hoped thatthe majority of our graduates will indicateparticipating in some organization, beinvolved in some service or teach.Evaluate in assignments and exams ofCAP5705 (Computer Graphics).Compile a paper surveying the literature on aselected topic from CAP5705 (ComputerGraphics).Evaluate through required homework,projects, and other course deliverables fromCAP5705 (Computer Graphics).Evaluate before graduation in an examM.S.-Digital Arts and Sciences (DAS) 3 Understanding of professional and ethical responsibility. Campusconsisting of questions related to ethics.M.S.-Digital Arts and Sciences (DAS) 3 Ability to communicate effectively. Campus Evaluate during the exit interview.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAssessment Plan: There are 5 research areaswithin the ECE department: ComputerEngineering, Devices, Electromagnetics andEnergy Systems, Electronics, and Signals &Systems. While there is no single courserequired for the MS degree, nearly every oneof our students will take at least one of thefollowing 9 key courses spread across the 5research areas: EEE 5320 - Bipolar AnalogIC Design, EEE 5322 - VLSI Circuits andTechnology, EEL 5544 - Noise in LinearSystems, EEL 5525 - Foundations of DigitalSignal Processing, EEE 5400- Future ofMicroelectronics Technology, EEE 5426-Introduction to Nanodevices, EEL 5718 -Computer Communications EEL 5764 -Computer Architecture, EEL 6486 -Electromagnetic Field Theory andApplications I. Nearly every single ECEstudent will take one of these courses and95% of our students will take two or moreof these courses. The outcome will beassessed in these courses. Rubric: Specifichomework and exam questions will be usedto assess the outcome. Studentperformance will be assigned a score basedM.S.-Electrical and Computer EngineeringAbility to identify, formulate and solve electrical and computer1 engineering problemsBothon the Likert scale: 1 (poor), 2 (fair), 3(good), 4 (very good) and 5 (excellent).M.S.-Electrical and Computer Engineering 2 Ability to use applied mathematical techniques BothThe outcome will be assessed in the coursesmentioned above. Rubric: Specifichomework and exam questions will be usedto assess the outcome. Studentperformance will be assigned a score basedon the Likert scale: 1 (poor), 2 (fair), 3(good), 4 (very good) and 5 (excellent).Program Metric: 80% of students in the classshould exhibit a score of 3 or above. Eachcourse that is part of the graduate outcomeassessment process will have a coursecommittee. Each semester the coursecommittee will meet to evaluate how wellthe outcome has been met.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe outcome will be assessed in the coursesmentioned above. Rubric: SpecificM.S.-Electrical and Computer Engineering 2 Ability to use modern engineering tools for practice at an advanced level Bothhomework and exam questions will be usedto assess the outcome. Studentperformance will be assigned a score basedon the Likert scale: 1 (poor), 2 (fair), 3(good), 4 (very good) and 5 (excellent).Program Metric: 80% of students in the classshould exhibit a score of 3 or above. Eachcourse that is part of the graduate outcomeassessment process will have a coursecommittee. Each semester the coursecommittee will meet to evaluate how wellthe outcome has been met.M.S.-Electrical and Computer EngineeringThe ECE department does not currently teach topics related toprofessional behavior, so we are unable to evaluate this learning3 outcome. Campus n/aM.S.-Entomology and Nematology 1M.S.-Entomology and Nematology 1Demonstrate knowledge of insects, other arthropods and/or nematodes,including their relationship with the environment and humans.Demonstrate knowledge of insects, other arthropods and/or nematodes,including their relationship with the environment and humans.DistanceCampusStudents will pass a content-based examwritten by a group of faculty andadministered and graded by the student'ssupervisory committee of at least twofaculty members at the end of the programusing a rubric designed by faculty.Students will receive a satisfactoryevaluation of their performance in theirprogram each semester by their supervisorycommittee of at least two faculty membersusing a faculty-developed evaluation form.M.S.-Entomology and Nematology 1Demonstrate knowledge of insects, other arthropods and/or nematodes,including their relationship with the environment and humans.CampusStudents will demonstrate the ability tointegrate and expand upon ideas critical totheir area of specialization throughsuccessful completion of the end-of-programoral exam administered by the student'ssupervisory committee of at least twofaculty members based on a rubric designedby faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Entomology and Nematology 1 Demonstrate an understanding of experimental design and execution. DistanceM.S.-Entomology and Nematology 1 Demonstrate an understanding of experimental design and execution. CampusStudents will demonstrate the ability tocritically read scientific publications andunderstand experimental design asevidenced by successful completion oflaboratory exercises in all core requiredentomology courses based on a rubricdesigned by faculty.Students will prepare a research proposalevaluated by a committee of faculty using astandardized rubric.M.S.-Entomology and Nematology 1 Demonstrate an understanding of experimental design and execution. CampusStudents will conduct scientifically rigorousresearch that is evaluated each semester bythe student's supervisory committee of atleast two faculty members using a facultydevelopedevaluation form.M.S.-Entomology and Nematology 2 Develop skills in communicating science orally and in written form CampusStudents will demonstrate satisfactoryperformance on the research proposalseminar, in one subject matter seminarcourse, in the thesis exit seminar, and inprofessional society presentations as judgedby a group of faculty, using a rubric designedby faculty.M.S.-Entomology and Nematology 2 Develop skills in communicating science orally and in written form CampusStudents will produce a high quality thesis,and within one year after graduation, willhave prepared one or more manuscriptsjudged ready for submission as conferencepapers, refereed journal articles, EDISpublications, etc.. by the supervisorycommittee.M.S.-Entomology and Nematology 2 Develop skills in communicating science orally and in written form DistanceM.S.-Entomology and Nematology 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork and effective communicationBothStudents will satisfactorily complete the oraland written assessments required in theircore entomology curriculum, using a rubricdesigned by faculty.Students will consistently adhere during thedegree program to the University of Florida'sHonor Code.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Entomology and Nematology 3M.S.-Entrepreneurship 1Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork and effective communicationDemonstrate competency in and across business disciplines, specificallydemonstrate knowledge and understanding of elements of economics,finance, accounting, marketing, operations management, organizationalbehavior, business law, information technology, business statistics, andsocial responsibility.CampusCampusObservation by the faculty of professionalbehavior during class activities, seminars,research work, thesis defense, andparticipation in professional societies. Theseobservations will be shared with thesupervisory committee and evaluated basedon a faculty-developed rubric.The Program Final Exam is required by allstudents completing the program and isreviewed by the program’s faculty steeringcommittee. The case will be selected by thesteering committee each year and will beused to assess attainment of the programlearning goals and objectives. The case willpresent data surrounding a potential newventure opportunity and will be distributed 1-month prior to graduation. The students willhave 1-month to complete the following 4exercises: • Evaluate the feasibility of thenew venture opportunity • Assign a valuethe new venture opportunity • Develop abusiness plan for the new ventureopportunity (no more than 10 pages) •Develop an investor pitch for the newventure opportunity (no more than 5minutes) The students will turn in theassignment containing #1-3 (feasibilityanalysis, valuation and business plan) anddeliver an individual investor pitch. Ouraccrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting or

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe Program Final Exam is required by allstudents completing the program and isreviewed by the program’s faculty steeringcommittee. The case will be selected by thesteering committee each year and will beused to assess attainment of the programlearning goals and objectives. The case willpresent data surrounding a potential newventure opportunity and will be distributed 1-month prior to graduation. The students willhave 1-month to complete the following 4exercises: • Evaluate the feasibility of thenew venture opportunity • Assign a valuethe new venture opportunity • Develop abusiness plan for the new ventureopportunity (no more than 10 pages) •Develop an investor pitch for the newventure opportunity (no more than 5minutes) The students will turn in theassignment containing #1-3 (feasibilityanalysis, valuation and business plan) anddeliver an individual investor pitch. Ouraccrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,M.S.-EntrepreneurshipApply appropriate problem solving and decision-making skills, specificallydemonstrate ability and capacity to critically evaluate and question the2 feasibility of potential new venture opportunities.Campusand exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting or

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe Program Final Exam is required by allstudents completing the program and isreviewed by the program’s faculty steeringcommittee. The case will be selected by thesteering committee each year and will beused to assess attainment of the programlearning goals and objectives. The case willpresent data surrounding a potential newventure opportunity and will be distributed 1-month prior to graduation. The students willhave 1-month to complete the following 4exercises: • Evaluate the feasibility of thenew venture opportunity • Assign a valuethe new venture opportunity • Develop abusiness plan for the new ventureopportunity (no more than 10 pages) •Develop an investor pitch for the newventure opportunity (no more than 5minutes) The students will turn in theassignment containing #1-3 (feasibilityanalysis, valuation and business plan) anddeliver an individual investor pitch. Ouraccrediting body (AACSB) recommendsplacing students in the following categories:M.S.-EntrepreneurshipThink critically and analytically in formulating business solutions,specifically demonstrate and apply knowledge and understanding of theanalysis and management of financial information in the valuation of new2 venture opportunities.Campusdoes not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting or

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe Program Final Exam is required by allstudents completing the program and isreviewed by the program’s faculty steeringcommittee. The case will be selected by thesteering committee each year and will beused to assess attainment of the programlearning goals and objectives. The case willpresent data surrounding a potential newventure opportunity and will be distributed 1-month prior to graduation. The students willhave 1-month to complete the following 4exercises: • Evaluate the feasibility of thenew venture opportunity • Assign a valuethe new venture opportunity • Develop abusiness plan for the new ventureopportunity (no more than 10 pages) •Develop an investor pitch for the newventure opportunity (no more than 5minutes) The students will turn in theassignment containing #1-3 (feasibilityanalysis, valuation and business plan) anddeliver an individual investor pitch. Ouraccrediting body (AACSB) recommendsplacing students in the following categories:M.S.-EntrepreneurshipPossess effective communication skills, specifically demonstrate ability towrite business documents clearly, concisely and analytically anddemonstrate ability to speak in groups and in public clearly, concisely,3 and analytically, with appropriate use of visual aids.Campusdoes not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orM.S.-Environmental Engineering Sciences 1an ability to identify, formulate, and solve environmental problems usingscientific and engineering methods and toolsBothfor M.S. with thesis -- Evaluated in the thesisand the final oral defense by the supervisorycommittee. Rubric: Clear demonstrationthat this SLO is achieved in statement of thehypotheses, performance of research, andconclusions drawn. Metric: Unanimousdecision of passing grade for thesis andexam by the supervisory committee. ForM.S. nonthesis -- Evaluated in the final examadministered by the supervisory committeechair. Rubric: Test questions that are specificto the student’s focus area. Metric: Passinggrade.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Environmental Engineering Sciences 2o an ability to critically read and evaluate engineering or scienceliterature o an ability to use the techniques, methods, and appropriateprofessional tools necessary for professional practice at an advancedlevel o an ability to communicate effectively.Bothfor M.S. with thesis -- Evaluated in the thesisand the final oral defense by the supervisorycommittee Rubric: Clear demonstration thatthis SLO is achieved in literature review,methods, presentation of results andconclusions drawn. One journal articlesubmitted to a refereed journal. Metric:Unanimous decision of passing grade forthesis and exam by the supervisorycommittee For M.S. nonthesis -- Evaluatedin the final exam administered by thesupervisory committee chair. Rubric: Testquestions that are specific to the student’sfocus area. Metric: Passing grade.M.S.-Environmental Engineering Sciences 3 o an understanding of professional and ethical responsibility BothFor M.S. with thesis - Evaluated in the thesisand the final oral defense by the supervisorycommittee Rubric: Clear demonstration thatthis SLO is achieved in the ethical andprofessional completion of the thesisspecifically avoiding plagiarism anddemonstrating honesty in performance anddocumentation of the research. Metric:Unanimous decision of passing grade forthesis and exam by the supervisorycommittee. For M.S. nonthesis -- Evaluatedin the final exam administered by thesupervisory committee chair Rubric: Testquestions that pertain to professional andethical responsibility Metric: Passing grade.M.S.-Epidemiology 1Demonstrate a thorough understanding and comprehension ofepidemiologyCampusHow measured:Pass written comprehensiveexamination. Level of achievement: 90% ofMS students successfully pass the exam.Who will measure: Faculty mentor and othermembers of supervisory committee.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Epidemiology 2 Conduct a complete epidemiology research project CampusHow measured: Demonstrate accuracy inthe conduct of research through successfuldefense of a thesis. Level of achievement:90% of students. Who will measure: Facultymentor and thesis committee.M.S.-Epidemiology 3M.S.-Family, Youth and Community Sciences 1M.S.-Family, Youth and Community Sciences 1Apply appropriate professional and ethical practices to the conduct ofresearchStudents will be able to use science-based research to analyze complexsocial problems, issues and needs.Students will be able to use science-based research to analyze complexsocial problems, issues and needs.CampusCampusCampusHow measured: Defined performancecriteria as applied to the conduct of thesisresearch Level of achievement: 90% ofstudents achieve a passing score. Who willmeasure: Faculty mentor.Evaluation of the student's program of studyby the supervisory committee using a facultydevelopedrubric.Evaluation of the student's knowledge asexpressed during the thesis defense by thesupervisory committee using a facultydevelopedrubric.M.S.-Family, Youth and Community Sciences 1M.S.-Family, Youth and Community Sciences 1M.S.-Family, Youth and Community Sciences 2Students will be able to apply social theory and research to the analysis ofpolicies and programs that affect families, youth and communities.Students will be able to apply social theory and research to the analysis ofpolicies and programs that affect families, youth and communities.Students will be able to analyze and assess the needs, issues andproblems of families, youth and communities.CampusCampusCampusEvaluation of student performance in theirprogram of study by the supervisorycommittee using a faculty-developed rubric.Evaluation of student's knowledge asexpressed during the thesis defense by thesupervisory committee using a facultydevelopedrubric.Successful defense of a thesis as judged by asupervisory committee using a faculty -developed rubric.Students will be able to analyze and assess the needs, issues andM.S.-Family, Youth and Community Sciences 2 problems of families, youth and communities.Students will be able to develop, implement and analyze the impacts ofpolicies, programs, and organizations for families, youth andM.S.-Family, Youth and Community Sciences 2 communities.CampusCampusPreparation of one or more manuscripts orposters judged ready for submission atprofessional conferences, training programs,EDIS publications, journal articles, or projectreports.Successful defense of a thesis as judged by asupervisory committee using a facultydevelopedrubric.M.S.-Family, Youth and Community Sciences 2Students will be able to develop, implement and analyze the impacts ofpolicies, programs, and organizations for families, youth andcommunities.CampusPreparation of one or more manuscripts orposters judged ready for submission asconference papers, journal articles, EDISpublications, training materials or projectreports by the supervisory committeeutilizing a faculty developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Family, Youth and Community Sciences 3Students will be able to demonstrate ethical behavior, cultural sensitivity,teamwork and effective communication to interact in professionalenvironments.CampusConsistent adherence during the degreeprogram to the University of Florida's HonorCode.M.S.-Family, Youth and Community Sciences 3Students will be able to demonstrate ethical behavior, cultural sensitivity,teamwork and effective communication to interact in professionalenvironments.CampusObservation by the faculty of professionalbehavior during class activities, seminars,research work, thesis defense andparticipation in professional societies.Observations will be shared with thesupervisory committee and evaluated basedon a faculty-developed rubric.M.S.-Finance 1Demonstrate technical competency in financial economics, specificallydemonstrate an understanding of valuation of financial claims.CampusOur accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodOur accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodOur accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodOur accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Fisheries and Aquatic Sciences 1M.S.-Fisheries and Aquatic Sciences 1Students demonstrate a thorough understanding and comprehension ofthe subject matter relevant to their discipline.Students demonstrate a thorough understanding and comprehension ofthe subject matter relevant to their discipline.CampusCampusStudents will successfully take allcoursework listed in their supervisorycommittee-approved 'Program of Study'.Students are graded by faculty instructors. Agrade of “B” is required and studentperformance is reviewed annually by thestudent’s major professor and supervisorycommittee. Both oral and writtenassessments are provided to the student.The supervisory committee assesses thestudent’s ability to evaluate the primaryscientific literature utilizing a facultydevelopedrubric.Students will successfully pass a finalwritten/oral examination, administered bytheir supervisory committee, utilizing afaculty-developed rubric.M.S.-Fisheries and Aquatic Sciences 2Students will be able to effectively communicate in both written and oralform.CampusWritten communication skills will beassessed by the approval of the student'swritten research proposal and thesis by theirsupervisory committee, and by thesuccessful completion of their coursework,which includes numerous papers and writtenexams. Student observations of writtencommunication skills will be shared with thesupervisory committee and evaluatedutilizing a faculty-developed rubric.M.S.-Fisheries and Aquatic Sciences 2Students will be able to effectively communicate in both written and oralform.CampusOral communication skills will be assessedduring the student's required annual oralpresentation at the FAS Graduate StudentSpring Symposium and during their requiredexit seminar. Evaluations will be performedby members of their supervisory committeeutilizing a faculty-developed rubric.M.S.-Fisheries and Aquatic Sciences 1Students will demonstrate their competence in research by applying thescientific method and the appropriate methodologies to the generation ofnew knowledge.CampusStudents will successfully prepare andpresent their research proposal, and prepareand defend their thesis to their supervisorycommittee, and will be evaluated utilizing afaculty-developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Fisheries and Aquatic Sciences 2M.S.-Fisheries and Aquatic Sciences 2Students will develop an understanding of proper experimental designand execution.Students develop critical thinking, including understanding and evaluatingspoken and written communications.CampusCampusStudents will successfully prepare theirresearch design/proposal, conduct allrequired field and laboratory work,appropriately analyze their data, and prepareand defend their thesis to their supervisorycommittee. This will be evaluated by afaculty-developed rubric.Students will be evaluated at annualmeetings by their supervisory committee,and at the time of their final written/oralexamination utilizing a faculty-developedrubric.M.S.-Food and Resource Economics 1Students will have a thorough understanding and comprehension ofeconomic, management, marketing, finance, quantitative analysis, andpolicy principles as they apply to food and agribusiness firms.CampusStudents will pass all core curriculum courseswith a C or better. The supervisorycommittee will assess the knowledge gainedby the student as part of a successful studentproject defense utilizing a faculty developedrubric.M.S.-Food and Resource Economics 2Students will apply, analyze, and synthesize content knowledge to solvemanagement problems faced by food and agribusiness firmsCampusNon-thesis students: students willsuccessfully present in a written documentand orally the results of a project completedto a panel of faculty as part of an internshipwith a food or agribusiness firm thatprovides them the opportunity to use skillsacquired. Evaluation will based on a facultydeveloped rubric. Thesis students:students will successfully defend of his orher thesis research project to their advisorycommittee using a faculty developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Food and Resource Economics 3M.S.-Food Science and Human Nutrition 1Students will demonstrate teamwork, ethical, cultural sensitivity, andprofessional communication skills.Advanced comprehension and mastery of several components andinteractions of food and health.CampusCampusCourse syllabus and materials will emphasizeimportance of ethical behavior onassignments. During the degree program,students adhere to the University of Florida’sHonor Code. Ethical considerations will berequired as part of the internship projectreport Observations will be made by thefaculty regarding professional behaviorduring class activities, seminars, thesis work,internship, and project defense. Theseobservations will be shared with thesupervisory committee and evaluated basedon a faculty-developed rubric.Evaluation of the student’s completeprogram of study by the SupervisoryCommittee, the Department, the College,and the University utilizing a facultydeveloped rubric.M.S.-Food Science and Human Nutrition 1Advanced comprehension and mastery of several components andinteractions of food and health.CampusEvaluation by the Supervisory Committeeduring the final Examination utilizing afaculty developed rubric.M.S.-Food Science and Human Nutrition 2 Development of critical thinking skills. CampusEvaluation of the thesis or project proposaland thesis or project document by theSupervisory Committee utilizing a facultydeveloped rubric.M.S.-Food Science and Human Nutrition 2 Development of critical thinking skills. CampusM.S.-Food Science and Human Nutrition 2Competency in research planning, methodologies and researchinterpretation.Competency in research planning, methodologies and researchM.S.-Food Science and Human Nutrition 2 interpretation.Demonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongM.S.-Food Science and Human Nutrition 3 faculty and staff.CampusCampusCampusEvaluation of the thesis defense or finalExamination by the Supervisory Committee,and presentation of a seminar utilizing afaculty developed rubric.Evaluation of thesis or project proposal,research performance, and quality of thesisor project document by the SupervisoryCommittee utilizing a faculty developedrubric.Evaluation during the thesis or projectdefense or final Examination by theSupervisory Committee utilizing a facultydeveloped rubric.Adherence to the University’s Student HonorCode and Student Conduct Code.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Food Science and Human Nutrition 3Demonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongfaculty and staff.CampusAnnual written evaluation of performanceand professional attitude by a facultydevelopedrubric.M.S.-Food Science and Human Nutrition 3Demonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongfaculty and staff.CampusObservation and feedback by faculty andstaff to the student’s supervisory committeeregarding the performance of course classactivities, the Final Examination, laboratoryactivities, and participation in professionalsocieties utilizing a faculty developed rubric.M.S.-Forest Resources and Conservation 1Competency in major-specific and related subject matter areas relevantto the individualized focus of the degree program, e.g. physiology,genetics, ecology, economics, geomatics, management, environmentaleducation, silviculture, pathology, and policy.BothSupervisory Committee evaluation ofindividualized Programs of Study (scope,depth, rigor) utilizing a faculty developedrubric.M.S.-Forest Resources and Conservation 1Competency in major-specific and related subject matter areas relevantto the individualized focus of the degree program, e.g. physiology,genetics, ecology, economics, geomatics, management, environmentaleducation, silviculture, pathology, and policy.BothSupervisory Committee evaluation of thesisdefense and/or final examination utilizing afaculty developed rubric.M.S.-Forest Resources and Conservation 2Competence in critical evaluation of literature, analysis and synthesis ofinformation, understanding experimental and descriptive researchmethodologies, and effectively communicating information and ideasrelevant to their specific program of study.BothSupervisory Committee evaluation ofindividualized Programs of Study (scope,depth, rigor) utilizing a faculty developedrubric.M.S.-Forest Resources and Conservation 2Competence in critical evaluation of literature, analysis and synthesis ofinformation, understanding experimental and descriptive researchmethodologies, and effectively communicating information and ideasrelevant to their specific program of study.BothSupervisory Committee evaluation of thesisdefense and/or final examination utilizing afaculty developed rubric.M.S.-Forest Resources and Conservation 3Honest, ethical, and culturally sensitive behavior and practices in allscholarly activities including teaching, research, and outreach.BothCompliance with University of FloridaStudent Honor Code.M.S.-Forest Resources and Conservation 3Honest, ethical, and culturally sensitive behavior and practices in allscholarly activities including teaching, research, and outreach.M.S.-Geography 1 Students know the subject matter related to their discipline. CampusBothFaculty observations of behavior andpractices in the classroom, at meetings andseminars, in the conduct of scholarly work,and during all examinations utilizing a facultydeveloped rubric.Students will demonstrate accuracy in theconduct of their research during the defenseof their thesis as assessed by theirsupervisory committee followingdepartment standards.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Geography 2 Students think critically about the emerging science in their discipline. CampusStudents will conduct their research basedon the instruction of their supervisorycommittee chair and other related facultymembers.M.S.-Geography 3M.S.-Geology 1M.S.-Geology 1M.S.-Geology 1Students will exhibit professional behavior and ethical practice during theconduct of their research.Students are able to articulate orally and in writing the results andapplications of their research and scholarship. They should know thebasic concepts, theories, and observational findings related to Earthmaterials and processes as they pertain to the student’s researchemphasis that forms the foundation of a graduate thesis document.Students are able to articulate orally and in writing the results andapplications of their research and scholarship. They should know thebasic concepts, theories, and observational findings related to Earthmaterials and processes as they pertain to the student’s researchemphasis that forms the foundation of a graduate thesis document.Students are able to articulate orally and in writing the results andapplications of their research and scholarship. They should know thebasic concepts, theories, and observational findings related to Earthmaterials and processes as they pertain to the student’s researchemphasis that forms the foundation of a graduate thesis document.CampusCampusCampusCampusStudents will submit abstracts and/or givepresentations/posters to regional, state andnational conferences. Students willconduct their research with professionalismtaught by their supervisory committee.Students will demonstrate satisfactory abilityto present the results of their research andscholarship in their written thesis and duringan oral defense of their work as determinedby their supervisory committee followingagreed upon criteria.Students will demonstrate accuracy in theconduct of their research and scholarshipduring the defense of their thesis as assessedby their supervisory committee followingdepartment standards.Students will complete a thesis approved bytheir graduate committee based upondefined performance criteria.M.S.-Geology 2M.S.-Geology 2Demonstrate problem solving skills by: Analyzing data in the publishedliterature; Synthesizing analog and digital datasets to produce originalgeologic maps and/or datasets; Applying the scientific method to analysisof published and self-generated dataCampusDemonstrate problem solving skills by: Analyzing data in the publishedliterature; Synthesizing analog and digital datasets to produce originalgeologic maps and/or datasets; Applying the scientific method to analysisof published and self-generated dataCampusStudents will demonstrate satisfactory abilityto analyze data, synthesize maps and applythe scientific method as measured byperformance during an oral defense of theirwork as determined by their supervisorycommittee following agreed upon criteria.Students will demonstrate satisfactory abilityto analyze data, synthesize maps and applythe scientific method as measured byperformance within a thesis approved bytheir graduate committee based upondefined performance criteria.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-GeologyStudents will demonstrate professional attributes such as: attendinglocal, regional or national conferences and skills such as writing/preparingprofessional communications; conducting research in an ethical and3 responsible mannerCampusStudents will demonstrate professional attributes such as: attendinglocal, regional or national conferences and skills such as writing/preparingprofessional communications; conducting research in an ethical andM.S.-Geology 3 responsible mannerCampusDemonstrate a thorough understanding and comprehension of healthM.S.-Health Education and Behavior 1 education and behavior.CampusMSc graduate students will providedocumentation that they submitted anabstract to a local, regional or nationalconference. The student’s supervisorycommittee evaluates completion of thisrequirement at time of final thesisexamination.Students will attend a departmentResponsible Conduct of Research (RCR)orientation sessionSuccessful thesis presentation perdepartment guidelines and standards.M.S.-Health Education and Behavior 1Demonstrate a thorough understanding and comprehension of healtheducation and behavior.M.S.-Health Education and Behavior 2 Demonstrate proficiency in health education and behavior skills. CampusM.S.-Health Education and Behavior 2 Demonstrate proficiency in health education and behavior skills. CampusDemonstrate proficiency in conducting themselves in a professionalM.S.-Health Education and Behavior 3 manner.CampusM.S.-Health Education and Behavior 3Demonstrate proficiency in conducting themselves in a professionalmanner.CampusCampusSuccessful written comprehensive final examper department guidelines and standards.Successful presentation of thesis perdepartment guidelines and standards.80% or higher on the written comprehensivefinal exam per department guidelines andstandards.Successful presentation of thesis perdepartment standards and guidelines.End of semester electronic assessment ofstudent professional behavior by faculty incore courses.M.S.-Horticultural Science 1Students will obtain contemporary and relevant knowledge in the variousdisciplines of Horticultural Sciences including understand plant physiologyand plant genetics as related to horticultural plant growth anddevelopment, and the integration of structure and function of the wholeplant.CampusAssessment Method: The graduateSupervisory Committee will be the primaryevaluator of the student’s ability to obtaincontemporary and relevant knowledge in thevarious disciplines of Horticultural Scienceswith formal assessments made through thefinal exam and thesis defense utilizing arubric designed by faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Horticultural Science 2Students will be able to demonstrate problem-solving skills throughexperimental design and data analysis required for successful productionof fruits, vegetables and ornamental crops.CampusAssessment Method: Student’s supervisorycommittee will evaluate student’s problemsolving skills in coursework and scholarlyresearch activities in final examinations forthesis students utilizing a rubric designed byfaculty. For non-thesis students, committeewill conduct oral and/or written exam priorto completion of program to be evaluated bythe Supervisory Committee utilizing a rubricdesigned by faculty.M.S.-Horticultural Science 3Professional Behavior: Understand and display ethical behaviors, culturalsensitivity, teamwork and professional conduct.CampusAssessment Method: In courses, all studentsare made aware of the UF honor code, theseriousness of violating the code isdiscussed, and adherence to the code ismonitored. Professional behavior will beevaluated, especially by the major advisorand the graduate Supervisory Committeeduring seminars, participation andpresentations at professional meetings,scientific writings and in interpersonalrelationships utilizing a faculty developedrubric.M.S.-Horticultural Science 1M.S.-Horticultural Science 1Students will become knowledgeable of new techniques and technologiesfrom associated disciplines.CampusStudents will understand how to evaluate horticultural systems,components and/or processes to meet industry and societal needs withinrealistic economic, environmental, social, political, ethical, health andsafety, manufacturability and sustainability constraints.CampusAssessment Method: The graduateSupervisory Committee will be the primaryevaluator of the student’s ability to becomeknowledgeable of new techniques andtechnologies with formal assessments madethrough the final exam and thesis defenseutilizing a rubric designed by faculty.Assessment Method: The graduateSupervisory Committee will be the primaryevaluator of student’s ability to evaluatehorticultural systems formal assessmentsmade through the final exam and thesisdefense utilizing a rubric designed by faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Horticultural Science 2M.S.-Industrial and Systems Engineering 1Students will develop effective communication skills whencommunicating technical data and design information to other students,scientists, and the public.Students must develop expertise in mathematical modeling and analysisof business problems, customized development of solutions for theseproblems, and the use of information technologies for solution delivery.CampusBothDelivery Method: Campus AssessmentMethod: Student’s supervisory committeewill evaluate student’s progress incoursework and scholarly research activitiesin final examinations for thesis studentsutilizing a rubric designed by faculty. For nonthesisstudents, committee will conduct oraland/or written exam prior to completion ofprogram to be evaluated by the SupervisoryCommittee utilizing a rubric designed byfaculty.Outcome 1: In addition to maintainingsatisfactory classroom performance (allstudents are required to obtain 3.0 gradepoint average in order to graduate) throughtheir coursework, (which includes aminimum of 15 credits in Industrial andSystems Engineering), each student will beevaluated by a graduate faculty member ona five-point Likert scale with respect toOutcome 1. This evaluation will beperformed no earlier than six months priorto graduating, and will require each studentto be rated on their proficiency level in thecore methodological and application areas ofoperations research. Outcome 2:Students must satisfy a comprehensive exitexamination in the form of successfulcompletion of a designated project course.The department has a set of six designatedproject courses, each of which requirescompleting a major course project involvinga final written and oral report. All studentswill be evaluated on their communicationskills (oral and written), based on their finaloral and written project reports, by agraduate faculty member (again, on a fivepointLikert scale).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Industrial and Systems Engineering 2Students should be proficient in the core methodological and applicationareas of operations research and industrial engineering.BothOutcome 1: In addition to maintainingsatisfactory classroom performance (allstudents are required to obtain 3.0 gradepoint average in order to graduate) throughtheir coursework, (which includes aminimum of 15 credits in Industrial andSystems Engineering), each student will beevaluated by a graduate faculty member ona five-point Likert scale with respect toOutcome 1. This evaluation will beperformed no earlier than six months priorto graduating, and will require each studentto be rated on their proficiency level in thecore methodological and application areas ofoperations research. Outcome 2: Studentsmust satisfy a comprehensive exitexamination in the form of successfulcompletion of a designated project course.The department has a set of six designatedproject courses, each of which requirescompleting a major course project involvinga final written and oral report. All studentswill be evaluated on their communicationskills (oral and written), based on their finaloral and written project reports, by agraduate faculty member (again, on a fivepointLikert scale).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Industrial and Systems Engineering 3Students should be able to effectively and professionally communicateindustrial engineering concepts and information in written and oral form.BothOutcome 1: In addition to maintainingsatisfactory classroom performance (allstudents are required to obtain 3.0 gradepoint average in order to graduate) throughtheir coursework, (which includes aminimum of 15 credits in Industrial andSystems Engineering), each student will beevaluated by a graduate faculty member ona five-point Likert scale with respect toOutcome 1. This evaluation will beperformed no earlier than six months priorto graduating, and will require each studentto be rated on their proficiency level in thecore methodological and application areas ofoperations research. Outcome 2: Studentsmust satisfy a comprehensive exitexamination in the form of successfulcompletion of a designated project course.The department has a set of six designatedproject courses, each of which requirescompleting a major course project involvinga final written and oral report. All studentswill be evaluated on their communicationskills (oral and written), based on their finaloral and written project reports, by agraduate faculty member (again, on a fivepointLikert scale).

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Information Systems and Operations Management 1Demonstrate competency in and across business disciplines, specificallydemonstrate knowledge and understanding of elements of economics,finance, accounting, marketing, operations management, organizationalbehavior, business law, information technology, business statistics, andsocial responsibility.CampusThe ISM 6485 capstone course is required byall students completing the program. Thecourse is offered in the Spring and Fall ofeach year. The capstone course focuses onmanagerial issues that require applying thebasic knowledge acquired throughout theISOM program applied to practical businessproblems. Embedded in the course are anumber of cases used to assess studentability to synthesize the knowledge gained inthe program in order to problem-solving,decision-making, and critical thinking skills.These also assess basic business knowledge.Every second year (starting in the Spring of2011), one of the cases selected by the ISOMAOL committee will additionally be used toassess attainment of the program learninggoals and objectives. The case will presentmaterial consistent with assessing the ISOMprogram learning goals and objectives.Our accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Information Systems and Operations Management 2Apply appropriate problem solving and decision-making skills, specificallyspecify and implement a framework for identifying a business problemand develop alternative solutions and a set of evaluation criteria andassess the outcomes of a course of action and make appropriateadjustments.CampusThe ISM 6485 capstone course is required byall students completing the program. Thecourse is offered in the Spring and Fall ofeach year. The capstone course focuses onmanagerial issues that require applying thebasic knowledge acquired throughout theISOM program applied to practical businessproblems. Embedded in the course are anumber of cases used to assess studentability to synthesize the knowledge gained inthe program in order to problem-solving,decision-making, and critical thinking skills.These also assess basic business knowledge.Every second year (starting in the Spring of2011), one of the cases selected by the ISOMAOL committee will additionally be used toassess attainment of the program learninggoals and objectives. The case will presentmaterial consistent with assessing the ISOMprogram learning goals and objectives.Our accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe executive summary assignment inGEB5212 requires students to extract themost salient and persuasive ideas from aHarvard Business Review managementarticle. Students must refine and focusinformation to promote action in thisdocument. They need to select and presentinformation clearly, concisely, andcoherently according to the reader’s needsand goals and the business context. Theassignment tests such higher order thinkingskills as evaluation and synthesis. TheCommunications faculty will score thesewritten summaries and provide the data tothe MBA Committee for review by thefaculty. Our accrediting body (AACSB)recommends placing students in thefollowing categories: does not meetstandards, meets standards, and exceedsstandards. The MBA committee reviews thedata in regards to what percentage ofstudents are meeting or exceeding thestandard. If the percentage is lower than thefaculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe persuasive presentation assignment inGEB5215 requires students to deliver andstructure an internal business presentationthat persuades the audience to adopt thepresenter’s proposal or recommendation.Students must determine the purposes forpresenting, analyze the audience, and useappropriate and compelling information thatis logically structured. They need to use wellconstructed PowerPoint slides anddemonstrate a number of delivery skills. Theassignment tests their ability to designcompelling and persuasive presentations anddeliver them dynamically. TheCommunications faculty will score thesepresentations and provide the data to theMBA Committee for review by the faculty.Our accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage isM.S.-Information Systems and Operations ManagementPossess effective communication skills, specifically to write businessdocuments clearly, concisely, and analytically and speak in groups and inpublic clearly, concisely, and analytically, with appropriate use of visual2 aids.Campuslower than the faculty would prefer (e.g.,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Information Systems and Operations Management 3Think critically and analytically in formulating business solutions,specifically to solve intricate problems by applying expanded knowledgeof ever evolving technologies, processes, and technical skills and criticallyevaluate the impact of business decisions on stakeholders.CampusThe ISM 6485 capstone course is required byall students completing the program. Thecourse is offered in the Spring and Fall ofeach year. The capstone course focuses onmanagerial issues that require applying thebasic knowledge acquired throughout theISOM program applied to practical businessproblems. Embedded in the course are anumber of cases used to assess studentability to synthesize the knowledge gained inthe program in order to problem-solving,decision-making, and critical thinking skills.These also assess basic business knowledge.Every second year (starting in the Spring of2011), one of the cases selected by the ISOMAOL committee will additionally be used toassess attainment of the program learninggoals and objectives. The case will presentmaterial consistent with assessing the ISOMprogram learning goals and objectives.Our accrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,and exceeds standards. The MBA committeereviews the data in regards to whatpercentage of students are meeting orexceeding the standard. If the percentage islower than the faculty would prefer (e.g.,M.S.-Interdisciplinary Ecology 1Thorough understanding of the components, processes, and interactionsof the social-ecological system.CampusEvaluation of the student's Program of Studyby the Supervisory Committee and theSchool using the rubric developed by facultyatwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/masters.htm orwww.snre.ufl.edu/graduate/nonthesis.htm.M.S.-Interdisciplinary Ecology 1Thorough understanding of the components, processes, and interactionsof the social-ecological system.CampusEvaluation of the student's Program of Studyby the Supervisory Committee and theSchool using the rubric developed by facultyatwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/masters.htm orwww.snre.ufl.edu/graduate/nonthesis.htm.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Interdisciplinary Ecology 1Thorough understanding of the components, processes, and interactionsof the social-ecological system.CampusEvaluation by the Supervisory Committeeduring thesis or project defense using therubric developed by faculty atwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/masters.htm orwww.snre.ufl.edu/graduate/nonthesis.htmM.S.-Interdisciplinary Ecology 1Thorough understanding of the components, processes, and interactionsof the social-ecological system.CampusEvaluation by the Supervisory Committeeduring thesis or project defense using therubric developed by faculty atwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/masters.htm orwww.snre.ufl.edu/graduate/nonthesis.htmM.S.-Interdisciplinary Ecology 2Competence in research methodologies for applying the scientificmethod to the generation of new knowledge.CampusEvaluation of the student's Program of Studyand the thesis or project defense based on arubric developed by faculty atwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/masters.htm orwww.snre.ufl.edu/graduate/nonthesis.htm.M.S.-Interdisciplinary Ecology 2Competence in research methodologies for applying the scientificmethod to the generation of new knowledge.CampusEvaluation of the student's Program of Studyand the thesis or project defense based on arubric developed by faculty atwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/masters.htm orwww.snre.ufl.edu/graduate/nonthesis.htm.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Interdisciplinary Ecology 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork, and effective communication.CampusConsistent adherence during the degreeprogram to the University of Florida's HonorCode. Observation by the faculty ofprofessional behavior during class activities,seminars, research work, and thesis orproject defense. These behaviors will beevaluated over the duration of the student'sdegree program by the members of theSupervisory Committee and assessedaccording to a faculty-developed rubric atthe time of the thesis or project defense.M.S.-Interdisciplinary Ecology 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork, and effective communication.CampusConsistent adherence during the degreeprogram to the University of Florida's HonorCode. Observation by the faculty ofprofessional behavior during class activities,seminars, research work, and thesis orproject defense. These behaviors will beevaluated over the duration of the student'sdegree program by the members of theSupervisory Committee and assessedaccording to a faculty-developed rubric atthe time of the thesis or project defense.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodDuring their final term of each year, all MBAstudents will be required to complete aCapstone course that builds upon the keyconcepts in each of the core businessdisciplines. The course is designed to showhow the various disciplines areinterconnected, and will provide thestudents with “hands-on” opportunities toengage in real-world type problem solvingexercises. These include cases, simulations,and other group-based activities. Byreinforcing these key concepts and by givingstudents a broader opportunity to applythese concepts, the intent is to strengthenthe students’ business foundations and tohave them better prepared for theirsubsequent careers. The Capstone coursewill provide an excellent opportunity for theCollege to assess the extent that thestudents are accomplishing each of theprogram goals and objectives. The course iscurrently under development and will bepiloted in the MBA program in Spring 2011.Demonstrate competency across business disciplines, specificallyFollowing the pilot, the course will bedemonstrate significant business knowledge gain compared to knowledgeimplemented in the MSM program. OurM.S.-Managementat program entry and apply the essential elements of core businessprinciples to analyze and evaluate problems and to construct and1 implement solutions in the business environment.Campusaccrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodDuring their final term of each year, all MBAstudents will be required to complete aCapstone course that builds upon the keyconcepts in each of the core businessdisciplines. The course is designed to showhow the various disciplines areinterconnected, and will provide thestudents with “hands-on” opportunities toengage in real-world type problem solvingexercises. These include cases, simulations,and other group-based activities. Byreinforcing these key concepts and by givingstudents a broader opportunity to applythese concepts, the intent is to strengthenthe students’ business foundations and tohave them better prepared for theirsubsequent careers. The Capstone coursewill provide an excellent opportunity for theCollege to assess the extent that thestudents are accomplishing each of theprogram goals and objectives. The course iscurrently under development and will bepiloted in the MBA program in Spring 2011.Following the pilot, the course will beDemonstrate critical thinking, specifically employ appropriate analyticalimplemented in the MSM program. OurM.S.-Managementmodels and apply critical reasoning processes to evaluate evidence, selectamong alternatives, and generate creative options to advance effective2 decision making.Campusaccrediting body (AACSB) recommendsplacing students in the following categories:does not meet standards, meets standards,

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodThe executive summary assignment inGEB5212 requires students to extract themost salient and persuasive ideas from aHarvard Business Review managementarticle. Students must refine and focusinformation to promote action in thisdocument. They need to select and presentinformation clearly, concisely, andcoherently according to the reader’s needsand goals and the business context. Theassignment tests such higher order thinkingskills as evaluation and synthesis. Thepersuasive presentation assignment inGEB5215 requires students to deliver andstructure an internal business presentationthat persuades the audience to adopt thepresenter’s proposal or recommendation.Students must determine the purposes forpresenting, analyze the audience, and useappropriate and compelling information thatis logically structured. They need to use wellconstructed PowerPoint slides anddemonstrate a number of delivery skills. Theassignment tests their ability to designPossess effective communication skills, specifically write businesscompelling and persuasive presentations anddocuments clearly, concisely, and analytically and speak in groups and indeliver them dynamically. Our accreditingM.S.-Managementpublic clearly, concisely, and analytically, with appropriate use of visual3 aids.Campusbody (AACSB) recommends placing studentsin the following categories: does not meetM.S.-Materials Science and Engineering 1 An ability to identify, formulate, and solve engineering problems. BothM.S.-Materials Science and Engineering 1 An ability to critically read engineering literature BothEvaluated in thesis or final examinationpaper. Rubric: Student is able to identifyunknown aspects of structure-propertyprocessingrelationships for a materialssystem and formulate an approach toelucidating those aspects using engineeringand/or scientific principles at a levelappropriate to a masters student.Evaluated in thesis or final examinationpaper. Rubric: Student can obtaininformation from primary literature andtechnical reports, and can integrate thatinformation to reach conclusions regardingthe current state of the art and areas inwhich further research is needed.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Materials Science and Engineering 3 An understanding of professional and ethical responsibility. BothM.S.-Materials Science and Engineering 3 An ability to communicate effectively. BothEvaluated in thesis research or finalexamination paper. Rubric: Student is ableto follow requirements for writing reportsand research papers, and does so based onethical standards regarding appropriatecitation and plagiarism.Evaluated in thesis or final examinationpaper. Rubric: Student is able to writeand/or orally present the results of aresearch project or literature review in amanner that clearly communicates one ormore of the following: current state of theart, areas in which additional research isneeded, research objectives, procedures,results, and conclusions.M.S.-Materials Science and Engineering 2M.S.-Mathematics 3An ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice at an advanced level.(1) Develop proficiency in the teaching of undergraduate mathematics atvarious levels; initially in cooperation with coordinators, progressivelyindependent.BothCampusEvaluated in thesis or final examinationpaper. Rubric: Student demonstratesproficiency on appropriate experimental orcomputational techniques used for materialscharacterization, and uses these techniquesto investigate structure-propertyrelationshipsin material systems at a levelappropriate to a master's student.Observation, student evaluations.Measured by whom: Course coordinators,undergraduate coordinator.M.S.-Mathematics 2(1) Demonstrate ability to formulate and solve 'real-world' problems.(2) Develop ability to communicate mathematics effectively, in teaching. Campus1. How measured: Masters thesis (optionalalternative to written examinations) withdefense in applied field. Desired level: Mustpass, if option chosen. Measured by whom:Masters supervisory committee. 2. Howmeasured: Faculty observation. Desiredlevel: Satisfaction of undergraduatecoordinator. Measured by whom:Undergraduate course coordinators.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment Method(1) Acquire understanding of mathematics in a range of areasMeasured by whom: Course instructors. (2) Achieve a firmer grasp oftwo core areas, chosen from algebra/analysis/applied. How measured:Two comprehensive written examinations. Desired level: 100% passM.S.-Mathematics 1 both examinations. Measured by whom: Examination committees.Campus.How measured: Two comprehensivewritten examinations. Desired level: 100%pass both examinations. Measured bywhom: Examination committees.M.S.-Mechanical Engineering 1 Ability to identify, formulate and solve mechanical engineering problems CampusThere are three tracks available for MSdegree in mechanical engineering - (i) Solidmechanics, design & manufacturing, (ii)dynamics, systems & control, and (iii)thermal sciences & fluid dynamics. In eachtrack two core courses are identified, oneeach in the Fall and Spring semester. Theoutcome will be assessed in these courses.Specific homework and exam questions willbe used to assess the outcome. Studentperformance will assigned a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). Scores of 3or better are the target.There are three tracks available for MSdegree in mechanical engineering - (i) Solidmechanics, design & manufacturing, (ii)dynamics, systems & control, and (iii)thermal sciences & fluid dynamics. In eachtrack two core courses are identified, oneeach in the Fall and Spring semester. Theoutcome will be assessed in these courses.Specific homework and exam questions willbe used to assess the outcome. Studentperformance will assigned a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),Ability to use applied mathematical techniques Ability to use modern4(very good) and 5 (excellent). Scores of 3M.S.-Mechanical Engineering 2 engineering tools for practice at an advance levelBothor better are the target.M.S.-Mechanical Engineering 3 No Outcome Campus No Method

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Medical Sciences 1M.S.-Medical Sciences 1M.S.-Medical Sciences 2Students will master core knowledge (genetics, cell biology,biochemistry/molecular biology) along with concentration-specific coreknowledge (genetics, molecular cell biology, immunology/microbiology,physiology/pharmacology, biochemistry/molecular biology, orneuroscience).Students will master the discipline and research project-relatedknowledge to complete their Masters thesis research.Students will master the ability to read, interpret, and critically analyzethe published literature of their field. They will master the skill inpresenting analysis of the literature in a formal, structured class-likesetting.CampusCampusCampusAssessments will be made through writtenexaminations in courses, small groupexercises in courses, journal clubparticipation, and regular committeemeetings. Mastery of knowledge iscontinuous and assessment continuesthroughout the candidacy period incommittee meetings, from the developmentof a thesis project, until the defense of theMasters thesis.Discipline and research-focused knowledgewill be assessed at committee meetings ofthe student, and ultimately at the Mastersthesis defense.Skill in use of the literature will be assessedvia seminars and journal clubs, which aremandatory for every semester throughoutthe tenure of the student.M.S.-Medical Sciences 2Students will master the skill of the scientific method: formulatinghypotheses based on their ability to use the literature, their ownexperimental observations, and those of others; designing a technicallysound and up-to-date experimental plan with appropriate controls;executing the experimental plan in a technically proficient manner;interpreting the data; and then reformulating hypotheses.CampusThe scientific method will be assessedprimary via the student's committee atregularly scheduled committee meetings,and ultimately the Masters thesis defense.However, certain formal courses may includeassessment of mastery of the scientificmethod in exercises and examinations.M.S.-Medical Sciences 3M.S.-Medical Sciences 3Students will demonstrate professionalism in their conduct of research,specifically knowledge of and adherence to ethical conduct in researchand adherence to appropriate safety, administrative, and regulatoryrules.Students will demonstrate professionalism in their presentation of theirown research results in oral and written formats.CampusCampusProfessionalism will initially be assessed viathe responsible conduct of research coursetaken by all Masters students.Professionalism will continually bemonitored by the student's committee andall associated faculty. However, in terms ofsafety and adherence to regulations, it willbe the primary mentor who will assess thesebehaviors in the laboratory setting.Oral and written presentation behaviors willbe assessed by the student's primary adviser,the student's committee, and all associatedfaculty who contact the student duringpresentations.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Microbiology and Cell Science 1Thorough understanding of the molecular genetic, biochemical andcellular basis of life.CampusEvaluation of the student’s Program of Studyby the Supervisory Committee and theSchool utilizing a rubric developed by thefaculty:http://microcell.ufl.edu/Students/graduate/ms.shtml.M.S.-Microbiology and Cell Science 1Thorough understanding of the molecular genetic, biochemical andcellular basis of life.CampusEvaluation by the Supervisory Committee ofthesis defense (M.S.-thesis) or technicalreport or project (Non-thesis M.S.) utilizing arubric developed by the faculty:http://microcell.ufl.edu/Students/graduate/ms.shtml.M.S.-Microbiology and Cell Science 2Competence in research methodologies for applying the scientificmethod to the generation of new knowledge (M.S. Thesis) or preparationof a technical report or project (Non-thesis M.S.).CampusEvaluation by the Supervisory Committee ofthe thesis defense and the preparation of amanuscript for publication in a peerreviewedjournal, or the technical report,based on a rubric developed by faculty:http://microcell.ufl.edu/Students/graduate/ms.shtmlM.S.-Microbiology and Cell Science 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork, and effective communication.CampusConsistent adherence during the degreeprogram to the University of Florida’s HonorCode. Observation by the faculty ofprofessional behavior during class activities,seminars, journal colloquia, research work,thesis defense, and participation inprofessional societies. These observationswill be based on a rubric developed byfaculty:http://microcell.ufl.edu/Students/graduate/ms.shtml and shared by the faculty with thesupervisory committee.M.S.-Nuclear Engineering Sciences 1 An ability to identify, formulate, and solve engineering problems. BothEvaluated in thesis or final examinationpaper. Rubric: Student is able to identifyunknown aspects of nuclear technology,nuclear science, or appropriate engineeringsciences (including materials sciences andthermal sciences) and formulate anapproach to elucidating those aspects usingengineering and/or scientific principles at alevel appropriate to a masters student.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Nuclear Engineering Sciences 1 An ability to critically read engineering literature BothEvaluated in thesis or final examinationpaper. Rubric: Student can obtaininformation from primary literature andtechnical reports, and can integrate thatinformation to reach conclusions regardingthe current state of the art and areas inwhich further research is needed.M.S.-Nuclear Engineering Sciences 2An ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice at an advanced level.BothEvaluated in thesis or final examinationpaper. Rubric: Student demonstratesproficiency on appropriate experimental,theoretical or computational techniquesused for nuclear engineering (includingmaterials science and thermal sciences) at alevel appropriate to a masters student.M.S.-Nuclear Engineering Sciences 3 An understanding of professional and ethical responsibility. BothM.S.-Nuclear Engineering Sciences 3 An ability to communicate effectively. BothM.S.-Physics 1 Students demonstrate overall knowledge of the field of physics CampusEvaluated in thesis or final examinationpaper. Rubric: Student is able to followrequirements for writing reports andresearch papers, and does so based onethical standards regarding appropriatecitation and plagiarism.Evaluated in thesis or final examinationpaper. Rubric: Student is able to writeand/or orally present the results of aresearch project or literature review in amanner that clearly communicates one ormore of the following: current state of theart, areas in which additional research isneeded, research objectives, procedures,results, and conclusions.Students are required to pass (within 2years) a written examination comprising 12physics questions, set and graded by 12faculty members. The pass/fail mark isdetermined by the faculty as a whole.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Physics 2Students are required to show that they can synthesize their knowledgeof physics and apply it to new areas of physics and/or demonstratemastery of physics at a high level.CampusFor the MS (thesis option), a student'sapplication of knowledge of physics to a newarea is to be demonstrated by the writing ofa thesis read and examined by a supervisorycommittee. For the MS (non-thesis) option,a student's mastery of physics at a high levelis tested by an oral examination of high levelphysics conducted by the departmentGraduate Student Affair committee.M.S.-Physics 3M.S.-Plant Molecular and Cellular Biology 1M.S.-Plant Molecular and Cellular Biology 1Students will demonstrate ethical behaviors, cultural sensitivity andprofessional conduct and be able to communicate their work orally aswell as in writing.Students demonstrate fundamental knowledge in plant biochemistry, celland developmental biology, genetics and genomics, molecular biologyand general plant biology, and develop critical thinking to evaluateresearch and design experiments.Students demonstrate fundamental knowledge in plant biochemistry, celland developmental biology, genetics and genomics, molecular biologyand general plant biology, and develop critical thinking to evaluateresearch and design experiments.CampusCampusCampusFor MS (with thesis), the student mustpresent the findings of his research orally toa committee of faculty. The faculty willquestion the student on how the researchwas conducted and how it has beenpresented to other audiences. For MS (nonthesis),the student will be examined by theGraduate Student Affairs Committee (5faculty inside the Department of Physics),who will determine that the student canconduct him/herself appropriately andcommunicate his/her knowledge of physicsorally as well as in writing.Students must write and present a publicseminar on their theses, and pass an oralexam with his/her advisory committeefollowing the rubric developed by PMCBfaculty.Students must write and present a publicseminar on their theses, and pass an oralexam with his/her advisory committeefollowing the rubric developed by PMCBfaculty.M.S.-Plant Molecular and Cellular Biology 2 Students can critically evaluate the primary scientific literature. CampusStudents must pass Journal Colloquiacourses each fall and spring semester theyare enrolled in the program. These coursesteach critical evaluation of the primaryliterature in plant biology and research skillsthat require critical thinking. Courses aretaught by individual and teams of facultywho assess critical thinking skills of studentled discussions.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Plant Molecular and Cellular Biology 2 Students can critically evaluate the primary scientific literature. CampusStudents must pass Journal Colloquiacourses each fall and spring semester theyare enrolled in the program. These coursesteach critical evaluation of the primaryliterature in plant biology and research skillsthat require critical thinking. Courses aretaught by individual and teams of facultywho assess critical thinking skills of studentled discussions.M.S.-Plant Molecular and Cellular Biology 2 Students develop practical knowledge of experimental research. CampusStudents complete research activities thatare written up in a thesis, and pass an oralexam with his/her advisory committeefollowing PMCB faculty rubric.M.S.-Plant Molecular and Cellular Biology 2 Students develop practical knowledge of experimental research. CampusM.S.-Plant Molecular and Cellular Biology 2 Students develop scientific writing and oral presentation skills. CampusM.S.-Plant Molecular and Cellular Biology 2 Students develop scientific writing and oral presentation skills. CampusStudents complete research activities thatare written up in a thesis, and pass an oralexam with his/her advisory committeefollowing PMCB faculty rubric.Advisory committees assess student’s thesesand presentations in their theses defensesfollowing the rubric developed by PMCBfaculty.Advisory committees assess student’s thesesand presentations in their theses defensesfollowing the rubric developed by PMCBfaculty.M.S.-Plant Molecular and Cellular Biology 3Students can effectively communicate and work in teams with peersinteracting honestly, ethically, and with cultural sensitivity.CampusDuring the degree program, students adhereto the University of Florida’s Honor Code.Observation by the faculty of professionalbehavior during class activities, seminars,research work, qualifying examination,dissertation defense, and participation inprofessional societies. These observationswill be shared with the supervisorycommittee and evaluated based on a facultydevelopedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Plant Molecular and Cellular Biology 3Students can effectively communicate and work in teams with peersinteracting honestly, ethically, and with cultural sensitivity.CampusDuring the degree program, students adhereto the University of Florida’s Honor Code.Observation by the faculty of professionalbehavior during class activities, seminars,research work, qualifying examination,dissertation defense, and participation inprofessional societies. These observationswill be shared with the supervisorycommittee and evaluated based on a facultydevelopedrubric.M.S.-Plant Pathology 1Acquire knowledge and critical understanding of the science of PlantPathology, its literature, theories, and ideas.CampusStudents complete formal laboratory workand course work in journal colloquy in PlantPathology and related disciplines based onreading and evaluating the primary scientificliterature. Additional courses within andoutside the major are completed requiring acritical evaluation of the primary scientificliterature. Students are graded by facultyinstructors. A grade of “B” is required andstudent performance is reviewed annually bythe student’s major professor andsupervisory committee. Both oral andwritten assessments are provided to thestudent. The supervisory committee assessesthe student’s ability to evaluate the primaryscientific literature utilizing a facultydesigned rubric.M.S.-Plant Pathology 1Acquire knowledge and critical understanding of the science of PlantPathology, its literature, theories, and ideas.CampusStudents are required to formulate, presentand defend an original research proposal totheir supervisory committee and to thedepartment. Knowledge and skill pertainingto experimental design and interpretation ofresults are evaluated by the supervisorycommittee during the proposal seminar,qualifying exams, and during the thesisdefense utilizing a faculty developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Plant Pathology 2Develop cognitive analytical and decision making skills necessary to utilizethe scientific method to conduct experimental research.CampusStudents conduct research projects anddevelop independence in experimentationfor testing original hypotheses. Knowledgeand skill of experimental design is evaluatedby the supervisory committee duringperiodic meetings and during the thesisdefense. The major professor in conjunctionwith the supervisory committee evaluatesstudent performance in research andprovides formal written and oral feedbackon an annual basis utilizing a facultydeveloped rubric.M.S.-Plant Pathology 2 Develop effective skills in oral and written communication CampusStudents enroll in and complete courses incolloquium in plant pathology, journalcolloquy in PMCB and the GraduateProfessional Development Seminar. Thesecourses are graded by faculty instructors.Students are required to participate in andpresent their research proposals indepartmental seminars. Students presentoral and written presentations of theirresearch at scientific meetings andconferences. Students prepare and submitmanuscripts on their research for peerreviewpublication. The supervisorycommittee assesses student competencethrough committee meetings and the finalthesis defense utilizing a faculty developedrubric.M.S.-Plant Pathology2 Develop teaching skills for course development, organization and delivery CampusStudents are required to serve one semesteras a Teaching Assistant as a component oftheir M.S. program. Their effectiveness isevaluated by the faculty instructor utilizing afaculty developed rubric and throughstudent evaluations. Oral assessments areprovided throughout the semester andformal written evaluations are provided bystudents at the end of the semester.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Plant Pathology 3M.S.-Psychology 1M.S.-Psychology 1Students will develop and exhibit professional behavior and ethicalpractices in the conduct of their research and scholarship.Students will achieve a broad and general comprehension of the scienceof psychology and of the specialty area of clinical psychology.Students will achieve a broad and general comprehension of the scienceof psychology and of the specialty area of clinical psychology.CampusCampusCampusStudents receive a copy of the departmentalGraduate Handbook upon admission to theirprogram. The UF Student Honor Code andother expectations of professional andethical conduct are given here. Students areencouraged to enroll in the seminar coursefor Professional Development and inUniversity-wide workshops offered on an adhoc basis. Course instructors emphasizeethical behavior on assignments and courseactivities. Students are bound by the UFhonor code. Faculty instructors, the majorprofessor and the supervisory committeeensure that its ethical standards arefollowed.Students will demonstrate knowledgethrough satisfactory performance at the oraland written thesis defense examinationsconducted by the faculty supervisorycommitteeStudents will demonstrate knowledgethrough satisfactory performance at the oraland written thesis defense examinationsconducted by the faculty supervisorycommitteeM.S.-Psychology 2Students will develop broad competencies in psychological asssessment,intervention, and treatmentCampusStudents will complete 3 to 4 core practicumplacements with supervisory ratingsindicating clinical competencies at or aboveexpected levels.M.S.-Psychology 2M.S.-Psychology 3M.S.-Psychology 3Students will develop broad competencies in psychological asssessment,intervention, and treatmentStudent will deliver professional services to patients and conductresearch in a manner that shows dedication to applicable ethical,professional practice, and legal standardsStudent will deliver professional services to patients and conductresearch in a manner that shows dedication to applicable ethical,professional practice, and legal standardsCampusCampusCampusStudents will complete 3 to 4 core practicumplacements with supervisory ratingsindicating clinical competencies at or aboveexpected levels.Students will demonstrate mastery of ethicaland professional behavior through ratings ofperformance by clinical and researchsupervisorsStudents will demonstrate mastery of ethicaland professional behavior through ratings ofperformance by clinical and researchsupervisors

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Psychology 2M.S.-Psychology 2M.S.-Real Estate 3Students will develop competencies in design, conduct, and reporting ofscientific psychological researchStudents will develop competencies in design, conduct, and reporting ofscientific psychological researchPossess effective communication skills, specifically write businessdocuments clearly, concisely, and analytically and speak in groups and inpublic clearly, concisely, and analytically, with appropriate use of visualaids.CampusCampusCampusStudents will complete and successfullydefend an empirical thesis acceptable to afaculty supervisory committee during thefirst two years of the doctoral programStudents will complete and successfullydefend an empirical thesis acceptable to afaculty supervisory committee during thefirst two years of the doctoral programThe executive summary assignment inGEB5212 requires students to extract themost salient and persuasive ideas from aHarvard Business Review managementarticle. Students must refine and focusinformation to promote action in thisdocument. They need to select and presentinformation clearly, concisely, andcoherently according to the reader’s needsand goals and the business context. Theassignment tests such higher order thinkingskills as evaluation and synthesis. Thepersuasive presentation assignment inGEB5215 requires students to deliver andstructure an internal business presentationthat persuades the audience to adopt thepresenter’s proposal or recommendation.Students must determine the purposes forpresenting, analyze the audience, and useappropriate and compelling information thatis logically structured. They need to use wellconstructed PowerPoint slides anddemonstrate a number of delivery skills. Theassignment tests their ability to designcompelling and persuasive presentations anddeliver them dynamically. Our accreditingbody (AACSB) recommends placing studentsin the following categories: does not meet

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodA comprehensive exam will be administeredduring the Spring semester just prior tograduation. The exam will include multiplechoice, short answer, and essay questions.The multiple choice and short answerquestions are designed to test the student’sknowledge and understanding of importantprinciples of construction methods andmaterials, market analysis, real estatefinance and investment, real estate law, realestate appraisal and business statistics. Theessay questions require students to applyappropriate problem solving and decisionmakingskills in a real estate context.Additionally, at least one essay question willrequire the students to analyze a situationinvolving ethical or social responsibilityconsiderations. The MSRE faculty committeewill score the essay responses utilizingprimary trait analysis scoring guides duringthe following Summer. Our accreditingbody (AACSB) recommends placing studentsin the following categories: does not meetM.S.-Real EstateDemonstrate competency in and across real estate disciplines, speficicallydemonstrate knowledge and understanding of elements of constructionmethods and materials, market analysis, real estate finance andinvestment, real estate law, real estate appraisal, business statistics, and1 ethical and social responsibility.Campusstandards, meets standards, and exceedsstandards. The MBA committee reviews thedata in regards to what percentage ofstudents are meeting or exceeding thestandard. If the percentage is lower than the

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodA comprehensive exam will be administeredduring the Spring semester just prior tograduation. The exam will include multiplechoice, short answer, and essay questions.The multiple choice and short answerquestions are designed to test the student’sknowledge and understanding of importantprinciples of construction methods andmaterials, market analysis, real estatefinance and investment, real estate law, realestate appraisal and business statistics. Theessay questions require students to applyappropriate problem solving and decisionmakingskills in a real estate context.Additionally, at least one essay question willrequire the students to analyze a situationinvolving ethical or social responsibilityconsiderations. The MSRE faculty committeewill score the essay responses utilizingprimary trait analysis scoring guides duringthe following Summer. Our accreditingbody (AACSB) recommends placing studentsM.S.-Real EstateApply appropriate problem solving and decision-making skills, specificallyspecify and implement a framework for identifying a real estateproblem/decision, apply appropriate decision making tools, techniques,and evaluation criteria to the problem/decision, and develop alternativesolutions and predict the outcomes of a decision or course of action and2 make appropriate adjustments to changing conditions and information. Campusin the following categories: does not meetstandards, meets standards, and exceedsstandards. The MBA committee reviews thedata in regards to what percentage ofstudents are meeting or exceeding thestandard. If the percentage is lower than theM.S.-Recreation, Parks, and Tourism 1Demonstrate a thorough understanding and comprehension ofrecreation, parks and tourism.Demonstrate a thorough understanding and comprehension ofM.S.-Recreation, Parks, and Tourism 1 recreation, parks and tourism.Demonstrate proficiency in conducting themselves in a professionalM.S.-Recreation, Parks, and Tourism 3 manner.Demonstrate proficiency in conducting themselves in a professionalM.S.-Recreation, Parks, and Tourism 3 manner.Demonstrate proficiency in conducting themselves in a professionalM.S.-Recreation, Parks, and Tourism 3 manner.Students will demonstrate proficiency in recreation, parks and tourismM.S.-Recreation, Parks, and Tourism 2 skills.Students will demonstrate proficiency in recreation, parks and tourismM.S.-Recreation, Parks, and Tourism 2 skills.M.S.-Recreation, Parks, and Tourism 1Demonstrate a thorough understanding and comprehension of researchmethods within recreation, parks and tourism.CampusCampusCampusCampusCampusCampusCampusCampusSuccessful thesis defense presentation perdepartment standards and guidelines.Successful written comprehensive final examper department standards and guidelines.Successful professional paper perdepartment standards and guidelines.Successful practicum per departmentstandards and guidelines.Successful presentation and defense ofthesis research per department standardsand guidelines.80% or higher on LEI 6108: ContemporaryTheories key paper.80% or higher on final exam in LEI 6513:Administrative Procedures.Successful thesis defense presentation perdepartment standards and guidelines.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodDemonstrate a thorough understanding and comprehension of researchM.S.-Recreation, Parks, and Tourism 1 methods within recreation, parks and tourism.Demonstrate a thorough understanding and comprehension of researchM.S.-Recreation, Parks, and Tourism 1 methods within recreation, parks and tourism.CampusCampusSuccessful written comprehensive final examper department standards and guidelines.80% or higher on HLP 6535 ResearchMethods key paper.M.S.-Soil and Water Science 1 Demonstrate comprehensive understanding in soil and water sciences. BothThesis: The scientific skills to conduct andcommunicate research findings & synthesizeand interpret scientific findings are assessedby the supervisory committee of M.S. thesisstudents utilizing a faculty developed rubric.M.S.-Soil and Water Science 1 Demonstrate comprehensive understanding in soil and water sciences. BothMajor paper (SWS 6905): The scientific skillsto conduct and communicate researchfindings & synthesize and interpret scientificfindings are assessed by the supervisorycommittee of M.S. professional studentsutilizing a faculty developed rubric.M.S.-Soil and Water Science 2Demonstrate problem solving skills by applying, analyzing, andsynthesizing content knowledge by identifying component parts,relationships and ideas.BothM.S. professional students have to pass acomprehensive exam administered by thesupervisory committee and evaluatedutilizing a faculty developed rubric. Theexam evaluates student’s knowledge in soiland water science and ability to analyze andsynthesize knowledge to addressenvironmental problems.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Soil and Water Science 2Demonstrate problem solving skills by applying, analyzing, andsynthesizing content knowledge by identifying component parts,relationships and ideas.BothSWS courses which offer labs provideexperiential learning experiences and assessstudent’s skills to synthesize, evaluate, andcreate in context of soil and water scienceapplications. Reading assignments are usedin various SWS courses to assess skills tocritically evaluate scientific data andliterature. Various SWS courses includeassignments, projects, problem sets and/orcase studies in which student’s independentand team-skills are evaluated. Thesemethods also assess the ability of studentsto develop new solutions to solve problemsin soil and water sciences. Students willachieve a letter grade B or better in at least 1lab-based course; 1 course which requires aproject/problem set/case study assignments;and 1 course with reading assignmentsutilizing a faculty developed rubric.M.S.-Soil and Water Science 3M.S.-Soil and Water Science 3M.S.-Sport Management 1Display ethical behaviors, cultural sensitivity, teamwork, professionalconduct and communication.Display ethical behaviors, cultural sensitivity, teamwork, professionalconduct and communication.Demonstrate a thorough understanding and comprehension of sportmanagement.BothBothCampusM.S. thesis students are required to presenttheir research findings in form of an exitseminar in the departmental seminar series(seminar is optional for M.S. Professionaldegree students). This seminar is evaluatedby a group of faculty (or supervisorycommittee) utilizing a faculty developedrubric. Faculty observations of behavior andpractices in classroom, at meetings andseminars, in the conduct of scholarly work,and during all examinations. Theseobservations will be shared with thesupervisory committee and evaluatedutilizing a faculty developed rubric.The behavior of all students will beconsistent with the University of Florida’sHonor Code and is evaluated by thestudent's supervisory committee.Successful thesis defense presentation perdepartment standards and guidelines.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Sport Management 1M.S.-Sport Management 1Demonstrate a thorough understanding and comprehension of sportmanagement.Demonstrate a thorough understanding and comprehension of sportmanagement.CampusCampusSuccessful written comprehensive final examper department standards and guidelines.Successful written comprehensive capstoneportfolio per department standards andguidelines.M.S.-Sport Management 1Demonstrate a thorough understanding and comprehension of researchmethods within sport management.CampusSuccessful thesis defense presentation perdepartment standards and guidelines.M.S.-Sport Management 1Demonstrate a thorough understanding and comprehension of researchmethods within sport management.M.S.-Sport ManagementDemonstrate a thorough understanding and comprehension of research1 methods within sport management.CampusDemonstrate a thorough understanding and comprehension of researchM.S.-Sport Management 1 methods within sport management.CampusM.S.-Sport Management 2 Demonstrate proficiency in sport management skills. CampusM.S.-Sport Management 2 Demonstrate proficiency in sport management skills. CampusCampusSuccessful written comprehensive final examper department standards and guidelines.Successful written comprehensive capstoneportfolio per department standards andguidelines.80% or higher on HLP 6535 ResearchMethods key paper.80% or higher on SPM 5309:Sport Marketingkey paper.80% or higher on SPM 5506:Sport Financekey paper.M.S.-Sport Management 2 Demonstrate proficiency in sport management skills. CampusM.S.-Sport Management 2 Demonstrate proficiency in sport management skills. CampusM.S.-Sport Management 3Demonstrate proficiency in conducting themselves in a professionalmanner.Campus80% or higher on SPM6158:Management/Leadership key paper.80% or higher on SPM 6726: Issues in SportLaw key paper.Successful presentation and defense ofthesis research per department standardsand guidelines.M.S.-Sport Management 3M.S.-Sport Management 3Demonstrate proficiency in conducting themselves in a professionalmanner.Demonstrate proficiency in conducting themselves in a professionalmanner.CampusCampusSuccessful internship and/or practicum perdepartment standards and guidelines.Successful written comprehensive capstoneportfolio per department standards andguidelines.M.S.-Veterinary Medical Sciences 1Students will attain the necessary technical skills, knowledge andattitudes to obtain suitable employment or pursue advanced education.CampusDetermination of current employment oradvanced studies status by survey of formerMS degree students and/or their MS degreesupervisory committee chairs will result in>90% of students either appropriatelyemployed in a position the makes use oftheir MS degree or pursuing or havingpursed further education for which their MSdegree is an appropriate stepping stone.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Veterinary Medical Sciences 2Students will learn to think critically when evaluating new informationand ideas contained in books and journal articles as well as informationand ideas presented at scientific meetings, seminars, or informaldiscussions with other scientists.CampusStudents will successfully complete one ormore “Journal club” type courses thatrequire reading and critical evaluation ofscientific papers including the presentationand defense of their evaluation of the paperto the Journal club group.M.S.-Veterinary Medical Sciences 2Students will learn to think critically when evaluating new informationand ideas contained in books and journal articles as well as informationand ideas presented at scientific meetings, seminars, or informaldiscussions with other scientists.CampusStudents will demonstrate competence inthe interpretation and discussion of scientificpapers and other such materials in bothformal and informal discussions within thelaboratory in which they're pursuing theirthesis research. The assessment will bemade by the faculty member supervisingthem in that laboratory.M.S.-Veterinary Medical Sciences 2Students will learn to think critically when evaluating new informationand ideas contained in books and journal articles as well as informationand ideas presented at scientific meetings, seminars, or informaldiscussions with other scientists.CampusStudents will provide satisfactoryinterpretation in the discussion section oftheir MS thesis that covers both materialfrom their Introduction section, newknowledge that they themselves discoveredin the course of generating this thesis, andadditional material appearing in thediscussion section of their thesis.Assessment of satisfactory performance willbe made by the graduate supervisorycommittee at the time of the thesis defense.M.S.-Veterinary Medical Sciences 2M.S.-Veterinary Medical Sciences 2Students will learn speaking skills needed to communicate orally in formalor informal settings.Students will learn speaking skills needed to communicate orally in formalor informal settings.M.S.-Veterinary Medical Sciences 2 Students will learn scientific writing skills. CampusStudents will exhibit ethical and professional behavior during their studiesM.S.-Veterinary Medical Sciences 3 and research.CampusCampusCampusStudents will make one or more presentationat external scientific meetings and orcontinuing education presentations.Graduate students serving as TeachingAssistantship will receive satisfactoryperformance evaluations by the coursecoordinator concerning their ability tocommunicate with students in the class.Students who successfully complete the MSdegree will publish at least one paper in ascientific journal is first author.Students will complete a formal course onthe ethical conduct of research.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Veterinary Medical SciencesStudents will exhibit ethical and professional behavior during their studies3 and research.CampusStudents will learn an appropriate body of knowledge in their area ofspecialization within broader areas of animal health, animal biology, andM.S.-Veterinary Medical Sciences 1 biomedical science.CampusStudent writings and presentations shall befree of plagiarism and inappropriate biasesof the data presented.Students will pass the knowledge portion oftheir final examination for the MS degree.M.S.-Veterinary Medical Sciences 1Students will “learn how to learn” independently of any formal courses toprepare them to learn independently for the rest of their lives.CampusDuring the course of their thesis researchstudents will learn how to delve into theoriginal literature, review articles, databases,and various search engines to obtain theinformation they need that is not available informal lectures. Their competency in thisregard will be assessed by their researchsupervisors.M.S.-Veterinary Medical Sciences 3Students will learn the etiquette of constructive criticism, including bothhow to provide appropriate constructive criticism in a professionalmanner, and likewise, how to respond to constructive criticism in aprofessional manner. The latter case will include responses accepting andrevising manuscripts in accordance to constructive criticism as well asdisagreeing with such criticism in a professional mannerCampusStudents will learn the “art” of constructivecriticism by reviewing papers and journalclubs as well as manuscripts produced bytheir peers. Students will learn to accept andrespond to constructive criticism throughcriticism of their draft manuscripts by theirpeers, supervisors, and co-authors, as well ascriticism provided by referees of manuscriptsthey have submitted for publication inscientific journals. Evaluation of theirprogress in this respect will be provided bytheir research supervisors.M.S.-Wildlife Ecology and Conservation 1Students will achieve a thorough understanding and comprehension ofwildlife ecology and conservation science, and demonstrate mastery ofmethods and techniques in a specialization.CampusStudents will demonstrate satisfactoryknowledge in their area of specializaionthrough their final examination as assessedby their graduate Supervisory Committeeusing a rubric designed by the faculty.M.S.-Wildlife Ecology and Conservation 1Students will demonstrate ability to plan, conduct and analyze a researchproblem (MS-Thesis) or present a technical report or project (MS-Non-Thesis) in the field of wildlife ecology and conservation.CampusStudents will attain graduate SupervisoryCommittee approval of research plan andcomplete a thesis (MS-Thesis) as assessed bytheir graduate Supervisory Committee usinga rubric designed by the faculty; or will attaincompletion of technical paper or project (MSNon-Thesis) as assessed by their graduateSupervisory Committee using a rubricdesigned by the faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Wildlife Ecology and Conservation 2Students will demonstrate problem–solving skills by application andanalysis using quantitative, spatial or qualitative research approaches foraddressing wildlife ecology and conservation problems.CampusStudents will defend thesis (MS-Thesis) orcomplete technical report/project (MS Non-Thesis) as assessed by their graduateSupervisory Committee using a rubricdesigned by the faculty.M.S.-Wildlife Ecology and Conservation 2M.S.-Wildlife Ecology and Conservation 2M.S.-Wildlife Ecology and Conservation 3Students will demonstrate proficiency and productivity in oral and writtencommunication.Students will demonstrate proficiency and productivity in oral and writtencommunication.CampusCampusStudents will display ethical behaviors and professional conduct tocontribute as responsible professionals in the field of wildlife ecology andconservation.CampusStudents will present research (MS Thesis) ortechnical paper/project (MS Non-Thesis)results at the WEC Master's Symposium andthese presentations will be evaluated byfaculty committee using a rubric designed bythe faculty.Students will demonstrate a record ofwritten and oral productivity throughgraduate student grants, awards, andpublications as assessed by their graduateSupervisory Committee using a rubricdesigned by the faculty.Students will adhere to all safety, animal andhuman subject guidelines as assessed byhaving no IACUC or IRB compliance issues.M.S.-Wildlife Ecology and Conservation 3Students will display ethical behaviors and professional conduct tocontribute as responsible professionals in the field of wildlife ecology andconservation.CampusStudents will adhere to the University ofFlorida's Honor Code. Faculty will observe astudent's professional behavior during class,seminars, research work, final examination,thesis or project defense, and participationin professional societies. These observationswill be shared with the graduate SupervisoryCommittee and the WEC Chair as part of thestudent's exit interview and evaluated basedon a rubric developed by the faculty.M.S.-Zoology 3Students will demonstrate ethical behaviors and professional conduct;they will be able to interact and communicate with professionals atscientific conferences.CampusStudents will attend and give a presentationat a local, national or internationalconference at the time of graduation.Documentation of this will be provided tothe supervisory committee.M.S.-Zoology 3Students will demonstrate ethical behaviors and professional conduct;they will be able to interact and communicate with professionals atscientific conferences.CampusStudents will attend the graduate orientationseminar that covers aspects of professionalbehavior, including ethics.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.-Zoology 1Students will demonstrate knowledge of the basic fundamentals ofbiology and zoology.CampusStudents will complete a thesis defense thatwill be assessed by their supervisorycommittee.M.S.-Zoology 2Students will demonstrate the ability to design a research project, collectdata, analyze and interpret the results. Be able to present this in writtenand oral form.CampusStudents will demonstrate satisfactory abilityto conduct and present the results of theirresearch and scholarship by completing anddefending their written thesis. This will beassessed by their supervisory committee.M.S.A.S.-Architecture 1Ability to apply critical thinking, specialized knowledge and researchprotocols to study problems and develop research based designstrategies that support architectural design.CampusSuccessful achievement of thesismethodologies that require interpretationand integration of knowledge from targetedareas supporting the discipline ofarchitecture. Committee discussions,evaluations and assessments of researchproposals are conducted to assess howstudents are engaged in and resolve thethesis challenges. 100% of the studentsmust demonstrate ‘ability to’ levels ofunderstanding of core curricular objectivesto continue in the program. Secondarycurricular objectives are measured at the‘understanding of’ level of comprehension.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.A.S.-Architecture 2Ability to individualize an area of focus, develop self-determination andsupport a project team, collaborate with other professionals for inclusiveand integrative proposals. Develop a personal teaching pedagogy asrelated to a research expertise.CampusSuccessful achievement of research orientedproblems that require interpretation andintegration of knowledge based onmeasurements, observations and archivalresearch. Successful achievement of thesismethodologies that require interpretationand integration of knowledge from targetedareas supporting the discipline ofarchitecture. Committee discussions,evaluations and assessments of researchproposals are conducted to assess howstudents are engaged in and resolve thethesis challenges. 100% of the studentsmust demonstrate ‘ability to’ levels ofunderstanding of core curricular objectivesto continue in the program. Secondarycurricular objectives are measured at the‘understanding of’ level of comprehension.M.S.A.S.-Architecture 3Engage at leadership levels in advancing culture through the design ofbuildings and cities.CampusRegular interaction and discourse with thesiscommittee. Thesis research activelyexplores ethical issues as they relate to theirarea of specialization. 100% of the studentsmust demonstrate ‘ability to’ levels ofunderstanding of core curricular objectivesto graduate from the program. Secondarycurricular objectives are measured at the‘understanding of’ level of comprehension.This may take additional time within thecurriculum.M.S.B.C.-Building Construction 1By a thorough understanding and comprehension of subject matterrelevant to the discipline.CampusHow will it be measured? Assignments,exams, and presentations. What is thedesired level of achievement? 75% ofstudents will earn a minimum grade of B inall courses to assure a minimum 3.0 GPArequired for graduation. Who willmeasure? Instructor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.B.C.-Building Construction 1By a thorough understanding and comprehension of subject matterrelevant to the discipline.CampusHow will it be measured? Thesis. What isthe desired level of achievement? 100% ofstudents ultimately successfully defend athesis. Who will measure? ThesisCommittee.M.S.B.C.-Building Construction 2By applying, analyzing, and synthesizing content knowledge to solveproblems by identifying component parts, relationships and ideas.CampusHow will it be measured? Assignments,exams, and presentations. What is thedesired level of achievement? 75% ofstudents will earn a minimum grade of B inall courses to assure a minimum 3.0 GPArequired for graduation. Who willmeasure? Instructor.M.S.B.C.-Building Construction 3By displaying ethical behaviors, cultural sensitivity, teamwork,professional conduct and communication.CampusHow will it be measured? Team basedassignments. What is the desired level ofachievement? 90% of students willsuccessfully complete peer review of a teambasedproject. Who will measure?Instructor and students.M.S.Nsg.-Nursing 1M.S.Nsg.-Nursing 2M.S.Nsg.-Nursing 3An MSN graduate will demonstrate a comprehensive, in-depth knowledgebase for life-long learning and professional development as evidenced byannual pass rates on the national certification exams >80%.• National certification exam. • Ratings onclinical evaluations • Completed bypreceptors and faculty supervisors. •Expectations: satisfactory for each graduate.CampusAn MSN graduate who is clinical competent to assume an advancedpractice nursing position. Campus AACN/EBI Exit SurveyAn MSN graduate who is clinically competent to assume an advancedpractice nursing position. Campus AACN/EBI Alumni SurveyM.S.P.-Pharmaceutical Sciences 3Demonstrate the ability to effectively convey information when talkingabout a topic that is related to a discipline within the pharmaceuticalsciences.CampusAssessment of a student's performance byfaculty members of the student's homedepartment or thesis committee on studentskills in delivering an oral presentation that isbased on a simple rubric as unsatisfactory,competent or excellent.M.S.P.-Pharmaceutical Sciences 1Demonstrate comprehensive knowledge related to a specific disciplinewithin the pharmaceutical sciences.CampusDocument scores of each student on adepartmental preliminary and/orcomprehensive oral qualifying exam. Theoral exam will be constructed by members ofthe host department and/or by the student'sthesis committee and graded according tothe rubric; unsatisfactory, competent orexcellent.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.P.-Pharmaceutical Sciences 1Demonstrate comprehensive knowledge related to a specific disciplinewithin the pharmaceutical sciences.CampusDocument scores of each student on adepartmental preliminary and/orcomprehensive written qualifying exam. Thewritten exam will be constructed bymembers of the host department and/or bythe student's thesis committee and gradedaccording to the rubric; unsatisfactory,competent or excellent.M.S.P.-Pharmaceutical Sciences 1Demonstrate comprehensive knowledge related to a specific disciplinewithin the pharmaceutical sciences.DistanceDocument scores of each student on acomprehensive final exam. The written examwill be constructed by members of the hostdepartment and graded according to therubric; unsatisfactory, competent orexcellent.M.S.P.-Pharmaceutical Sciences 2Demonstrate the ability to evaluate a research problem that is related toa discipline within the pharmaceutical sciences.CampusAssess each student's completion of aresearch proposal and thesis or researchproject report using a rubric asunsatisfactory, competent or excellent.M.S.P.-Pharmaceutical Sciences 2Demonstrate the ability to evaluate a research problem that is related toa discipline within the pharmaceutical sciences.DistanceAssess each student's completion of awritten assignment that requires the use ofproblem-solving/critical thinking skills thatuses a rubric as unsatisfactory, competent orexcellent.M.S.Stat.-Statistics 1 Acquire core knowledge in statistical methods and applications. CampusM.S.Stat.-Statistics 2M.S.Stat.-Statistics 3Identify appropriate methods, conduct appropriate analyses on data, andsuccessfully collaborate with scientists in other disciplines.Clearly and effectively present ideas in speech and writing concerningstatistical issues and analysis of data.CampusCampusHow measured? We assess via performanceon First year written exam (FYE) and secondyear oral exam. The FYE is assessed by thegraduate committee and the instructors ofthe core courses; the second year oral examby the student's advisor and committee.Completion of projects at a satisfactory levelin the consulting course (STA 6094). Theprojects are assessed by a committeeconsisting of the faculty member teachingthe consulting course and the student'sadvisor.This is assessed via an oral exam at the endof the second year which also requires awritten project. The student's advisor andcommittee will evaluate this exam andproject.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.T.-Astronomy 1Students will demonstrate a thorough understanding and comprehensionof the fundamental astrophysics.CampusStudents will be required to pass a writtenexam on the core curriculum, which will begraded by a committee of faculty teachingthese courses and reviewed by the fullgraduate faculty.M.S.T.-Astronomy 2 Students will demonstrate the ability to effectively teach astronomy. CampusFaculty members will sit in on labs andlectures given by students serving asteaching assistants, and will solicit bothwritten and verbal feedback from theundergraduate students in these courses.They will evaulate TA performance inconsultation with one another.M.S.T.-Astronomy 3M.S.T.-Botany 1M.S.T.-Botany 1M.S.T.-Botany 2M.S.T.-Botany 2M.S.T.-Botany 3M.S.T.-Botany 3Students will demonstrate the ability to effective communicate with theirpeers in a professional environment.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CampusCampusCampusCampusCampusCampusCampusStudents will make both oral and writtenpresentations during their second year oneither guided research or an astronomicalteaching internship, demonstrating theability to clearly convey the results of theirexperience. A committee of three facultymembers will evaluate the quality of thesepresentation.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.M.S.T.-Chemistry 1Demonstrate a thorough understanding of the fundamental science ofchemistry and an ability to communicate it to students through pedagogyand educationCampusRequires 36 hours of graduate level workincluding chemistry and education classes.The outcome of this work can be seen andevaluated by the student's committee ondemandat the end of the MST work.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.T.-Chemistry 2Demonstrate the ability to effectively communicate the principles ofchemistry by training in an educational setting.CampusMust take an internship in college teachingfor 6 hours as part of the degree. Theoutcome of this work is assessed by thestudent's committee.M.S.T.-Chemistry 3Demonstrate ethical behaviors, cultural sensitivity, teamwork,professional conduct and good oral and written communication skills.M.S.T.-Geography 1 Students know the subject matter related to their discipline. CampusCampusAll MST students give oral seminars andpresent written work in graduate studies.Students prepare written papers insupervised research and advanced individualproblems as part of the MST degree that isread, viewed and graded by their graduatecommittee.Students will demonstrate accuracy in theconduct of their research during the defenseof their thesis as assessed by theirsupervisory committee followingdepartmental standards.M.S.T.-Geography 2 Students think critically about the emerging science in their discipline. CampusStudents will conduct their research withguidance and instruction from vital facultymembers as it relates to their areas of studyfollowing the latest scientific updates frompeers & other similar departments.M.S.T.-Geography 3Students will conduct their research with professionalism taught by theirsupervisory committee.CampusStudents will submit abstracts and givepresentations/posters at regional, state &national conferences. Students will exhibitprofessional behavior and ethical practiceduring the conduct of their research.M.S.T.-Geology 1Students are able to articulate orally and in writing the results andapplications of their scholarship, demonstrating a proficiency ingeosciences content. They should know the basic concepts, theories, andobservational findings related to Earth materials and processes.CampusStudents will complete a Minor in Educationin addition to required Geological Sciencescoursework and will demonstratesatisfactory ability to present the results oftheir scholarship (pertaining to bothcompleted coursework and the geoscienceseducationrelated project) in their oralexamination as determined by theirsupervisory committee following agreedupon criteria.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.T.-Geology 1Students are able to demonstrate knowledge of the geosciences contentstandards established at the state or national level and be able to relatedevelopmentally appropriate concepts, theories, and observationalfindings related to Earth materials and processes to those contentstandards.Campusstudents will develop and implement ageosciences- education related projectpertaining to instruction, curriculardevelopment, and/or assessment of learningapproved by their supervisory committeebased upon defined criteria. The supervisorycommittee shall include at least twogeosciences faculty and one faculty memberof the College of EducationM.S.T.-Geology 2Demonstrate problem solving skills by: Applying the scientific method toanalysis of published and/or self-generated data.CampusStudents will demonstrate satisfactory abilityto analyze data, synthesize maps and applythe scientific method as measured byperformance during completed courseworkand an oral exam as determined by theirsupervisory committee following agreedupon criteria.M.S.T.-Geology 2M.S.T.-Geology 3Students will create, select and implement: (1) specific learning goals, (2)appropriate teaching methods and instructional materials and (3)evaluation strategies aligned with goals, using knowledge of subjectmatter, learners and classroom management.Students will demonstrate professional attributes such as: conductingresearch in an ethical and responsible manner ; productive classroommanagement; the ability to effectively communicate with students; theability to provide constructive assessment and feedback of student workCampusCampusStudents will demonstrate satisfactory abilityto evaluate geosciences-education contentand curricula regarding pedagogy, teachingmethods and developmentally appropriateinstructional materials as measured byevaluation of their submitted geoscienceseducationrelated project and performanceduring an oral exam as determined by theirsupervisory committee following agreedupon criteria.MST graduate students will receivesatisfactory evaluation of their classroomteaching as determined by their supervisorycommittee following agreed upon criteria.Students will demonstrate professional attributes such as: conductingresearch in an ethical and responsible manner ; productive classroommanagement; the ability to effectively communicate with students; theability to provide constructive assessment and feedback of student workStudents will attend a departmentResponsible Conduct of Research (RCR)orientation sessionM.S.T.-Geology 3CampusM.S.T.-Mathematics 3 program under review for closure Campus program under review for closureM.S.T.-Mathematics 2 program under review for closure Campus program under review for closureM.S.T.-Mathematics 1 program under review for closure Campus program under review for closure

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.S.T.-Physics 1 Students demonstrate overall knowledge of the field of physics. CampusStudents are required to pass (within 2years) a written examination comprising 12questions, set and graded by 12 facultymembers. The pass/fail mark is determinedby the faculty as a whole.M.S.T.-Physics 2Students are required to demonstrate the capability to communicatesuccessfully in both a classroom and a teaching lab environment.CampusThe student's teaching is reviewed by a) thedirector of undergraduate labs, and b) afaculty teacher, and together with thestudent's supervisory committee they willdetermine if the student is teaching in asatisfactory manner.The student will display ethical behaviors, cultural sensitivity andprofessional conduct and be able to communicate their work orally asM.S.T.-Physics 3 well as in writing.Students will demonstrate knowledge of the basic fundamentals ofM.S.T.-Zoology 1 zoology and pedagogy.CampusCampusThe student is required to make an oralpresentation to their supervisory committee.This committee of faculty will judge if thestudent has conducted his/her studiesappropriately, and can communicate whatthey have learned in a coherent manner.Students will pass a defense by theirsupervisory committee.M.S.T.-Zoology 2 Students will demonstrate the ability to teach zoology and biology. CampusStudents will complete a teaching internshipor participate as a teaching assistant for onesemester. In addition, students will completea course in pedagogy in biology. Finally, theirability to teach will be assessed by theirsupervisory committee.M.S.T.-Zoology 3Students will demonstrate ethical behaviors and professional conduct;they will be able to interact and with professionals at conferences.CampusStudents will attend the graduate orientationseminar that covers aspects of professionalbehavior, including ethics.M.S.T.-Zoology 3Students will demonstrate ethical behaviors and professional conduct;they will be able to interact and with professionals at conferences.CampusStudents will attend a local, national orinternational conference. Documentation ofthis will be provided to the supervisorycommittee.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodM.Stat.-Statistics 1 Acquire core knowledge in statistical methods and applications. CampusM.Stat.-Statistics 2Identify appropriate methods, conduct appropriate analyses on data, andsuccessfully collaborate with scientists in other disciplines.CampusHow measured? Performance on First yearwritten exam (FYE) and second year oralexam; at least GPA 3.0 in core courses.What is the desired achievement level? Allstudents in the graduate program pass theseexams and achieve the target GPA Whowill measure? Faculty members willmeasure these. In particular, the FYE isassessed by the graduate committee andthe instructors of the core courses; thesecond year oral exam by the student'sadvisor and committee; the grades in thecore courses by the instructors of the corecourses.How measured? Completion of projects at asatisfactory level in the consulting course(STA 6094). What is the desiredachievement level? All students in thegraduate program complete a satisfactoryproject. Who will measure? These aremeasured by faculty member teaching theconsulting course.M.Stat.-Statistics 3Clearly and effectively present ideas in speech and writing concerningstatistical issues and analysis of data.CampusHow measured? An oral exam at the end ofthe second year which also requires awritten project. What is the desiredachievement level? All students in thegraduate program pass the oral part of theexam and complete a satisfactory project.Who will measure? The student's advisorand committee.Ph.D.-Aerospace Engineering 1Ability to identify, formulate and solve engineering problems Ability tocritically read and integrate engineering research literatureCampusThesis proposal is an important required forthe PhD degree. The outcome will beassessed in the thesis proposal by the thesiscommittee. Based on student performancethe committee will assign a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). 100% ofstudents in the class should exhibit 3 orabove.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Aerospace Engineering 2Ability to use applied mathematical and/or modern experimentaltechniques Ability to use modern engineering tools for practice at anadvance levelCampusThesis proposal is an important required forthe PhD degree. The outcome will beassessed in the thesis proposal by the thesiscommittee. Based on student performancethe committee will assign a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). 100% ofstudents in the class should exhibit 3 orabove.Ph.D.-Aerospace Engineering 3 Ability to communicate effectively Campusby a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andPh.D.-Agricultural and Biological Engineering 1 Biological EngineeringCampusby a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andPh.D.-Agricultural and Biological Engineering 1 Biological EngineeringCampusPh.D.-Agricultural and Biological Engineering 1Ph.D.-Agricultural and Biological Engineering 1Ph.D.-Agricultural and Biological Engineering 2by a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andBiological Engineeringby a thorough understanding and comprehension of mathematics,science and engineering principles of the discipline of Agricultural andBiological EngineeringCampusCampusby applying, analyzing, and synthesizing content knowledge to plan andconduct scholarly activities that make original contributions to theknowledge base in the field of study by identifying components orprocesses of agricultural and/or biological systems to meet desired needswithin realistic economic, environmental, social, political, ethical, healthand safety, manufacturability and sustainability constraints.CampusThesis proposal is an important required forthe PhD degree. The outcome will beassessed in the thesis proposal by the thesiscommittee. Based on student performancethe committee will assign a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). 100% ofstudents in the class should exhibit 3 orabove.by departmental review of Plans of Studyutilizing a faculty developed rubric.by departmental review of Plans of Studyutilizing a faculty developed rubric.by examination during qualifying exams andduring final defenses by supervisorycommittees utilizing a faculty developedrubric.by examination during qualifying exams andduring final defenses by supervisorycommittees utilizing a faculty developedrubric.by examination during qualifying exams andduring final defenses by the supervisorycommittee utilizing a faculty developedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Agricultural and Biological Engineering 2Ph.D.-Agricultural and Biological Engineering 3Ph.D.-Agricultural and Biological Engineering 3Ph.D.-Agricultural and Biological Engineering 3Ph.D.-Agricultural and Biological Engineering 3Ph.D.-Agricultural and Biological Engineering 3Ph.D.-Agricultural and Biological Engineering 3by applying, analyzing, and synthesizing content knowledge to plan andconduct scholarly activities that make original contributions to theknowledge base in the field of study by identifying components orprocesses of agricultural and/or biological systems to meet desired needswithin realistic economic, environmental, social, political, ethical, healthand safety, manufacturability and sustainability constraints.Campusby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationby displaying ethical behaviors, cultural sensitivity , teamwork,professional conduct and communicationPh.D.-Agricultural Education and CommunicationCompetency in contemporary and foundational theory and research intheir selected specialization by a thorough understanding and1 comprehension of subject matter relevant to the discipline.CampusApplication of evolving concepts and philosophies in their selectedspecialization by applying, analyzing, and synthesizing content knowledgeto solve problems by identifying component parts, relationships andPh.D.-Agricultural Education and Communication 1 ideas.CampusCampusCampusCampusCampusCampusCampusby examination during qualifying exams andduring final defenses by the supervisorycommittee utilizing a faculty developedrubric.by observation during departmentalseminars, qualifying exams and finaldefenses. These observations will be sharedwith the supervisory committee andevaluated utilizing a faculty developedrubric.by observation during departmentalseminars, qualifying exams and finaldefenses. These observations will be sharedwith the supervisory committee andevaluated utilizing a faculty developedrubric.by observing participation in professionalsocieties. These observations will be sharedwith the supervisory committee andevaluated utilizing a faculty developedrubric.by observing participation in professionalsocieties. These observations will be sharedwith the supervisory committee andevaluated utilizing a faculty developedrubric.by contacts with employers. Theseobservations will be shared with thesupervisory committee and evaluatedutilizing a faculty developed rubric.by contacts with employers. Theseobservations will be shared with thesupervisory committee and evaluatedutilizing a faculty developed rubric.Satisfactory completion of dissertation anddefense utilizing a rubric designed by faculty.Satisfactory completion of dissertation anddefense utilizing a rubric designed by faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodEffective use of instructional materials and methods with emphasis onPh.D.-Agricultural Education and Communication 2 application of visual and nonvisual techniques.Application of Concepts and principles related to design, implementationand evaluation of formal and non-formal education and/or training andPh.D.-Agricultural Education and Communication 2 development programs.CampusCampusSatisfactory completion of dissertation anddefense utilizing a rubric designed by faculty.Satisfactory completion of dissertation anddefense utilizing a rubric designed by faculty.Ph.D.-Agricultural Education and Communication 2Application of principles, practices and strategies for conductingbehavioral research in agricultural and natural resource professions.CampusSatisfactory completion of dissertation anddefense utilizing a rubric designed by faculty.Ph.D.-Agricultural Education and Communication 3Outstanding professional character by displaying ethical behaviors,cultural sensitivity, teamwork, professional conduct and communication. CampusDuring the degree program, students adhereto the University of Florida’s Honor Code.Observation by the faculty of professionalbehavior during class activities, seminars,research work, qualifying examination,dissertation defense, and participation inprofessional societies. These observationswill be shared with the supervisorycommittee and evaluated based on a facultydevelopedrubric.Ph.D.-Agronomy 1Acquire a core knowledge base in the plant sciences, with a deeperknowledge in a chosen specialization (genetics/breeding,physiology/biochemistry, ecology, management and nutrition).CampusGrades in coursework will be indicators ofacquired knowledge, with the requirementthat a B grade is maintained. All studentswill take at least one course in each of threetopical areas: Genetics and Plant Breeding,Plant Physiology/Biochemistry and PlantEcology/Management/Nutrition. StudentLearning Outcomes will be distributed toeach graduate Supervisory Committee andthe committee will be charged with theresponsibility of ensuring that eachcomponent of the outcomes is addressedwithin the context of the specific student’sprogram. The graduate SupervisoryCommittee will be the primary evaluator ofoutcomes for graduate education withformal assessments made throughcomprehensive written and oral qualifying(candidacy) exams and the final dissertationdefense. Formal, written evaluations of theperformance of all graduate students aremade by the Supervisory Committee at theend of the student’s first semester and on anannual basis in following years utilizing arubric designed by faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Agronomy 1Acquire the knowledge to design and execute an innovative research planand to analyze, synthesize and interpret research results usingappropriate experimental designs and statistical analyses.CampusThe Supervisory Committee will evaluate thequality of the research program as reportedin the Ph.D. dissertation and as discussedduring the final dissertation defense utilizinga rubric designed by faculty. Graduatestudents also present two graded,departmental seminars during the Ph.D.program. The first seminar, presented in thesecond semester of the graduate program, isa presentation of a detailed researchplan/proposal and the second seminar,presented in the last semester beforecompleting degree requirements, is apresentation of the results of the researchthat was conducted and reported in thedissertation. Written abstracts of bothseminars are prepared and presented tostudents, faculty and the instructor.Presentations and written abstracts areevaluated by both peer graduate studentsand the faculty of the department andstudent performance is assessed by a lettergrade for the course utilizing a rubricdesigned by faculty.Ph.D.-Agronomy 1Acquire the knowledge and skills necessary to address and solve issuesrelated to crop production and resource management and to becomerespected professionals and leaders in the discipline (in academia,government, or the private sector).CampusJob placement and advanced degree successwill be monitored within job placementcategories including tenure track AAU,tenure track non-AAU, national/internationalresearch organizations, industry, extension,regulatory agency, and post-doc.Ph.D.-Agronomy 2Excellence in critical thinking, scientific writing, experimental techniques,data collection, data analysis and synthesis.CampusSkills will be assessed by departmentalfaculty, and especially by the major advisorand the graduate Supervisory Committee.Performance will be graded in variouscourses, departmental seminars, written andoral qualify exams, and dissertation defenseexams utilizing a rubric designed by faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Agronomy 2Excellence in oral and written communication and interpersonalrelationships.CampusSkills will be assessed by departmentalfaculty, and especially by the major advisorand the Supervisory Committee.Performance will be graded in variouscourses, departmental seminars, qualifyingexams, and dissertation defense utilizing arubric designed by faculty.Ph.D.-Agronomy 3Ph.D.-Animal Molecular and Cellular Biology 1Professional and ethical conduct will be evident in all scholarly activities.Collegiality, cultural sensitivities, and ethical behaviors and practices willbe demonstrated in the conduct of all scholarly activities includingteaching, research, and outreach.Thorough understanding of the principles of molecular and cellularbiology and their application to comparative biology.CampusCampusCourse instructors, major advisors, andgraduate Supervisory Committees expectprofessional and ethical behavior of allgraduate students during all scholarlyactivities. In courses, all students are madeaware of the UF honor code, the seriousnessof violating the code is discussed, andadherence to the code is monitored.Professional behavior will be evaluated,especially by the major advisor and thegraduate Supervisory Committee duringseminars, participation and presentations atprofessional meetings, scientific writings andin interpersonal relationships.Evaluation of the student's program of studyby the supervisory committee utilizing arubric designed by faculty.Ph.D.-Animal Molecular and Cellular Biology 1Ph.D.-Animal Molecular and Cellular Biology 2Thorough understanding of the principles of molecular and cellularbiology and their application to comparative biology.Ability to design, conduct and draw sound conclusions on scientificexperiments.CampusCampusEvaluation by the supervisory committeeduring dissertation defense utilizing a rubricdesigned by faculty.Evaluation of the student's program of studyby the supervisory committee utilizing arubric designed by faculty.Ph.D.-Animal Molecular and Cellular Biology 2Ability to design, conduct and draw sound conclusions on scientificexperiments.CampusEvaluation by the supervisory committeeduring dissertation defense utilizing a rubricdesigned by faculty.Ph.D.-Animal Molecular and Cellular Biology 3Interaction with peers and instructors with honesty, cultural sensitivityand effective communication.CampusAdherence to the University of Florida HonorCode during the graduate program.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Animal Molecular and Cellular Biology 3Interaction with peers and instructors with honesty, cultural sensitivityand effective communication.CampusObservation by the faculty of professionalbehavior during class activities, seminars,research work, dissertation defense, andparticipation in professional societies. Theseobservations will be shared with thesupervisory committee and evaluated basedon a faculty developed rubric.Ph.D.-Animal Sciences 1 Thorough understanding of animal sciences. CampusPh.D.-Animal Sciences 1 Thorough understanding of animal sciences. CampusEvaluation of the student's program of study,Ph.D. candidacy exam, and dissertation bythe supervisory committee and other facultyutilizing a rubric designed by faculty.Evaluation of the student's performance inthe Professional Animal Scientist exam bythe Association of Professional AnimalScientists or publication of a manuscriptfrom the student's original research in a peerreviewedjournal or involvement of anexternal examiner in the student'sdissertation defense.Ph.D.-Animal Sciences 1Ph.D.-Animal Sciences 2Ability to apply scientific methods to problems in animal sciences anddevelop new solutions to such problems.Competence in research methodologies for applying the scientificmethod to solve problems and generate new knowledge.CampusCampusEvaluation of the student's Ph.D. dissertationand their solutions to special problemsassigned by the supervisory committee andother faculty utilizing a rubric designed byfaculty.Successful completion of the Ph.D. candidacyand dissertation defense examinations asjudged by the supervisory committeeutilizing a rubric designed by faculty.Ph.D.-Animal Sciences 2 Understanding of grantsmanship. CampusEvaluation of the student's participation in agrantsmanship workshop or course orevaluation of a grant written by the studentby the supervisory committee utilizing arubric designed by faculty.Ph.D.-Animal Sciences 3Display professional conduct including ethical behaviors, culturalsensitivity, and ability to work well independently or in a team.CampusAnalysis of the student's annual evaluationby the supervisory committee utilizing arubric designed by faculty and the student'sadherence to the UF Honor Code.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Animal Sciences 3 Professional communication. CampusPh.D.-Anthropology 1Demonstrate thorough understanding of the development of thediscipline of Anthropology and in-depth knowledge of a subfield.CampusEvaluation of abstracts and at least one oralpaper given at a national/internationalprofessional scientific meeting and tworesearch seminars presented during theGraduate Seminar course by the majoradvisor and the Graduate SeminarCoordinator, respectively, utilizing a rubricdesigned by faculty.Three essay questions administered as partof the PhD qualifying exam by a committeeof at least three Department ofAnthropology graduate faculty and onegraduate faculty member from another UFunit.Review of conference participationconducted by sub-field faculty as part ofannual evaluation of doctoral students byPh.D.-AnthropologyDemonstration of mastery of professional communication through thepresentation of research at a regional, national or international3 conference.CampusDepartment of Anthropology graduatefaculty with expertise in the doctoralcandidate’s primary field of study.Ph.D.-Anthropology 2 Complete coursework in research methods. Campus Receive a passing grade.Ph.D.-Art History 1Ph.D.-Art History 21. Broaden the knowledge of historical and contemporary art and theunderstanding of the theoretical, cultural and historical contexts of artthrough researching, speaking, and writing on advanced levels. 2. Masterprocesses of generating and solving problems in art history writing;analyze, interpret and question traditional methodologies and of art andart making on an advanced level.CampusAcquire the ability to develop a research topic in a specific field of arthistory.CampusStudents will pass the following, asevaluated by the supervisory committee: A.Qualifying Examination B. Dissertation C.Oral DefenseStudents will pass the following, asevaluated by the supervisory committee: A.Qualifying Examination B. Dissertation C.Oral DefensePh.D.-Art History 3Master and understanding of what it means to be a professional arthistorian; develop an advanced understanding of the demands andexpectations of the art profession and art field including: • use researchlibraries, their archives and their contents efficiently • makediscriminating use of specialist online databases and other onlineresources • construct sophisticated arguments and defend these insubstantial pieces of writing using proper academic conventions • applyvisual discrimination to the analysis and interpretation of images. •utilize and interact with the services, facilities and technologies offeredthroughout the University as well as those provided by the School of Artand Art History.CampusStudents will pass the following, asevaluated by the supervisory committee: A.Qualifying Examination B. Dissertation C.Oral Defense

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Astronomy 1Students will demonstrate a thorough understanding and comprehensionof the fundamental astrophysics covered by the core curriculum in ourdepartment.CampusGraduate students will pass the core courseswith a B average.Ph.D.-Astronomy 1Students will demonstrate a thorough understanding and comprehensionof the fundamental astrophysics covered by the core curriculum in ourdepartment.Students will develop and demonstrate the ability to conduct original,Ph.D.-Astronomy 2 independent research in astrophysics.Upon completion of the Ph.D. students will have demonstrate the skillsnecessary to obtain research or teaching positions in the field ofPh.D.-Astronomy 2 astrophysics.CampusCampusCampusStudents will pass a written comprehensiveexam testing their knowledge of the materialcovered in the core courses, no later thanthe end of the summer after their secondyear, to continue in the Ph.D. program. Theexception is the course Techniques inObservational Astronomy, for which they arerequired to demonstrate proficiency inhands-on exercises during the course. Thecomprehensive exam will be graded by thefaculty members who teach the corecourses.Students will write, present, and successfullydefend a Ph.D. dissertation to theircommittee.The graduate coordinator will continue totrack job placement for students completingthe program.Ph.D.-Astronomy 3Students will develop and demonstrate the ability to write and publishrefereed journal articles based upon their research.CampusStudents will submit papers to refereedjournals for publication. The graduatecoordinator will track papers written by eachstudent in the program.Ph.D.-Astronomy 3Students will develop and demonstrate the ability to clearly communicatetheir research in oral presentations in a style appropriate for conferences. CampusStudents will make presentations in the corecourses and in AST 6936, which will begraded by the faculty. Students willdemonstrate in these talks satisfactoryability to make a scientific presentation.Ph.D.-Astronomy 3Students will develop and demonstrate the ability to clearly communicatetheir research in oral presentations in a style appropriate for conferences. CampusStudents will make presentations duringtheir second year on guided researchprojects, demonstrating the ability to clearlyconvey the results of their research. Acommittee of three faculty members willevaluate the quality of these presentation.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Astronomy 3Ph.D.-Astronomy 3Students will develop and demonstrate the ability to clearly communicatetheir research in oral presentations in a style appropriate for conferences. CampusStudents will develop and demonstrate the ability to clearly communicatetheir research in oral presentations in a style appropriate for conferences. CampusPh.D.-Biochemistry and Molecular Biology 3 There are no enrolled students, and this program will be terminated. CampusPh.D.-Biochemistry and Molecular Biology 3 There are no enrolled students, and this program will be terminated. CampusPh.D.-Biochemistry and Molecular Biology 2 There are no enrolled students, and this program will be terminated. CampusPh.D.-Biochemistry and Molecular Biology 2 There are no enrolled students, and this program will be terminated. CampusPh.D.-Biochemistry and Molecular Biology 1 There are no enrolled students, and this program will be terminated. CampusPh.D.-Biochemistry and Molecular Biology 1 There are no enrolled students, and this program will be terminated. CampusPh.D.-Biomedical Engineering 1an ability to develop a broad-based knowledge of Biomedical EngineeringproblemsPh.D.-Biomedical Engineering 1 an ability to critically read Biomedical Engineering literature CampusCampusStudents in their second year and beyondwill present their research during thedepartment's annual graduate researchsymposium. The advisor and a secondfaculty member will provide evaluations ofstudent talks to both the student andgraduate coordinator. Students willdemonstrate the ability to give a scientifictalk to a large audience.Students will give an oral defense of theirdissertation that will be evaulated by theirdissertation committee.There are no enrolled students, and thisprogram will be terminated.There are no enrolled students, and thisprogram will be terminated.There are no enrolled students, and thisprogram will be terminated.There are no enrolled students, and thisprogram will be terminated.There are no enrolled students, and thisprogram will be terminated.There are no enrolled students, and thisprogram will be terminated.Passing of qualifying examination andproposal defense; Successful defense of thefinal dissertation; Both evaluated by asupervisory committee.Passing of qualifying examination andproposal defense; Successful defense of thefinal dissertation; Both evaluated by asupervisory committee.Ph.D.-Biomedical Engineering 2an ability to use apply fundamental engineering principles to identify,analyze and solve biomedical engineering problemsCampusan ability to design and conduct scientificand engineering experiments, and to analyzeand interpret the resulting dataan ability to design and conduct scientific and engineering experiments,Ph.D.-Biomedical Engineering 2 and to analyze and interpret the resulting dataan understanding of professional and ethical responsibility and thePh.D.-Biomedical Engineering 3 impact of clinically significant engineering solutionsCampusCampusan ability to design and conduct scientificand engineering experiments, and to analyzeand interpret the resulting dataSuccessful evaluation of final report inBME6010, clinical preceptorship

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Biomedical Engineering 3 an ability to communicate effectively and work collaboratively CampusPassing of qualifying examination andproposal defense; Successful defense of thefinal dissertation; Both evaluated by asupervisory committee.Ph.D.-Biostatistics 1Demonstrate a solid underpinning of biostatistics concepts and methods,which will enable students to learn and develop new concepts andmethods on their own, as well as to apply them in collaborative work.CampusHow measured: Passing PhD writtenpreliminary examination. Level ofachievement: 80% of PhD students who takethe written progression Who will measure:Graduate faculty, Department of BiostatisticsPh.D.-Biostatistics 2Ability to learn and develop new biostatistical concepts and methodslargely on one’s own, as well as the ability to apply the concepts andmethods in collaborative work.CampusHow measured: Passing PhD oral preliminaryexamination, which constitutes adissertation proposal. Level of achievement:95% of PhD students who pass the writtenpreliminary examination. Who will measure:PhD Committee, Department of BiostatisticsPh.D.-Biostatistics 3Ph.D.-Botany 1Ph.D.-Botany 1Ph.D.-Botany 2Ph.D.-Botany 2Ph.D.-Botany 3Ph.D.-Botany 3Display ethical behaviors, cultural sensitivity, teamwork, professionalconduct and communication.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CALS will no longer be offering a degree in Botany. Therefore, SLOs arenot needed. Al Wysocki 392-1963.CampusCampusCampusCampusCampusCampusCampusHow measured: Student participation incollaborative work with researchers in otherdisciplines, and student interaction with thedissertation committee. Level ofachievement: 95% of PhD students who passthe oral preliminary examination. Who willmeasure: Dissertation committee,collaborative research supervisors orcolleagues.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.CALS will no longer be offering a degree inBotany. Therefore, SLOs are not needed. AlWysocki 392-1963.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAnnual review of student progress: Studentprogress (e.g., course grades, researchperformance) is periodically reviewed by thedepartment’s faculty. Each student is pairedwith a major adviser who takes primaryresponsibility for overseeing the process.Accounting: At the end of each springsemester, the department’s doctoraldissertation committee meets to review theprogress of each student. Students who arenot meeting departmental requirements interms of grades, research performance, etc.are counseled out of the program. FIRE:Each student receives an annual letter ofevaluation. The Department’s majorretention decisions involve thecomprehensive exam (administered at theend of the students’ first year) and thesecond year paper, which is scheduled to becompleted and presented by early in thestudent’s third year. ISOM: Each studentreceives an annual evaluation letter whichprovides an assessment for the past year andspecifies appropriate goals for the students’Ph.D. recipients will be effective researchers in industrial or academiccoming year. Management: Each studentPh.D.-Business Administrationenvironments, specifically students will understand the technical tools(theory, methodology, statistical analyses, and reporting norms) essential1 to the departmental area of study.Campusreceives an annual letter of evaluation fromthe PhD coordinator, drawing on input fromthe students' advisor or major professors.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAnnual review of student progress: Studentprogress (e.g., course grades, researchperformance) is periodically reviewed by thedepartment’s faculty. Each student is pairedwith a major adviser who takes primaryresponsibility for overseeing the process.Accounting: At the end of each springsemester, the department’s doctoraldissertation committee meets to review theprogress of each student. Students who arenot meeting departmental requirements interms of grades, research performance, etc.are counseled out of the program. FIRE:Each student receives an annual letter ofevaluation. The Department’s majorretention decisions involve thecomprehensive exam (administered at theend of the students’ first year) and thesecond year paper, which is scheduled to becompleted and presented by early in thestudent’s third year. ISOM: Each studentreceives an annual evaluation letter whichprovides an assessment for the past year andspecifies appropriate goals for the students’coming year. Management: Each studentPh.D.-Business AdministrationPh.D. recipients will be effective researchers in industrial or academicenvironments, specifically students will utilize technical tools to create2 new knowledge through original research.Campusreceives an annual letter of evaluation fromthe PhD coordinator, drawing on input fromthe students' advisor or major professors.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAnnual review of student progress: Studentprogress (e.g., course grades, researchperformance) is periodically reviewed by thedepartment’s faculty. Each student is pairedwith a major adviser who takes primaryresponsibility for overseeing the process.Accounting: At the end of each springsemester, the department’s doctoraldissertation committee meets to review theprogress of each student. Students who arenot meeting departmental requirements interms of grades, research performance, etc.are counseled out of the program. FIRE:Each student receives an annual letter ofevaluation. The Department’s majorretention decisions involve thecomprehensive exam (administered at theend of the students’ first year) and thesecond year paper, which is scheduled to becompleted and presented by early in thestudent’s third year. ISOM: Each studentreceives an annual evaluation letter whichprovides an assessment for the past year andspecifies appropriate goals for the students’Ph.D.-Business Administration 3Ph.D. recipients will be effective communicators of advanced knowledgein their area of specialization, specifically students will communicatespecialized information from their field of expertise verbally and inwriting and students will communicate specialized information from theirfield of expertise verbally at a level understandable by an educatedlayman or university undergraduate student.Campuscoming year. Management: Each studentreceives an annual letter of evaluation fromthe PhD coordinator, drawing on input fromthe students' advisor or major professors.Ph.D.-Chemical Engineering 1 Ability to identify a problem. CampusPh.D.-Chemical Engineering 1 Abilty to formulate a problem. CampusPh.D.-Chemical Engineering 1 Ability to solve engineering problems. CampusThis outcome will be judged through theevaluation of the thesis for the PhD students.This outcome will be judged through theevaluation of the thesis for the PhD students.This outcome will be judged through theevaluation of the thesis for the PhD students.Ph.D.-Chemical Engineering 2An ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice at an advanced level.CampusThis outcome will be judged through theevaluation of the thesis for the PhD students.Ph.D.-Chemical Engineering 3 An ability to communicate effectively. CampusThis outcome will be judged through theevaluation of the thesis and the finalpresentation for the PhD students.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Chemistry 2Demonstrate the ability to formulate new research ideas and carry themout in the laboratory.CampusPassing of the oral qualifying exam by the7th semester after enrollment. Passing thefinal oral exam with the presentation of thewritten PhD dissertation. The oralqualifying exams are to be administered andcertified by the graduate committee.Ph.D.-Chemistry 1Ph.D.-Chemistry 3Demonstrate a thorough understanding of the fundamental science ofthe declared sub-discipline within chemistry (physical, biochemistry,organic, inorganic and analytical chemistry)Demonstrate ethical behaviors, cultural sensitivity, teamwork,professional conduct and high level communication skills.CampusCampusRequires graduate level effort including workwithin the chosen sub-discipline and otherfields of chemistry. A 3.25 chemistry GPA isrequired. Passing of the written qualifyingexam in the sub-discipline. Writtenqualifying exams are to be certified by thefaculty of the sub-discipline.Presentation of a minimum of two divisionalseminars with a B or better and theprofessional presentation of the dissertationbefore the graduate committee at the finalexam.Ph.D.-Civil Engineering 1Students will demonstrate an ability to critically read engineeringliterature in the student’s graduate program area (Civil EngineeringMaterials, Water Resources, Geotechnical Engineering, Construction,Public Works, Structures, and Transportation); and an ability to identify,formulate new solutions to engineering problems in the student’sprogram areaCampusThe committee will use a Likert Scale toevaluate a student’s performance onKnowledge, Skill, and ProfessionalCommunication at the student's final oraldefense. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 4 or better.Ph.D.-Civil Engineering 2Students will demonstrate an ability to develop new techniques, skills,and modern engineering tools necessary for engineering practice at anadvanced level in the students program area (Civil Engineering Materials,Water Resources, Geotechnical Engineering, Construction, Structures, andTransportation).CampusThe committee will use a Likert Scale toevaluate a student’s performance onKnowledge, Skill, and ProfessionalCommunication at the student's final oraldefense. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 4 or better.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Civil Engineering 3Students will demonstrate an ability to communicate in a professionalmanner within the student’s graduate program area (Civil EngineeringMaterials, Water Resources, Geotechnical Engineering, Construction,Public Works, Structures, and Transportation)CampusThe committee will use a Likert Scale toevaluate a student’s performance onKnowledge, Skill, and ProfessionalCommunication at the student's final oraldefense. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 4 or better.Ph.D.-Classical Studies 3Students will be able to exhibit and maintain professional behavior andconduct as TAs in the department's undergraduate courses.Ph.D.-Classical Studies 1 Students will have an expert proficiency in Greek and Latin. CampusPh.D.-Classical Studies 1Students will have an expert understanding of the history, literature, andculture of ancient Greece and Rome.CampusCampusTeaching assistants will receive satisfactoryscores on student evaluations andsatisfactory annual reviews by the TAsupervisor, based upon the criteriaestablished by the department.Students will pass the comprehensivereading examination in Greek and Latin, setand graded by a committee of departmentfaculty, using the rubric established by thedepartment.Students will pass the comprehensiveexamination on the history of Classicalliterature.Ph.D.-Classical Studies 2Students will be able to produce original research in the field and explainthe significance of this research for future studies.CampusStudents will successfully complete a publicdefense of the dissertation before asupervisory committee, approved by theGraduate School, using criteria establishedby the department.Ph.D.-Classical Studies 3 Students will present original scholarship to an outside audience. CampusPh.D.-Classical Studies 3 Students will present original scholarship to an outside audience. CampusStudents will submit an abstract to agraduate student conference or a meeting ofa regional academic association.Students will submit an abstract to aninternational conference or an annualmeeting of a national association.Ph.D.-Classical Studies 3 Students will present original scholarship to an outside audience. CampusPh.D.-Classical Studies 3 Students will present original scholarship to an outside audience. CampusStudents will submit an original contributionin a peer-reviewed journal.Students will apply for external grants tosupport their research.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Coastal and Oceanographic Engineering 1Students will demonstrate an ability to critically read engineeringliterature in Coastal and Oceanographic Engineering and an ability toidentify, formulate new solutions to engineering problems in Coastal andOceanographic Engineering.CampusThe committee will use a Likert Scale toevaluate a student’s performance onKnowledge, Skill, and ProfessionalCommunication at the student's final oraldefense. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 4 or betterPh.D.-Coastal and Oceanographic Engineering 2Students will demonstrate an ability to develop new techniques, skills,and modern engineering tools necessary for engineering practice at anadvanced level in Coastal and Oceanographic Engineering.CampusThe committee will use a Likert Scale toevaluate a student’s performance onKnowledge, Skill, and ProfessionalCommunication at the student's final oraldefense. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 4 or better.Students will demonstrate an ability to communicate in a professionalmanner within the student's graduate program area of Coastal andPh.D.-Coastal and Oceanographic Engineering 3 Oceanographic Engineering.Graduates of the program will demonstrate the ability to developappropriate research designs and methods to answer questions derivedPh.D.-Communication Sciences and Disorders 1 from theory based aims.CampusCampusThe committee will use a Likert Scale toevaluate a student’s performance onKnowledge, Skill, and ProfessionalCommunication at the student's final oraldefense. The scale will be 5=Outstanding;4=Above Average; 3=Average; 2=BelowAverage; and 1=Unacceptable. The resultingassessment is demonstrated by the studentsachieving acceptable performance with aLikert Score of 4 or better.Students will achieve passing grades in theirresearch rotations as assessed by assignedfaculty mentors.Ph.D.-Communication Sciences and Disorders 1Graduates of the program will demonstrate the ability to developappropriate research designs and methods to answer questions derivedfrom theory based aims.CampusStudents will achieve passing grades in eachof their statistics, research design and grantwriting courses as assessed by facultyassigned to teach these courses.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Communication Sciences and Disorders 1Ph.D.-Communication Sciences and Disorders 2Graduates of the program will demonstrate the ability to communicatetheoretical understandings and the evidence for them to audiences whichmay include members with varying degrees of experience and/orexpertise.CampusGraduates of the program will demonstrate the ability to criticallyevaluate research design and discuss impact of research findings onrelevant theory.CampusStudents in this program will make at leasttwo presentations based on their research inlocal, state, national, or international venues.Students will achieve passing grades onwritten and oral qualifying examsadministered by the student's supervisorycommittee.Ph.D.-Communication Sciences and Disorders 2Graduates of the program will demonstrate the ability to criticallyevaluate research design and discuss impact of research findings onrelevant theory.CampusStudents will compose and successfullydefend a dissertation based on originalresearch, as evaluated by the student'sdissertation committee.Ph.D.-Communication Sciences and Disorders 3Graduates of the program will demonstrate the ability to obtain anacademic, research or professional position and secure grant funding.CampusGraduates will acquire positions in their fieldwithin six months of graduation.Ph.D.-Communication Sciences and DisordersGraduates of the program will demonstrate the ability to publish original3 data-based research in top-tier peer-reviewed journals.CampusAbility to identify, formulate, and solve computer science and engineeringPh.D.-Computer Engineering 1 problems.BothStudents will submit at least two articles forpublication in peer-reviewed journals duringtheir graduate program.Evaluate knowledge in the PhD finaldissertation defense.Ph.D.-Computer Engineering 1 Ability to critically read computer science and engineering literature. BothEvaluate understanding relevant researchwith respect to the PhD dissertation in thePhD final dissertation defense.Ph.D.-Computer Engineering 2Ability to use techniques, skills, and tools necessary for computer scienceand engineering practice at an advanced level.BothEvaluate understanding of critical computerscience and engineering skills in the PhDfinal dissertation defense.Ph.D.-Computer Engineering 3 Understanding of professional and ethical responsibility. BothEvaluate before graduation in an examconsisting of questions related to ethics.Ph.D.-Computer Engineering 3 Ability to communicate effectively. Both Evaluate in PhD final dissertation defense.Ph.D.-Counseling Psychology 1The department has learning outcomes and assessment strategies perour accrediting body. These learning outcomes and assessment strategiesare available in the Department upon request. NULL NULLPh.D.-Counseling Psychology 1The department has learning outcomes and assessment strategies perour accrediting body. These learning outcomes and assessment strategiesare available in the Department upon request. NULL NULL

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Criminology, Law, and Society 1(1) Demonstrate broad understanding and application of criminologicaland law and society theories (2) Demonstrate broad understanding andapplication of criminological and law and society research methods (3)Demonstrate in-depth understanding in their primary track of interest(either Crime & Justice or Law & Society)CampusStudents will complete the core researchmethods courses (CCJ6705 ResearchMethods in Crime, Law, & Justice & CCJ7742Research Methods in Crime, Law, & Justice IIwithin two years of matriculation. Studentswill complete an additional course inresearch methods within three years ofmatriculation. Students will pass the “tool”comprehensive exam (covering theory andresearch methods) within four years ofmatriculation into the Ph.D. program.Students will complete substantive specialtyseminars. (For those in the Crime & Justicetrack, the course is CCJ 6285 Criminal JusticeProcess and for those in the Law & Societytrack, the course is CJL 6090 Law and SocialScience). Students will pass acomprehensive exam in their specialty track(either Crime & Justice or Law & Society)within four years of entry into the Ph.D.program.Ph.D.-Criminology, Law, and Society 3(1) Demonstrate broad understanding and application of professionalethics (2) Demonstrate broad understanding and application of the roleof the professional criminologistCampusStudents will successfully complete sexualharassment training compliance within thefirst term of matriculation Students willsuccessfully complete the training module inFERPA Basics within the first term ofmatriculation Students will successfullycomplete the Institutional Review Board’srequired reading for all researchers withinthe first term of matriculation Students willsuccessfully complete a teachingassistantship, research assistantship, orother graduate training experience beforegraduation Students will take theProseminar course (CCJ 6001 Proseminar inCriminology & Law) within the first year ofmatriculation Students will take therequired course CCJ 7921 ProfessionalDevelopment in Criminology, Law andSociety within 2 years of matriculation intothe Ph.D. program

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Criminology, Law, and Society 3(1) Demonstrate broad understanding and application of professionalethics (2) Demonstrate broad understanding and application of the roleof the professional criminologistCampusGraduates will express their level ofsatisfaction with the program on exit survey.Ph.D.-Criminology, Law, and Society 2(1) Demonstrate advanced competencies in conducting independentempirical research with scientific integrity (2) Demonstrate advancedcompetencies in applying substantive criminological and law and societyknowledge in critical thinking, analysis, and communicationCampusStudents will complete and successfullydefend a dissertation within five years ofentry into the program.Ph.D.-Criminology, Law, and Society 2(1) Demonstrate advanced competencies in conducting independentempirical research with scientific integrity (2) Demonstrate advancedcompetencies in applying substantive criminological and law and societyknowledge in critical thinking, analysis, and communicationCampusStudents will annually present empiricalresearch at a professional conference.Ph.D.-Curriculum and Instruction (ISC) 1Ph.D.-Curriculum and Instruction (ISC) 1Ph.D.-Curriculum and Instruction (ISC) 2The student will demonstrate mastery of scholarly breadth of researchabout teaching and learning and neighboring academic fields.The student will demonstrate expertise of an original and significantquestion and issue in education.The student will demonstrate clarity of written and oral expression in thequalifying examination and the dissertation.CampusCampusCampusThe faculty members of the doctoralsupervisory committees will evaluate thestudents’ written and oral qualifyingexaminations to determine if satisfactoryratings has been achieved.The faculty members of the doctoraldissertation committees will evaluate thestudents’ dissertation and dissertationdefense to determine if it achieves asatisfactory rating.The faculty members of the student’sdoctoral committee will evaluate thestudents’ qualifying examinations anddissertations to determine if satisfactoryratings were achieved.Ph.D.-Curriculum and Instruction (ISC) 3The student will address professional audiences through membership inprofessional organizations, research presentations, and/or scholarlypublications.CampusStudents will be evaluated on the"Expectations Beyond Coursework"Instrument by the doctoral committeefaculty members to determine if satisfactoryratings have been achieved.Ph.D.-Design, Construction, and Planning Doctorate 1Ph.D.-Design, Construction, and Planning Doctorate 2Students must demonstrate indepth knowledge within their individualdiscipline.Students will demonstrate the oral, written and critical thinking skillsrequired of doctoral faculty and researchers within their individualdiscipline.CampusCampusStudents completing their individual coursework will successfully complete their oraland written qualification examinations.Students completing their individual coursework will successfully defend their individualdoctoral dissertation "proposal".Students completing their individual oral andwritten qualification examinations willsuccessfully defend their doctoraldissertation.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Design, Construction, and Planning Doctorate 3Ph.D.-Economics 1Students will demonstrate the oral and written professional skillsrequired of faculty and researhers within their individual discipline.CampusPh.D. recipients will be effective researchers in industrial or academicenvironments, specifically students will understand the technical tools(theory, methodology, statistical analyses, and reporting norms) essentialto the departmental area of study.CampusStudents will develop a research agenda thatallows them to submit research orpedagogical papers for professionalconferences and peer reviewed journals.Students will develop a doctoral program (inconjuntion with their doctoral committee)that will provide research and teachingopportunities within their individualdiscipline while in the college doctoralprogram.Annual review of student progress: Studentprogress (e.g., course grades, researchperformance) is periodically reviewed by thedepartment’s faculty. Each student is pairedwith a major adviser who takes primaryresponsibility for overseeing the process.Accounting: At the end of each springsemester, the department’s doctoraldissertation committee meets to review theprogress of each student. Students who arenot meeting departmental requirements interms of grades, research performance, etc.are counseled out of the program. FIRE:Each student receives an annual letter ofevaluation. The Department’s majorretention decisions involve thecomprehensive exam (administered at theend of the students’ first year) and thesecond year paper, which is scheduled to becompleted and presented by early in thestudent’s third year. ISOM: Each studentreceives an annual evaluation letter whichprovides an assessment for the past year andspecifies appropriate goals for the students’coming year. Management: Each studentreceives an annual letter of evaluation fromthe PhD coordinator, drawing on input fromthe students' advisor or major professors.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAnnual review of student progress: Studentprogress (e.g., course grades, researchperformance) is periodically reviewed by thedepartment’s faculty. Each student is pairedwith a major adviser who takes primaryresponsibility for overseeing the process.Accounting: At the end of each springsemester, the department’s doctoraldissertation committee meets to review theprogress of each student. Students who arenot meeting departmental requirements interms of grades, research performance, etc.are counseled out of the program. FIRE:Each student receives an annual letter ofevaluation. The Department’s majorretention decisions involve thecomprehensive exam (administered at theend of the students’ first year) and thesecond year paper, which is scheduled to becompleted and presented by early in thestudent’s third year. ISOM: Each studentreceives an annual evaluation letter whichprovides an assessment for the past year andspecifies appropriate goals for the students’coming year. Management: Each studentPh.D.-EconomicsPh.D. recipients will be effective researchers in industrial or academicenvironments, specifically students will utilize technical tools to create2 new knowledge through original research.Campusreceives an annual letter of evaluation fromthe PhD coordinator, drawing on input fromthe students' advisor or major professors.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodAnnual review of student progress: Studentprogress (e.g., course grades, researchperformance) is periodically reviewed by thedepartment’s faculty. Each student is pairedwith a major adviser who takes primaryresponsibility for overseeing the process.Accounting: At the end of each springsemester, the department’s doctoraldissertation committee meets to review theprogress of each student. Students who arenot meeting departmental requirements interms of grades, research performance, etc.are counseled out of the program. FIRE:Each student receives an annual letter ofevaluation. The Department’s majorretention decisions involve thecomprehensive exam (administered at theend of the students’ first year) and thesecond year paper, which is scheduled to becompleted and presented by early in thestudent’s third year. ISOM: Each studentreceives an annual evaluation letter whichprovides an assessment for the past year andspecifies appropriate goals for the students’Ph.D.-Economics 3Ph.D. recipients will be effective communicators of advanced knowledgein their area of specialization, specifically students will communicatespecialized information from their field of expertise verbally and inwriting and students will communicate specialized information from theirfield of expertise verbally at a level understandable by an educatedlayman or university undergraduate student.Campuscoming year. Management: Each studentreceives an annual letter of evaluation fromthe PhD coordinator, drawing on input fromthe students' advisor or major professors.Ph.D.-Educational Leadership 1Students will demonstrate advanced levels of knowledge of the corecurricular areas of educational leadership including: school finance andlaw, human resources, technology, data-driven decision-making,diversity, organizational theory, supervision, evaluation, and research.CampusCandidates will successfully complete thequalifying exam as measured by thecandidates’ university faculty advisorycommittee.Ph.D.-Educational Leadership 2Candidate demonstrates clarity of written and oral expression to includeadvanced levels of skill in the core areas of educational leadership,evaluation and dissertation research.CampusCandidates will demonstrate successfulcompletion of the qualifying examinationand oral demonstration of evaluation anddissertation research as measured by thecandidates’ university faculty advisorycommittee.Ph.D.-Educational Leadership 3Candidates will participate in professional organizations and willdemonstrate ethical behavior, professional conduct and communication. CampusCandidates will attend and apply to presentresearch at professional conferences. Thecandidate's faculty advisory committee willdetermine whether candidate successfullymeets this outcome.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Educational Leadership 3Ph.D.-Educational Leadership 2Candidates who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students byunderstanding the larger political, social, economic, legal and culturalissues.Candidate successfully demonstrates competencies and skills ofinstructional leadership, operational leadership and school leadership byapplying knowledge and ability to promote the success of all students.Ph.D.-Educational Psychology 1 Program termination form submitted for approval. CampusPh.D.-Educational Psychology 2 Program termination form submitted for approval. CampusPh.D.-Educational Psychology 3 Program termination form submitted for approval. CampusCampusCampusCandidates will demonstrate successfulcompletion of all assigned tasks and ratingsin the Educator Assessment System (EAS) asdetermined by the faculty advisorycommittee.Candidates will demonstrate successfulcompletion of EAS tasks and ratings asmeasured by the candidates’ universityfaculty advisory committee.Program termination form submitted forapproval.Program termination form submitted forapproval.Program termination form submitted forapproval.Ph.D.-Electrical and Computer Engineering 1 Ability to identify, formulate and solve engineering problems BothThe thesis proposal is an importantrequirement for the PhD degree. The thesiscommittee will assess this outcome using theoral and written components of the thesisproposal defense. Rubric: Based onstudent performance the committee willassign a score based on the Likert scale: 1(poor), 2 (fair), 3 (good), 4 (very good) and 5(excellent). Program Metric: 100% of thestudents evaluated should exhibit 3 or abovePh.D.-Electrical and Computer Engineering 1 Ability to critically read and integrate engineering research literature BothThe thesis proposal is an importantrequirement for the PhD degree. The thesiscommittee will assess this outcome using theoral and written components of the thesisproposal defense. Rubric: Based onstudent performance the committee willassign a score based on the Likert scale: 1(poor), 2 (fair), 3 (good), 4 (very good) and 5(excellent). Program Metric: 100% of thestudents evaluated should exhibit 3 or above

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Electrical and Computer Engineering 2Ability to use applied mathematical and/or modern experimentaltechniquesBothThe thesis committee will assess thisoutcome using the oral and writtencomponents of the thesis proposal defense.Rubric: Based on student performance thecommittee will assign a score based on theLikert scale: 1 (poor), 2 (fair), 3 (good), 4(very good) and 5 (excellent). ProgramMetric: 100% of the students evaluatedshould exhibit 3 or abovePh.D.-Electrical and Computer Engineering 2 Ability to use modern engineering tools for practice at an advance level BothPh.D.-Electrical and Computer Engineering 3 Ability to communicate effectively BothThe thesis committee will assess thisoutcome using the oral and writtencomponents of the thesis proposal defense.Rubric: Based on student performance thecommittee will assign a score based on theLikert scale: 1 (poor), 2 (fair), 3 (good), 4(very good) and 5 (excellent). ProgramMetric: 100% of the students evaluatedshould exhibit 3 or aboveThe thesis committee will assess thisoutcome using the oral and writtencomponents of the thesis proposal defense.Rubric: Based on student performance thecommittee will assign a score based on theLikert scale: 1 (poor), 2 (fair), 3 (good), 4(very good) and 5 (excellent). ProgramMetric: 100% of the students evaluatedshould exhibit 3 or abovePh.D.-English 3Students effectively compete to present at professional meetings and/orpublish their work.CampusStudents will publish scholarly work and/orpresent at scholarly conferences.Ph.D.-English 1 Students have a deep knowledge of their subject area CampusStudents will complete a track form showingcourse distribution and successfulcompletion of courses that include both anin-depth study and breadth of knowledge.Ph.D.-English2 Students are able to identify and develop significant projects in their field. CampusStudents will successfuly complete anddefend a dissertation acceptable to theircommittee and/or will publish scholarlywork within seven years of program entry.Ph.D.-English 2Students are able to construct and successfully teach a course in theirfield at the lower division level.CampusStudent receives comprehensive evaluationsabove 3.8 and a satisfactory externalevaluation from a supervisor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-English 1Students will be able to devise and successfully complete a book lengthmanuscript in their field.CampusStudents will successfully defend adissertation within seven years of admissionto the program.Ph.D.-Entomology and Nematology 1Ph.D.-Entomology and Nematology 1Demonstrate knowledge of insects, other arthropods and/or nematodes,including their relationship with the environment and humans.Demonstrate knowledge of insects, other arthropods and/or nematodes,including their relationship with the environment and humans.CampusCampusStudents will receive a satisfactoryevaluation of their performance in theirprogram each semester by their supervisorycommittee of at least four faculty membersusing a faculty-developed evaluation form.Students will pass their written and oralqualifying examinations as judged by theirsupervisory committee of at least fourfaculty members using a faculty-developedrubric.Ph.D.-Entomology and Nematology 1 Demonstrate an understanding of experimental design and execution. CampusStudents will prepare and present orally andin written form a research proposalevaluated by a committee of faculty using afaculty-developed rubric.Ph.D.-Entomology and Nematology 1 Demonstrate an understanding of experimental design and execution. CampusPh.D.-Entomology and Nematology 1 Demonstrate an understanding of experimental design and execution. CampusStudents will conduct scientifically rigorousoriginal research that is evaluated eachsemester by the student's supervisorycommittee of at least four faculty membersusing a faculty-developed evaluation form.Students will demonstrate the ability tocritically read scientific publications andunderstand experimental design asevidenced by successful completion oflaboratory exercises in all coreentomology/nematology courses and in twosubject area seminar courses, using a facultydesignedrubric.Ph.D.-Entomology and Nematology 2 Develop skills in communicating science orally and in written form. CampusStudents will demonstrate satisfactoryperformance on the research proposalseminar, in two subject matter seminarcourses, in the dissertation exti seminar, andin professional society presentations asjudged by a group of faculty, using a facultydevelopedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Entomology and Nematology 2 Develop skills in communicating science orally and in written form. CampusStudents will produce a high qualitydissertation, as judged by a facultydevelopedrubric, and, within one year aftergraduation, will have prepared one or moremanuscripts judged ready for submission asrefereed journal articles by the student'ssupervisory committee.Ph.D.-Entomology and Nematology 2 Develop skills in communicating science orally and in written form. CampusStudents will demonstrate the ability tointegrate and expand upon ideas critical totheir area of specialization throughsuccessful completion of an end-of-programoral exam administered by the student'ssupervisory committee of at least fourfaculty, using a faculty-developed rubric.Ph.D.-Entomology and Nematology 2 Develop skills in teaching science in informal and formal venues. CampusStudents will be encouraged to serve asteaching assistants and will be evaluated bystudents at the end of the semester. At least80% of evaluated students will receive atleast 3.5 out of 5 on the evaluations.Ph.D.-Entomology and Nematology 2 Develop skills in teaching science in informal and formal venues. CampusPh.D.-Entomology and Nematology 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork, and effective communication.CampusStudents will be encouraged to conductoutreach activities to service the communityand will be evaluated on their participationin these activities by their supervisorycommittee using a faculty developedevaluation form.Students will consistently adhere duringtheir degree program to the University ofFlorida's Honor Code.Ph.D.-Entomology and Nematology 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork, and effective communication.CampusObservation by the faculty of professionalbehavior during class activities, seminars,research work, qualifying examination,dissertation defense, and participation inprofessional societies. These observationswill be shared with the supervisorycommittee and evaluated based on a facultydevelopedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Environmental Engineering Sciences 1Knowledge an ability to identify, formulate, and solve environmentalproblems using scientific and engineering methods and toolsCampusEvaluated in the dissertation and the finaloral defense by the supervisory committee.Rubric: Clear demonstration that this SLO isachieved in statement of the hypotheses,performance of research, and conclusionsdrawn. Metric: Unanimous decision ofpassing grade for dissertation and exam bythe supervisory committee.Ph.D.-Environmental Engineering Sciences 2Skills o an ability to critically read and evaluate engineering or scienceliterature o an ability to use the techniques, methods, and appropriateprofessional tools necessary for professional practice at an advancedlevel o an ability to communicate effectively.CampusEvaluated in the dissertation and the finaloral defense by the supervisory committee.Rubric: Clear demonstration that this SLO isachieved in literature review, methods,presentation of results and conclusionsdrawn. One journal article accepted in arefereed journal. Metric: Unanimousdecision of passing grade for dissertationand exam by the supervisory committee.Ph.D.-Environmental Engineering Sciences 3Professional Behavior o an understanding of professional and ethicalresponsibilityCampusEvaluated in the dissertation and the finaloral defense by the supervisory committee.Rubric: Clear demonstration that this SLO isachieved in the ethical and professionalcompletion of the dissertation specificallyavoiding plagiarism and demonstratinghonesty in performance and documentationof the research. Metric: Unanimous decisionof passing grade for dissertation and examby the supervisory committee.Ph.D.-Epidemiology 2Ability to design and interpret epidemiologic research studies to answerhealth-related research.CampusHow measured: 1. Study design questionson written PhD progression examination. 2.Article critique as part of written PhDprogression examination. Level ofachievement: 80% of PhDstudents/graduates who take the writtenprogression. Who will measure: Graduatefacutly, Department of Epidemiology

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Epidemiology 2Ability to design and interpret epidemiologic research studies to answerhealth-related research.CampusHow measured: 1. Study design questionson written PhD progression examination. 2.Article critique as part of written PhDprogression examination. Level ofachievement: 80% of PhDstudents/graduates who take the writtenprogression. Who will measure: Graduatefacutly, Department of EpidemiologyPh.D.-Epidemiology 1 Demonstrate a thorough understanding of epidemiology concepts. CampusPh.D.-Epidemiology 1 Demonstrate a thorough understanding of epidemiology concepts. CampusHow measured: Passing PhD writtenprogression examination. Level ofachievement: 80% of PhDstudents/graduates who take the writtenprogression Who will measure: Graduatefaculty, Department of EpidemiologyHow measured: Passing PhD writtenprogression examination. Level ofachievement: 80% of PhDstudents/graduates who take the writtenprogression Who will measure: Graduatefaculty, Department of EpidemiologyPh.D.-Epidemiology 3Display ethical behaviors, cultural sensitivity, teamwork, professionalconduct and commuication.CampusHow measured: Student participation inlocal and non-local professionalorganizations and/or community serviceactivities. Students discuss professionaland service activities with their mentors onan annual basis. Level of achievement: Allstudents to participate in at least oneprofessional organization before graduation.Who will measure: Mentor, Phd programdirector, indicated on mentoring form.Ph.D.-Epidemiology 3Display ethical behaviors, cultural sensitivity, teamwork, professionalconduct and commuication.CampusHow measured: Student participation inlocal and non-local professionalorganizations and/or community serviceactivities. Students discuss professionaland service activities with their mentors onan annual basis. Level of achievement: Allstudents to participate in at least oneprofessional organization before graduation.Who will measure: Mentor, Phd programdirector, indicated on mentoring form.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Fisheries and Aquatic Sciences 3Students can effectively communicate and work in teams with peers,interacting honestly, ethically, and with cultural sensitivity. Students willbe able to translate skills, knowledge, and motivation into observablebehaviors related to achieving success in specific situations.CampusDuring the degree program, students adhereto the University of Florida’s Honor Code.Observations will be made by faculty ofprofessional behavior during class activities,the Annual FAS Graduate Student SpringSymposium, research work, qualifying andfinal examination/defense, exit seminar, andparticipation in professional societies. Theseobservations will be shared with andevaluated by the student's supervisorycommittee utilizing a faculty-developedrubric.Ph.D.-Fisheries and Aquatic Sciences 2Students will be able to effectively communicate in both written and oralform.CampusWritten communication skills will beassessed by the approval of the student'swritten research proposal and dissertationby their supervisory committee, bysuccessful passage of their written qualifyingexam, and by the successful completion oftheir coursework, which includes numerouspapers and written exams. Students will alsobe encouraged to publish their research inpeer-reviewed journals, prior to theirgraduation. Student observations of writtencommunication skills will be shared with thesupervisory committee and evaluatedutilizing a faculty-developed rubric.Ph.D.-Fisheries and Aquatic Sciences 2Students will be able to effectively communicate in both written and oralform.CampusOral communication skills will be assessedduring the student's required annual oralpresentation at the FAS Graduate StudentSpring Symposium and during their requiredexit seminar. Evaluations will be performedby members of their supervisory committeeutilizing a faculty-developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Fisheries and Aquatic Sciences 1Ph.D.-Fisheries and Aquatic Sciences 1Students demonstrate a thorough understanding and comprehension ofthe subject matter relevant to their discipline.Students demonstrate a thorough understanding and comprehension ofthe subject matter relevant to their discipline.CampusCampusStudents will successfully take allcoursework listed in their supervisorycommittee-approved 'Program of Study'.Students are graded by faculty instructors. Agrade of “B” is required and studentperformance is reviewed annually by thestudent’s major professor and supervisorycommittee. Both oral and writtenassessments are provided to the student.The supervisory committee assesses thestudent’s ability to evaluate the primaryscientific literature utilizing a facultydevelopedrubric.Students will successfully pass their writtenand oral qualifying exam and final oralexamination, administered by theirsupervisory committee, utilizing a facultydevelopedrubric.Ph.D.-Fisheries and Aquatic Sciences 1Students will demonstrate their competence in research by applying thescientific method and the appropriate methodologies to the generation ofnew knowledge.CampusStudents will successfully prepare andpresent their research proposal, prepare anddefend their dissertation to their supervisorycommittee, and will be evaluated utilizing afaculty-developed rubric.Ph.D.-Fisheries and Aquatic Sciences 2Ph.D.-Fisheries and Aquatic Sciences 2Students will develop an understanding of proper experimental designand execution.Students develop critical thinking, including understanding and evaluatingspoken and written communications.CampusCampusStudents will successfully prepare theirresearch design/proposal, conduct allrequired field and laboratory work,appropriately analyze their data, and prepareand defend their dissertation to theirsupervisory committee. This will beevaluated by a faculty-developed rubric.Students will be evaluated at annualmeetings by their supervisory committee,and at the time of their written/oralqualifying examination and final oralexamination, utilizing a faculty-developedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Food and Resource Economics 1After successful completion of the program students will be able toidentify relevant economic problems.Campusthe student will write a research propositionwhich will be submitted to a committeeidentified by the graduate coordinator inconsultation with the student’s facultyadviser. This proposition will be in thestudent’s primary field of specialization: (1)Agribusiness, (2) Agricultural Economics, (3)Development Economics, or (4) Resourceand Environmental Economics, and will beevaluated using a faculty developed rubric.Ph.D.-Food and Resource Economics 2The program students will be able to identify the relevant theoryapplicable to a problem and possible quantitative approaches to be used.CampusStudents will successfully complete eighteenhours of coursework focusing onmicroeconomic theory (the analysis of theactions of individuals or groups of individualsin the market), macroeconomic theory (themodel of the operations of the economy as awhole through such factors as monetary andfiscal policy), mathematical and numericalmethods in economics, and econometrics(the development of statistical models ofeconomic relationships for either testinghypothesis regarding economic relationshipsor parameterizing models for policyanalysis). After the successful completion ofthe first two semesters, the students willtake an examination over this core materialadministered by the department. Thequestions are submitted and graded by thefaculty who teach the core courses utilizing afaculty developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Food and Resource Economics 3Ph.D.-Food and Resource Economics 3Ph.D.-Food Science and Human Nutrition 1Conduct a research project which generates original results whichcontribute to the discipline’s knowledge and communicate those resultsto an appropriate audience.Conduct a research project which generates original results whichcontribute to the discipline’s knowledge and communicate those resultsto an appropriate audience.Advanced comprehension and mastery of several components andinteractions of food and health.CampusCampusCampusStudents will present a proposed dissertationtopic to the department. This proposal (1)states the problem and it’s economic orpolicy relevance, (2) lays out the appropriateeconomic theory and quantitativeprocedures, (3) stipulates the source of data,and (4) the anticipated results and possiblepublication venues for the results. Successfulcompletion of the dissertation proposal isestablished by consensus of the student’sadvisory committee using a facultydeveloped rubric.Upon successful defense of the will completetheir proposed research and defend theresults of their research to their advisorycommittee using a faculty developed rubric.Evaluation of the student’s completeprogram of study by the SupervisoryCommittee, the Department, the College,and the University utilizing a facultydeveloped rubric.Ph.D.-Food Science and Human Nutrition 1Advanced comprehension and mastery of several components andinteractions of food and health.Ph.D.-Food Science and Human Nutrition 2 Development of critical thinking skills. CampusPh.D.-Food Science and Human Nutrition 2 Development of critical thinking skills. CampusDemonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongPh.D.-Food Science and Human Nutrition 3 faculty and staff.CampusCampusEvaluation by the Supervisory Committeeduring the written and oral ComprehensiveExamination and during the Defense of theDissertation and by the faculty during thefinal Seminar.Evaluation of the dissertation proposal andfinal dissertation by the SupervisoryCommittee utilizing a faculty developedrubric.Evaluation during the ComprehensiveExamination by the Supervisory Committeeand of the student’s final Seminar by thefaculty utilizing a faculty developed rubric.Adherence to the University’s Student HonorCode and Student Conduct CodePh.D.-Food Science and Human Nutrition 3Demonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongfaculty and staff.CampusAnnual written evaluation of performanceand professional attitude by the student’ssupervisory committee utilizing a facultydevelopedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Food Science and Human Nutrition 3Demonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongfaculty and staff.CampusObservations and feedback by faculty andstaff to the student’s supervisory committeeregarding the performance of course classactivities, the Comprehensive Examinationand Dissertation Defense, laboratoryactivities, and participation in professionalsocieties utilizing a faculty developed rubric.Ph.D.-Food Science and Human Nutrition 2Competency in research planning, methodologies, performance, andinterpretation for the discovery of new information.CampusEvaluation of the student’s dissertationproposal, research performance, and qualityof dissertation tome by the SupervisoryCommittee utilizing a faculty developedrubric.Ph.D.-Food Science and Human Nutrition 2Ph.D.-Food Science and Human Nutrition 2Competency in research planning, methodologies, performance, andinterpretation for the discovery of new information.Competency in research planning, methodologies, performance, andinterpretation for the discovery of new information.CampusCampusEvaluation by the Supervisory Committeeduring the Comprehensive Examination andDefense of the Dissertation as well as thefinal Seminar utilizing a faculty developedrubric.Submission of at least one research abstractto a professional meeting and submission ofat least one manuscript for publication thatmeets the faculty developed criteria forcompetency in research planning,methodology, and discovery of newinformation.Ph.D.-Forest Resources and Conservation 1Competency in major-specific and related subject matter areas relevantto the individualized focus of the degree program, e.g. physiology,genetics, ecology, economics, geomatics, management, environmentaleducation, silviculture, pathology, and policy.CampusSupervisory Committee evaluation ofindividualized Programs of Study (scope,depth, rigor) utilizing a faculty developedrubric.Ph.D.-Forest Resources and Conservation 1Competency in major-specific and related subject matter areas relevantto the individualized focus of the degree program, e.g. physiology,genetics, ecology, economics, geomatics, management, environmentaleducation, silviculture, pathology, and policy.CampusSupervisory Committee evaluation ofqualifying exams and dissertation defenseutilizing a faculty developed rubric.Ph.D.-Forest Resources and Conservation 2Competence in critical evaluation of literature, analysis and synthesis ofinformation, understanding and applying experimental and/or descriptiveresearch methodologies, creating new knowledge through discovery, andeffectively communicating information and ideas relevant to their specificprogram of study.CampusSupervisory Committee evaluation ofindividualized Programs of Study (scope,depth, rigor) utilizing a faculty developedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Forest Resources and Conservation 2Competence in critical evaluation of literature, analysis and synthesis ofinformation, understanding and applying experimental and/or descriptiveresearch methodologies, creating new knowledge through discovery, andeffectively communicating information and ideas relevant to their specificprogram of study.CampusSupervisory Committee evaluation ofwritten/oral exams, seminar, anddissertation defense utilizing a facultydeveloped rubric.Ph.D.-Forest Resources and Conservation 3Ph.D.-Forest Resources and Conservation 3Honest, ethical, and culturally sensitive behavior and practices in allscholarly activities including teaching, research, and outreach.Honest, ethical, and culturally sensitive behavior and practices in allscholarly activities including teaching, research, and outreach.CampusCampusCompliance with University of FloridaStudent Honor Code.Faculty observations of behavior andpractices in the classroom, at meetings andseminars, in the conduct of scholarly work,and during all examinations utilizing a facultydeveloped rubric.Knowledge 1 Students will master the core knowledge for the Genetics& Genomics Graduate Program (genetics, genomics, bioinformatics,statistics, ethics). Knowledge 2 Students will master the discipline andPh.D.-Genetics and Genomicsresearch project-related knowledge to complete their dissertation1 research.CampusSkills 1 Students will master the ability to read, interpret, and criticallyanalyze the published literature of their selected field. They will masterthe skill in presenting analysis of the literature in a formal, structuredPh.D.-Genetics and Genomics 2 class-like setting.CampusCore knowledge will be assessed during thefall and spring semesters of the first year viawritten examinations and small groupexercises. The ability to integrate thecombined knowledge from the courses ofthe first year will be tested during acomprehensive first-year qualifying examthat the students need to pass in order to beallowed to continue their graduate studies.During the entire graduate studyassessments will be made through writtenexaminations in courses, small groupexercises in courses, journal clubparticipation and presentation, regularcommittee meetings, and ultimately in thewritten and oral qualifying examination forentry into candidacy. However, mastery ofknowledge does not cease with thequalifying examination. Assessmentcontinues throughout the candidacy periodin committee meetings until the defense ofthe dissertation.Skill in use of the literature will be assessedvia journal clubs, which are mandatoryduring every semester throughout thetenure of the student.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodProfessionalism 1 Students will demonstrate professionalism in theirPh.D.-Genetics and Genomicsconduct of research, specifically knowledge of and adherence to ethicalconduct in research and adherence to appropriate safety, administrative,3 and regulatory rules.CampusProfessional and ethical research conductwill be covered initially during the ‘Ethics inGenetics’ core course and as part of theweekly journal club all students are requiredto attend. Professionalism will continuallybe monitored by the student's committeeand associated faculty as appropriate.However, in terms of safety and adherenceto regulations, it will be the primary mentorwho will assess these behaviors in thelaboratory setting.Knowledge 2 Students will master the discipline and research projectrelatedknowledge to complete their dissertation Ph.D.-Genetics and Genomics 1research.CampusMastery of the material covered in additionaladvanced courses in year 2 will be assessedbased on exams and assignments. Disciplineand research-focused knowledge will beassessed at the qualifying examination,committee meetings of the student, andultimately at the dissertation defense.Ph.D.-Genetics and Genomics 2Skills 2: Students will master the skill of the scientific method: formulatinghypotheses based on their ability to explore and interpret primaryliterature, their own experimental observations, and those of others;designing a technically sound and up-to-date experimental plan withappropriate controls; executing the experimental plan in a technicallyproficient manner; interpreting the data; and then reformulatinghypotheses.CampusThe scientific method will be assessedprimarily via the student's committee atregularly scheduled committee meetings,the qualifying examination, and ultimatelythe dissertation defense. However, certainformal courses may include assessment ofmastery of the scientific method in exercisesand examinations.Ph.D.-Genetics and Genomics 3Students will demonstrate professionalism in their presentation of theirown research results in oral and written formats.CampusOral and written presentation behaviors willbe assessed by the student's primary adviser,the student's committee, the facultyinstructors of the weekly journal club, and allassociated faculty who contact the studentduring presentations such as researchconferences.Ph.D.-Geography 1Students demonstrate knowledge of the subject matter related to theirdiscipline.CampusStudents will demonstrate satisfactory abilityto integrate and expand on ideas critical totheir area of specialization through writtenand/or oral examinations administered bytheir supervisory committee using a rubricdeveloped by the program.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Geography 2 Students think critically about the emerging science in their discipline. CampusStudents will demonstrate satisfactory abilityto present the results of their research intheir written dissertation and during the oraldefense of their work as determined by theirsupervisory committee following agreedupon criteria.Ph.D.-Geography 3Students will exhibit professional behavior and ethical practice during theconduct of their research.CampusStudents will give abstracts andpresentations/posters to regional, state andnational conferences. Students will conducttheir research with high levels ofprofessionalism as outlined by theirsupervisory committee.Ph.D.-Geology 1Ph.D.-Geology 1Ph.D.-Geology 1Students are able to articulate orally and in writing the results andapplications of their research and scholarship. They should know thebasic concepts, theories, and observational findings related to Earthmaterials and processes as they pertain to the student’s researchemphasis that forms the foundation of a doctoral dissertation.Students are able to articulate orally and in writing the results andapplications of their research and scholarship. They should know thebasic concepts, theories, and observational findings related to Earthmaterials and processes as they pertain to the student’s researchemphasis that forms the foundation of a doctoral dissertation.Students are able to articulate orally and in writing the results andapplications of their research and scholarship. They should know thebasic concepts, theories, and observational findings related to Earthmaterials and processes as they pertain to the student’s researchemphasis that forms the foundation of a doctoral dissertation.CampusCampusCampus90% of the students will demonstratesatisfactory ability to present the scientificfoundation of their research and scholarshipin a combined preliminary examination anddissertation proposal defense as determinedby their supervisory committee followingagreed upon criteria.90% of the students will demonstratesatisfactory ability to present the results oftheir research and scholarship in theirwritten thesis and during an oral defense oftheir work as determined by theirsupervisory committee following agreedupon criteria.90% of the students will demonstrateaccuracy in the conduct of their research andscholarship during the completion anddefense of their dissertation as assessed bytheir supervisory committee followingdepartment standards.Ph.D.-Geology 2Demonstrate problem solving skills by: Analyzing data in the publishedliterature; Synthesizing analog and digital datasets to produce originalgeologic maps and/or datasets; Applying the scientific method to analysisof published and self-generated data.Campus90% of the students will demonstratesatisfactory ability to analyze data,synthesize maps and apply the scientificmethod as measured by performance duringan oral defense of their work as determinedby their supervisory committee followingagreed upon criteria.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Geology 2Demonstrate problem solving skills by: Analyzing data in the publishedliterature; Synthesizing analog and digital datasets to produce originalgeologic maps and/or datasets; Applying the scientific method to analysisof published and self-generated data.CampusPh.D.-GeologyStudents will demonstrate professional attributes such as: attendinglocal, regional or national conferences and skills such as writing/preparingprofessional communications; conducting research in an ethical and3 responsible mannerCampusStudents will demonstrate professional attributes such as: attendinglocal, regional or national conferences and skills such as writing/preparingprofessional communications; conducting research in an ethical andPh.D.-Geology 3 responsible mannerCampusStudents will demonstrate professional attributes such as: attendinglocal, regional or national conferences and skills such as writing/preparingprofessional communications; conducting research in an ethical andPh.D.-Geology 3 responsible mannerCampusPh.D.-German 1Ph.D.-German 2SLO Stated in Measurable Terms: Demonstrate a thorough understandingand comprehension of the core areas of German literary and culturalstudies for a specific area of research within this field for the Ph.D., asagreed upon by the faculty of the department.SLO Stated in Measurable Terms: Literary/Cultural Studies: Demonstratethe ability to analyze and interpret German literary and cultural products,apply results to broader context and engage in academic discourse viawriting and oral presentation.CampusCampus90% of the students will demonstratesatisfactory ability to analyze data,synthesize maps and apply the scientificmethod as measured by performance withina dissertation approved by their graduatecommittee based upon defined performancecriteria.80% of PhD graduate students will providedocumentation that they submitted aresearch abstract to a local, regional ornational conference. The student’ssupervisory committee evaluates completionof this requirement at time of final thesisexamination.100 % of students will attend a departmentResponsible Conduct of Research (RCR)orientation session50% will attend Research Ethics workshopsetc., at professional meetings.Assessment Method: PhD: Dissertationread and approved by committee members;dissertation successfully defended orally atmeeting of committee membersAssessment Method: PhD: Dissertation readand approved by committee members;dissertation successfully defended orally atmeeting of committee membersSLO Stated in Measurable Terms: Display knowledge of ethical humandata collection, professional conduct and ethical academic writing skillsPh.D.-German 3 (as established by the Modern Language Association).Demonstrate a thorough understanding and comprehension of subjectmatter relevant to the discipline – exercise physiology, biobehaviorialscience, health behavior, recreation, parks and tourism, or sportPh.D.-Health and Human Performance 1 management.CampusCampusAssessment Method: Successful completionof a graduate seminar including completionof a paper that represents a significant pieceof independent research. Also, annualdiscussion and evaluation of students’ethical behavior done by the faculty at themeeting of graduate student assessment.Successful written and/or oral qualifyingexam per department standards andguidelines.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Health and Human Performance 1Demonstrate a thorough understanding and comprehension of traditionaland current research methods in their discipline - exercise physiology,biobehaviorial science, health behavior, recreation, parks and tourism, orsport management.CampusSuccessful written dissertation proposalsubmitted and presented to graduate facultyper department standards and guidelines.Ph.D.-Health and Human Performance 2Demonstrate proficiency in the use of appropriate research methods asdetermined by the discipline and faculty committee.CampusSuccessful completion of dissertation perdepartment standards and guidelines.Ph.D.-Health and Human Performance 2Articulate orally and in writing the results of their research andscholarship.CampusAnnually submit their research/scholarshipfor publication in a peer-reviewed journal.Ph.D.-Health and Human Performance 2Articulate orally and in writing the results of their research andscholarship.CampusAnnually present their research/scholarshipat a state, national and/or internationalprofessional meeting.Ph.D.-Health and Human Performance 3Demonstrate proficiency in ethical conduct of research that is suitable fortheir discipline.CampusSuccessful completion of disseration perdepartment standards and guidelines.Ph.D.-Health Services Research 1Ph.D.-Health Services Research 1Ph.D.-Health Services Research 2Students will achieve Competency in the Theory and Methods of HealthServices ResearchStudents will demonstrate understanding of health and health caresystems.Students will demonstrate competency for conducting health serviceresearch.Ph.D.-Health Services Research 3 Students will demonstrate ethical research conduct. CampusCampusCampusCampus80% of students will achieve passing gradesin required courses. 80% of students willpass their Qualifying Examinations80% of students receive passing grades inrequired courses.80% of students pass theirQualifying Examinations.80% of students receive passing grades inresearch methodology courses. 80% ofstudents pass qualifying examination.80% ofstudents reflect understanding indissertation proposal and in final dissertationdefense.100% completion and passing on the IRB andHIPPA training. No incidents of IRB or HIPPAviolations.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodHow will it be measured? Knowledge will beassessed via three methods: coursework,qualifier examination, and dissertationcompletion. Coursework: knowledge willbe measured through 1) written assignmentsincluding literature reviews, journal andbook critiques, program and researchproposals, reflection papers, pilot studiesand examinations. 2) oral assignmentsincluding presentations and classparticipation. Qualifier examination: thequalifier examination is a take-home, essayquestions exam designed for each studentaccording to the core content knowledge ofthe program, the knowledge of the specificdissertation topic of the student, andresearch methodology proficiency expectedto complete a dissertation. Dissertation:the dissertation is assessed by its relevanceto the literature on the topic, significance,soundness of the research methodology andresults, and level of relevance of the resultsto the field of higher education in terms ofimplications to research, practice, and policy.A sound dissertation should reflect adequateTo develop an understanding of: •the role of higher education issociety •the broad sector of higher education at a national, state,regional, and institutional level •the institutional functioning of highereducation institutions including issues related to leadership andgovernance, funding, the role of the government as well as issuespertaining to students, faculty, and administrators •major global andPh.D.-Higher Education Administration 1 national trends affecting higher educationCampusknowledge proficiency. What is thedesired level of achievement? All studentsare expected to demonstrate satisfactory

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodHow will it be measured? Knowledge will beassessed via three methods: coursework,qualifier examination, and dissertationcompletion. Coursework: knowledge willbe measured through 1) written assignmentsincluding literature reviews, journal andbook critiques, program and researchproposals, reflection papers, pilot studiesand examinations. 2) oral assignmentsincluding presentations and classparticipation. Qualifier examination: thequalifier examination is a take-home, essayquestions exam designed for each studentaccording to the core content knowledge ofthe program, the knowledge of the specificdissertation topic of the student, andresearch methodology proficiency expectedto complete a dissertation. Dissertation:the dissertation is assessed by its relevanceto the literature on the topic, significance,soundness of the research methodology andresults, and level of relevance of the resultsto the field of higher education in terms ofimplications to research, practice, and policy.A sound dissertation should reflect adequateTo acquire a working knowledge of: •the literature in the field of higherknowledge proficiency. What is theeducation •qualitative and quantitative research methodologies applieddesired level of achievement? All studentsPh.D.-Higher Education Administration 1 to the study of higher educationCampusare expected to demonstrate satisfactory

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodHow will it be measured? Skillscompetency will be assessed via threemethods: coursework, qualifier examination,and dissertation completion. Coursework:skills competency will be measured through1) written assignments including literaturereviews, journal and book critiques, programand research proposals, reflection papers,pilot studies and examinations. 2) oralassignments including presentations andclass participation. Qualifier examination:the qualifier examination is a take-home,essay questions exam designed for eachstudent according to the core contentknowledge of the program, the specificdissertation topic of the student, andresearch methodology proficiency expectedto complete a dissertation. Skills competencywill be also evaluated during the qualifierexamination. Dissertation: the dissertationis assessed by its relevance to the literatureon the topic, significance, soundness of theresearch methodology and results, and levelof relevance of the results to the field ofhigher education in terms of implications toresearch, practice, and policy. A soundTo develop an ability to relate and apply major concepts and theories indissertation should reflect adequate skillsPh.D.-Higher Education Administration 2 the literature to specific higher education issues, cases and settings Campusproficiency. What is the desired level of

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodHow will it be measured? Skillscompetency will be assessed via threemethods: coursework, qualifier examination,and dissertation completion. Coursework:skills competency will be measured through1) written assignments including literaturereviews, journal and book critiques, programand research proposals, reflection papers,pilot studies and examinations. 2) oralassignments including presentations andclass participation. Qualifier examination:the qualifier examination is a take-home,essay questions exam designed for eachstudent according to the core contentknowledge of the program, the specificdissertation topic of the student, andresearch methodology proficiency expectedto complete a dissertation. Skills competencywill be also evaluated during the qualifierexamination. Dissertation: the dissertationis assessed by its relevance to the literatureon the topic, significance, soundness of theresearch methodology and results, and levelof relevance of the results to the field ofhigher education in terms of implications toresearch, practice, and policy. A soundPh.D.-Higher Education Administration 2To develop skills of analysis, synthesis, research, and communication(verbal and written) concerning issues and topics related to highereducationCampusdissertation should reflect adequate skillsproficiency. What is the desired level of

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodHow will it be measured? Skillscompetency will be assessed via threemethods: coursework, qualifier examination,and dissertation completion. Coursework:skills competency will be measured through1) written assignments including literaturereviews, journal and book critiques, programand research proposals, reflection papers,pilot studies and examinations. 2) oralassignments including presentations andclass participation. Qualifier examination:the qualifier examination is a take-home,essay questions exam designed for eachstudent according to the core contentknowledge of the program, the specificdissertation topic of the student, andresearch methodology proficiency expectedto complete a dissertation. Skills competencywill be also evaluated during the qualifierexamination. Dissertation: the dissertationis assessed by its relevance to the literatureon the topic, significance, soundness of theresearch methodology and results, and levelof relevance of the results to the field ofhigher education in terms of implications toresearch, practice, and policy. A soundTo write academically according to APA style and to other audiencesdissertation should reflect adequate skillsPh.D.-Higher Education Administration 2 effectivelyCampusproficiency. What is the desired level of• To display ethical behaviors according to professional standards relatedto research and publishing and practice • To demonstrate culturalsensitivity, awareness, and empathy • To abide to the expectations andPh.D.-Higher Education Administration 3 norms of the discipline and professionStudents will demonstrate basic knowledge of major issues in the historyof their fields of study as well as mastery of the relevant body ofPh.D.-History 1 historiography.CampusCampusHow will it be measured? Professionalbehavior will be assessed through the qualityof academic work and through theinteractions with classmates, peers, andfaculty in the program and within the field ofhigher education at large. What is thedesired level of achievement? All studentsare expected to demonstrate satisfactoryprofessional behavior in all interactions andcircumstances as well as in al academic andprofessional work. Who will measure?Faculty members teaching courses in theprogram, dissertation chairs and committeemembers, peers in the field and classmates.Evaluated by written and oral examinationscomposed and assessed by a committee offaculty

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-History 2Ph.D.-History 3Students will demonstrate an ability to design and teach courses asteaching assistants or primary instructors.Students will demonstrate an ability to contribute to the internationalcommunity of historians in their field through the publication of theirresearch.CampusCampusMeasured by faculty supervisors who willobserve and review Teaching Assistants' andTeaching Associates' performance in theclassroom.Students will submit a journal article, a bookchapter, a book review, or an encyclopediaarticle for publication before completing thePhD.Ph.D.-History 2Students will demonstrate a mastery of the methods and practices ofhistorical research and writing.CampusStudents will complete and defend adoctoral dissertation based on originalresearch which demonstrates a new andunique interpretation of the material.Ph.D.-Horticultural Science 1Knowledge: Students will obtain contemporary and relevant knowledgein the various disciplines of Horticultural Sciences including understandplant physiology and plant genetics as related to horticultural plantgrowth and development, and the integration of structure and function ofthe whole plant.CampusThe graduate Supervisory Committee will bethe primary evaluator of the student’s abilityto obtain contemporary and relevantknowledge in the various disciplines ofHorticultural Sciences with formalassessments made through the final examand dissertation defense utilizing a rubricdesigned by faculty.Ph.D.-Horticultural Science 2Students will be able to demonstrate problem-solving skills throughexperimental design and data analysis required for successful productionof fruits, vegetables and ornamental crops.CampusStudent’s supervisory committee willevaluate student’s problem solving skills intheir research program at regularsupervisory committee meetings; bysatisfactory performance on qualifying andfinal examinations and in presentations informal seminar classes utilizing rubricsdesigned by faculty.Ph.D.-Horticultural Science 3Professional Behavior: Understand and display ethical behaviors, culturalsensitivity, teamwork, and professional conduct.CampusIn courses, all students are made aware ofthe UF honor code, the seriousness ofviolating the code is discussed, andadherence to the code is monitored.Professional behavior will be evaluated,especially by the major advisor and thegraduate Supervisory Committee duringseminars, participation and presentations atprofessional meetings, scientific writings andin interpersonal relationships utilizing afaculty developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Horticultural Science 1Ph.D.-Horticultural Science 1Students will become knowledgeable of new techniques and technologiesfrom associated disciplines.CampusStudents will understand how to evaluate horticultural systems,components and/or processes to meet industry and societal needs withinrealistic economic, environmental, social, political, ethical, health andsafety, manufacturability and sustainability constraints.CampusAssessment Method: The graduateSupervisory Committee will be the primaryevaluator of the student’s ability to becomeknowledgeable of new techniques andtechnologies with formal assessments madethrough the final exam and dissertationdefense utilizing a rubric designed by faculty.Assessment Method: The graduateSupervisory Committee will be the primaryevaluator of student’s ability to evaluatehorticultural systems formal assessmentsmade through the final exam anddissertation defense utilizing a rubricdesigned by faculty.Ph.D.-Horticultural Science 2Students will develop effective communication skills whencommunicating technical data and design information to other students,scientists, and the public.CampusStudent’s supervisory committee willevaluate student’s communication skills atregular supervisory committee meetings; bysatisfactory performance on qualifying andfinal examinations and in presentations informal seminar classes utilizing rubricsdesigned by faculty

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Industrial and Systems Engineering 1Each student must develop a depth of expertise and specialization in aselected area of research focus within the field of operations researchand industrial engineering.BothBeyond maintaining strong classroomperformance, all Ph.D. students must pass arigorous set of examinations at the end ofthe first year of study in the coremethodological areas of Industrial andSystems Engineering. By the end of the thirdyear of the program, each student must passan oral examination administered by afaculty committee. In addition, thedepartment’s graduate committee,comprised of four graduate facultymembers, performs an annual reviewassessing the academic and researchperformance of each Ph.D. student, andissues an evaluation letter to the student.These examinations and reviews assess thestudent’s progress in achieving expectedlearning outcomes throughout the program.For the final examination, the student mustcomplete a dissertation and oral defensebefore a faculty committee. Each studentwill be evaluated by their faculty committeeon a five-point Likert scale with respect toeach learning outcome. This evaluation willbe performed no earlier than six monthsprior to graduating, and will require eachstudent to be rated on their proficiency levelin independent research, preparation for a

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Industrial and Systems Engineering 2Students should be proficient in independent research on methodologiesand applications in operations research and industrial engineering.BothBeyond maintaining strong classroomperformance, all Ph.D. students must pass arigorous set of examinations at the end ofthe first year of study in the coremethodological areas of Industrial andSystems Engineering. By the end of the thirdyear of the program, each student must passan oral examination administered by afaculty committee. In addition, thedepartment’s graduate committee,comprised of four graduate facultymembers, performs an annual reviewassessing the academic and researchperformance of each Ph.D. student, andissues an evaluation letter to the student.These examinations and reviews assess thestudent’s progress in achieving expectedlearning outcomes throughout the program.For the final examination, the student mustcomplete a dissertation and oral defensebefore a faculty committee. Each studentwill be evaluated by their faculty committeeon a five-point Likert scale with respect toeach learning outcome. This evaluation willbe performed no earlier than six monthsprior to graduating, and will require eachstudent to be rated on their proficiency levelin independent research, preparation for a

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Industrial and Systems Engineering 3Students should be prepared for a career in academia, industry, orgovernment agency. With respect to academic positions, each studentshould be capable of teaching at the university level and serving onacademic committees. With respect to the industry and governmentorganizations, students should be able to provide contributions of valueto these professional organizations. In either case, students should bewell prepared for lifelong service to the Industrial and SystemsEngineering community.BothBeyond maintaining strong classroomperformance, all Ph.D. students must pass arigorous set of examinations at the end ofthe first year of study in the coremethodological areas of Industrial andSystems Engineering. By the end of the thirdyear of the program, each student must passan oral examination administered by afaculty committee. In addition, thedepartment’s graduate committee,comprised of four graduate facultymembers, performs an annual reviewassessing the academic and researchperformance of each Ph.D. student, andissues an evaluation letter to the student.These examinations and reviews assess thestudent’s progress in achieving expectedlearning outcomes throughout the program.For the final examination, the student mustcomplete a dissertation and oral defensebefore a faculty committee. Each studentwill be evaluated by their faculty committeeon a five-point Likert scale with respect toeach learning outcome. This evaluation willbe performed no earlier than six monthsprior to graduating, and will require eachstudent to be rated on their proficiency levelin independent research, preparation for aPh.D.-Interdisciplinary Ecology 1Thorough understanding of the components, processes, and interactionsof the social-ecological system.CampusEvaluation of the student's Program of Studyby the Supervisory Committee and theSchool using the rubric developed by facultyatwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/doctoral.htm.Ph.D.-Interdisciplinary Ecology 1Thorough understanding of the components, processes, and interactionsof the social-ecological system.CampusEvaluation of the student's Program of Studyby the Supervisory Committee and theSchool using the rubric developed by facultyatwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/doctoral.htm.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Interdisciplinary Ecology 1Thorough understanding of the components, processes, and interactionsof the social-ecological system.CampusEvaluation by the Supervisory Committeeduring the qualifying examination anddissertation defense using the rubricdeveloped by faculty atwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/doctoral.htm.Ph.D.-Interdisciplinary Ecology 1Thorough understanding of the components, processes, and interactionsof the social-ecological system.CampusEvaluation by the Supervisory Committeeduring the qualifying examination anddissertation defense using the rubricdeveloped by faculty atwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/doctoral.htm.Ph.D.-Interdisciplinary Ecology 2Competence in research methodologies for applying the scientificmethod to the generation of new knowledge.CampusEvaluation of the student's Program ofStudy, the qualifying examination, and thedissertation defense based on a rubricdeveloped by faculty atwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/doctoral.htm.Ph.D.-Interdisciplinary Ecology 2Competence in research methodologies for applying the scientificmethod to the generation of new knowledge.CampusEvaluation of the student's Program ofStudy, the qualifying examination, and thedissertation defense based on a rubricdeveloped by faculty atwww.snre.ufl.edu/graduate/curriculum.htmandwww.snre.ufl.edu/graduate/doctoral.htm.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Interdisciplinary Ecology 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork, and effective communication.CampusConsistent adherence during the degreeprogram to the University of Florida's HonorCode. Observation by the faculty ofprofessional behavior during class activities,seminars, research work, qualifyingexamination, dissertation defense, andparticipation in professional societies. Thesebehaviors will be evaluated over theduration of the student's degree program bythe members of the Supervisory Committeeand assessed according to a facultydevelopedrubric at the time of thedissertation defensePh.D.-Interdisciplinary Ecology 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork, and effective communication.CampusConsistent adherence during the degreeprogram to the University of Florida's HonorCode. Observation by the faculty ofprofessional behavior during class activities,seminars, research work, qualifyingexamination, dissertation defense, andparticipation in professional societies. Thesebehaviors will be evaluated over theduration of the student's degree program bythe members of the Supervisory Committeeand assessed according to a facultydevelopedrubric at the time of thedissertation defensePh.D.-Linguistics 1Demonstrate a thorough understanding and comprehension of the coreareas of linguistic study, as agreed upon by the faculty of the department,and of a specific area of research within the field. Campus Dissertation approved by committee.Demonstrate the ability to critically analyze and interpret language andlanguage-related data, apply results to broader context and engage inPh.D.-Linguistics 2 academic discourse via writing and oral presentationDisplay knowledge of ethical human data collection, professional conductand ethical academic writing skills (as established by Linguistic Society ofPh.D.-Linguistics 3 America Ethics Statement)CampusCampusDissertation defended and approved bycommittee members.Pass rubric exam or project as part ofIntroduction to Graduate Research (LIN6084)

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Marriage and Family Counseling 1Common core curricular experiences and demonstrated knowledge ineach of the eight common core curricular areas are required of allstudents in the programCampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.Ph.D.-Marriage and Family Counseling 2Professional practice, which includes practicum and internship, providesfor the application of theory and the development of counseling skillsunder supervision. These experiences will provide opportunities forstudents to counsel clients who represent the ethnic and demographicdiversity of their community.CampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Marriage and Family Counseling 31. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies thatprovide an understanding of all of the following aspects of professionalfunctioning a. history and philosophy of the counseling profession; b.professional roles, functions, and relationships with other human serviceproviders, including strategies for interagency/interorganizationcollaboration and communications c. counselors’ roles andresponsibilities as members of an interdisciplinary emergencymanagement response team during a local, regional, or national crisis,disaster or other trauma-causing event; d. self-care strategiesappropriate to the counselor role; e. counseling supervision models,practices, and processes; f. professional organizations, includingmembership benefits, activities, services to members, and current issues;g. professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; h. the role and process of the professional counseloradvocating on behalf of the profession; i. advocacy processes needed toaddress institutional and social barriers that impede access, equity, andsuccess for clients; and j. ethical standards of professional organizationsand credentialing bodies, and applications of ethical and legalconsiderations in professional counselingCampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.Ph.D.-Mass Communication 1Development of a thorough understanding of mass communicationtheory and proficiency in research methods surrounding a specific areaof expertise in the mass communication fieldCampusAll doctoral students will demonstrateknowledge through successful completion ofat least 5 advanced-level courses (thoserequiring a completed research project ofconference or publication level quality) asmeasured by the graduate faculty andoutside reviewers of research.Ph.D.-Mass CommunicationDevelopment of a thorough understanding of mass communicationtheory and proficiency in research methods surrounding a specific area1 of expertise in the mass communication fieldCampusDemonstrate, thorough understanding of communication subject andmethodology, the ability to successfully complete research studiesthrough conceptualization, methodological expertise, analysis andsubmission to professional conferences and publication in peer-reviewedPh.D.-Mass Communication 2 journals.CampusAll doctoral students will conceptualize, carryout and successfully defend a theoreticaldissertation on a topic in his or her area ofexpertise as measured by the students’doctoral dissertation committeeAll students completing the program willproduce conference or publication levelresearch studies and dissertation.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Mass Communication 2Demonstrate, thorough understanding of communication subject andmethodology, the ability to successfully complete research studiesthrough conceptualization, methodological expertise, analysis andsubmission to professional conferences and publication in peer-reviewedjournals.CampusSuccessful placement in academic orprofessional research positionsPh.D.-Mass Communication 3Ph.D.-Mass Communication 3Display of ethical behaviors, cultural sensitivity and appreciation fordiverse viewpoints, leadership, independent and creative thinking.Participation in professional and academic service activities that developleadership skillsCampusCampusThese behaviors are incorporated into thedoctoral colloquium class. A satisfactorygrade in these classes must be achieved toreach this competency as measured by thegraduate faculty.Students submit an updated CV annuallydocumenting these activities. The CV issubmitted to both the students’ chairs andto the Associate Dean for Graduate Studiesfor reviewPh.D.-Materials Science and Engineering 1 An ability to identify, formulate, and solve engineering problems. BothEvaluated in dissertation. Rubric: Student isable to identify unknown aspects ofstructure-property-processing relationshipsfor a materials system and formulate anapproach to elucidating those aspects usingengineering and/or scientific principles at alevel appropriate to doctoral research.Ph.D.-Materials Science and Engineering 1 An ability to critically read engineering literature BothEvaluated in dissertation. Rubric: Studentcan obtain information from primaryliterature and technical reports, and canintegrate that information to reachconclusions regarding the current state ofthe art and areas in which further research isneeded.Ph.D.-Materials Science and Engineering 2An ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice at an advanced level.BothEvaluated in dissertation. Rubric: Studentdemonstrates proficiency on appropriateexperimental or computational techniquesused for materials characterization, and usesthese techniques to investigate structureproperty-relationshipsin material systems ata level appropriate to doctoral research.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Materials Science and Engineering 3 An understanding of professional and ethical responsibility. BothEvaluated in dissertation research activities.Rubric: Student demonstrates an ability towork cooperatively with others, interact withsupervisors, follow guidelines forappropriate management of data, and followsafety requirements for working in aresearch laboratory.Ph.D.-Materials Science and Engineering 3 An ability to communicate effectively. BothEvaluated in dissertation. Rubric: Student isable to write and orally present the results ofa research project in a manner that clearlycommunicates the project’s objectives,procedures, results, and conclusions.(1) Acquire an understanding of mathematics across a broad range ofsubjects. Measured by whom: Course instructors. (2) Achieve adeeper understanding of mathematics in chosen specialties. Howmeasured: Comprehensive written examinations in two chosen areas.Desired level: 100% pass both examinations. Measured by whom:Ph.D.-Mathematics 1 Examination committees.Campus1. How measured: Performance in 36 creditsof coursework at 6000-level and above. .Measured by whom: Course instructors. 2.How measured: Comprehensive writtenexaminations in two chosen areas. HighImportance of dissertation,defense andqualifying exams Measured by whom:Examination committees.Skills (1) Demonstrate skill in formulation of problems and theirsolution, along with an appreciation of their origins and relationships.How measured: Doctoral dissertation. Measured by whom: Doctoralsupervisory committee. (2) Demonstrate skills in the oral presentationof mathematics to faculty and peers. How measured: Oralexaminations on dissertation and related material; seminar talks.Measured by whom: Doctoral supervisory committee; seminarPh.D.-Mathematics 2 organizers.Campus1. How measured: Doctoral dissertation.Desired level: 100% complete dissertation.Measured by whom: Doctoral supervisorycommittee. 2.How measured: Oralexaminations on dissertation and relatedmaterial; seminar talks. Desired level: 100%pass oral examinations; 100% presentseminars. Measured by whom: Doctoralsupervisory committee; seminar organizers.(1) Develop proficiency in the teaching of undergraduate mathematicsat various levels; initially in cooperation with coordinators, progressivelyindependent. How measured: Observation, student evaluations.Ph.D.-Mathematics 3 Measured by whom: Course coordinators, undergraduate coordinator.CampusHow measured: Observation, studentevaluations. Desired level: 100% requireapproval to progress to higher level and/orgreater responsibility. Measured by whom:Course coordinators, undergraduatecoordinator.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Mechanical Engineering 1Ability to identify, formulate and solve engineering problems Ability tocritically read and integrate engineering research literatureCampusThesis proposal is an important required forthe PhD degree. The outcome will beassessed in the thesis proposal by the thesiscommittee. Based on student performancethe committee will assign a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). 100% ofstudents in the class should exhibit 3 orabove.Ph.D.-Mechanical Engineering 2Ability to use applied mathematical and/or modern experimentaltechniques Ability to use modern engineering tools for practice at anadvance levelCampusThesis proposal is an important required forthe PhD degree. The outcome will beassessed in the thesis proposal by the thesiscommittee. Based on student performancethe committee will assign a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). 100% ofstudents in the class should exhibit 3 orabove.Ph.D.-Mechanical Engineering 3 Ability to communicate effectively CampusThesis proposal is an important required forthe PhD degree. The outcome will beassessed in the thesis proposal by the thesiscommittee. Based on student performancethe committee will assign a score based onthe Likert scale: 1 (poor), 2 (fair), 3(good),4(very good) and 5 (excellent). 100% ofstudents in the class should exhibit 3 orabove.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Medical Sciences 1Students will master the core knowledge for the entire InterdisciplinaryProgram (genetics, cell biology, biochemistry/molecular biology) followedby concentration-specific core knowledge (genetics, molecular cellbiology, immunology/microbiology, physiology/pharmacology,biochemistry/molecular biology, or neuroscience).CampusStudents will master the discipline- and research project-relatedPh.D.-Medical Sciences 1 knowledge to complete their dissertation research.Students will master the ability to read, interpret, and critically analyzethe published literature of their field. They will master the skill inpresenting analysis of the literature in a formal, structured class-likePh.D.-Medical Sciences 2 setting.CampusCampusIDP-wide core knowledge will be assessed inthe core course of the fall semester of thefirst year via written examinations and smallgroup exercises. Concentration-specificknowledge will be assessed in coursesbeginning in the spring semester of the firstyear and through the advanced coursesafterwards. Assessments will be madethrough written examinations in courses,small group exercises in courses, journal clubparticipation and presentation, regularcommittee meetings, and ultimately in thewritten and oral qualifying examination forentry into candidacy. However, mastery ofconcentration-specific knowledge does notcease with the qualifying examination.Assessment continues throughout thecandidacy period in committee meetingsuntil the defense of the dissertation.Discipline and research-focused knowledgewill be assessed at the qualifyingexamination, committee meetings of thestudent, and ultimately at the dissertationdefense.Skill in use of the literature will be assessedvia journal clubs, which are mandatory forevery semester throughout the tenure of thestudent.Ph.D.-Medical Sciences 2Students will master the skill of the scientific method: formulatinghypotheses based on their ability to use the literature, their ownexperimental observations, and those of others; designing a technicallysound and up-to-date experimental plan with appropriate controls;executing the experimental plan in a technically proficient manner;interpreting the data; and then reformulating hypotheses.CampusThe scientific method will be assessedprimary via the student's committee atregularly scheduled committee meetings,the qualifying examination, and ultimatelythe dissertation defense. However, certainformal courses may include assessment ofmastery of the scientific method in exercisesand examinations.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Medical Sciences 3Students will demonstrate professionalism in their conduct of research,specifically knowledge of and adherence to ethical conduct in researchand adherence to appropriate safety, administrative, and regulatoryrules.CampusProfessionalism will initially be assessed viathe responsible conduct of research coursetaken by all IDP students. Professionalismwill continually be monitored by thestudent's committee and all associatedfaculty. However, in terms of safety andadherence to regulations, it will be theprimary mentor who will assess thesebehaviors in the laboratory setting.Ph.D.-Medical Sciences 3Students will demonstrate professionalism in their presentation of theirown research results in oral and written formats.CampusOral and written presentation behaviors willbe assessed by the student's primary adviser,the student's committee, and all associatedfaculty who contact the student duringpresentations such as research conferences.Ph.D.-Mental Health Counseling 1Knowledge: Common core curricular experiences and demonstratedknowledge in each of the eight common coreCampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Mental Health Counseling 2Professional practice, which includes practicum and internship, providesfor the application of theory and the development of counseling skillsunder supervision. These experiences will provide opportunities forstudents to counsel clients who represent the ethnic and demographicdiversity of their community.CampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.Ph.D.-Mental Health Counseling 31. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies thatprovide an understanding of all of the following aspects of professionalfunctioning a. history and philosophy of the counseling profession; b.professional roles, functions, and relationships with other human serviceproviders, including strategies for interagency/interorganizationcollaboration and communications c. counselors’ roles andresponsibilities as members of an interdisciplinary emergencymanagement response team during a local, regional, or national crisis,disaster or other trauma-causing event; d. self-care strategiesappropriate to the counselor role; e. counseling supervision models,practices, and processes; f. professional organizations, includingmembership benefits, activities, services to members, and current issues;g. professional credentialing, including certification, licensure, andaccreditation practices and standards, and the effects of public policy onthese issues; h. the role and process of the professional counseloradvocating on behalf of the profession; i. advocacy processes needed toaddress institutional and social barriers that impede access, equity, andsuccess for clients; and j. ethical standards of professional organizationsand credentialing bodies, and applications of ethical and legalconsiderations in professional counselingCampusHow will it be measured? By writingassignments, test examination, observationin practicum and internship sites, andevaluation in group and individualsupervision; class participation and othermethods of assessment determined byCACREP standards and individual facultymembers; field supervisor; and or facultysupervisor. What is the desired level ofachievement? Student must score 80% orhigher in each required assignment and/ortest in order to meet the standardrequirement Who will measure? Individualfaculty members; adjunct teaching thecontent core courses; and/or fieldsupervisor.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Microbiology and Cell Science 1Ph.D.-Microbiology and Cell Science 1Ph.D.-Microbiology and Cell Science 2Thorough understanding of the molecular genetic, biochemical andcellular basis of life.Thorough understanding of the molecular genetic, biochemical andcellular basis of life.Competence in research methodologies for applying the scientificmethod to the generation of new knowledge.CampusCampusCampusEvaluation by the Supervisory Committeeduring written qualifying examination, oralqualifying examination, and dissertationdefense utilizing a rubric developed by thefaculty:http://microcell.ufl.edu/Students/graduate/phd.shtml.Evaluation of the student’s Program of Studyby the Supervisory Committee and theSchool utilizing a rubric developed by thefaculty:http://microcell.ufl.edu/Students/graduate/phd.shtmlEvaluation of the student’s Program of Studyby the Supervisory Committee and theSchool based on a rubric developed byfaculty:http://microcell.ufl.edu/Students/graduate/phd.shtml:Ph.D.-Microbiology and Cell Science 2Competence in research methodologies for applying the scientificmethod to the generation of new knowledge.CampusEvaluation by the Supervisory Committeeduring the qualifying examination, thedissertation defense, and the preparation ofa manuscript for publication in a peerreviewedjournal based on a rubricdeveloped by faculty:http://microcell.ufl.edu/Students/graduate/phd.shtml:Ph.D.-Microbiology and Cell Science 3Interacting with professional peers with honesty, ethical behavior,cultural sensitivity, teamwork, and effective communication.CampusThe course instructors will emphasizeimportance of ethical behavior onassignments. Students will be made aware ofUF honor code. The major professor andsupervisory committee will encourage anddiscuss ethical standards in scholarship andresearch with students.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Music 1Demonstrate a thorough understanding and comprehension of subjectmatter and theory relevant to the student's disciplinary focus, includinghistorical and contemporary trends in the field.CampusWritten and oral qualifying examination willtake place upon completion of programcourse work (typically in third year). Theexamination comprises written (closed bookand take home portions) followed by an oraldefense of the written examination. Facultycommittee will assess both written and oralcomponents of the examination.Ph.D.-Music 2Demonstrate a thorough understanding and comprehension of researchmethods in the student's disciplinary focus, and apply that knowledge toformulate a cogent research project for the dissertation.Campusstudents will write, submit and defend aresearch proposal that will be evaluated bythe program faculty.Ph.D.-Music 3Demonstrate a thorough understanding and comprehension of theapplication of historical and/or ethnographic research methods inMusicology/Ethnomusicology as applied to a specific research project andbe able to present research in a professional environmentCampusComplete, submit and defend thedissertation to the faculty committee,Ph.D.-Music Education 1Demonstrate a thorough understanding and comprehension of subjectmatter relevant to the discipline, including music education research,practice, historical, measurement and contemporary trends in musiceducationDemonstrate a thorough understanding of and comprehension ofPh.D.-Music Education 2 traditional and current research methods in music education.Demonstrate a thorough understanding and comprehension of theapplication of research methods in Music Education as applied to aspecific research project, and be able to present research in aPh.D.-Music Education 3 professional environment.CampusCampusCampusStudents will successfully complete writtenand oral qualifying exams that will beevaluated by the program faculty. Studentswill also complete and defend a dissertationthat will be evaluated by the supervisorycommittee.Students will write, submit and defend adissertation proposal that will be evaluatedby the program faculty.Complete, submit, and successfully defendthe dissertation to faculty committee forapproval.Ph.D.-Nuclear Engineering Sciences 1 An ability to identify, formulate, and solve engineering problems. BothEvaluated in dissertation. Rubric: Student isable to identify unknown aspects of nucleartechnology, nuclear science, or appropriatenuclear-relevant engineering sciences(including materials science and thermalsciences) and formulate an approach toelucidating those aspects using engineeringand/or scientific principles at a levelappropriate to doctoral research.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Nuclear Engineering Sciences 1 An ability to critically read engineering literature BothEvaluated in dissertation Rubric: Studentcan obtain information from primaryliterature and technical reports, and canintegrate that information to reachconclusions regarding the current state ofthe art and areas in which further research isneeded.Ph.D.-Nuclear Engineering Sciences 2An ability to use the techniques, skills, and modern engineering toolsnecessary for engineering practice at an advanced level.BothEvaluated in dissertation. Rubric: Studentdemonstrates proficiency on appropriateexperimental or computational techniquesused for nuclear engineering, and uses thesetechniques to investigate nucleartechnology, nuclear science, or appropriatenuclear-relevant engineering sciences(including materials science and thermalsciences) at a level appropriate to doctoralresearch.Ph.D.-Nuclear Engineering Sciences 3 An understanding of professional and ethical responsibility. BothPh.D.-Nuclear Engineering Sciences 3 An understanding of professional and ethical responsibility. BothEvaluated in dissertation research activities.Rubric: Student demonstrates an ability towork cooperatively with others, interact withsupervisors, follow guidelines forappropriate management of data, and followsafety requirements for working in aresearch laboratory.Evaluated in dissertation. Rubric: Student isable to follow requirements for writingreports and research papers, and does sobased on ethical standards regardingappropriate citation and plagiarism.Ph.D.-Nuclear Engineering Sciences 3 An ability to communicate effectively. BothEvaluated in dissertation Rubric: Student isable to write and orally present the results ofa research project in a manner that clearlycommunicates the project’s objectives,procedures, results, and conclusions.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Nursing Sciences 1A PhD Graduate will possess the knowledge to advance science in nursingand related fields both within and outside the health sciences.CampusProgression exam given after completion ofall core nursing science courses (This is afterthe first year for full-time PhD study.) Thisassesses the student’s ability to not onlyrecount information previously learned butsynthesize content across core courses andproduce a scholarly written product that isevaluated independently by three facultymember s who teach in the PhD program.Qualifying examination given after allcoursework has been completed includingminor and elective courses. Studentspresent a draft of their dissertation proposalthat must be approved by their committeeprior to entering candidacy.Ph.D.-Nursing Sciences 2A PhD graduate will possess the skills necessary to conduct research anddisseminate findings through scholarly presentations and publications.CampusDissemination of research during the 2010-2011 academic year by PhD students.Ph.D.-Nursing Sciences 3A PhD graduate is competent to assume a leadership position in nursingand healthcare.CampusInvolvement in professional organizationsand College and University committees whilein the PhD program. Assumes leadership inprofessional organizations after graduationand appointment to a faculty position at aCollege or UniversityPh.D.-Nutritional Sciences 1Advanced comprehension and mastery of the components andinteractions of food and health.CampusEvaluation of the student’s completeprogram of study by the SupervisoryCommittee, the Department, and the Schoolutilizing a faculty developed rubric.Ph.D.-Nutritional Sciences 1Advanced comprehension and mastery of the components andinteractions of food and health.Ph.D.-Nutritional Sciences 2 Development of critical thinking skills. CampusCampusEvaluation by the Supervisory Committeeduring the written and oral ComprehensiveExamination and during the Defense of theDissertation and by the faculty during thefinal Seminar.Evaluation of the dissertation proposal andfinal dissertation by the SupervisoryCommittee utilizing a faculty developedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Nutritional Sciences 2 Development of critical thinking skills. CampusEvaluation during the ComprehensiveExamination by the Supervisory Committeeand of the student’s final Seminar by thefaculty utilizing a faculty developed rubric.Ph.D.-Nutritional Sciences 2Competency in research planning, methodologies, performance, andinterpretation for the discovery of new information.CampusEvaluation of the student’s dissertationproposal, research performance, and qualityof dissertation tome by the SupervisoryCommittee utilizing a faculty developedrubric.Ph.D.-Nutritional Sciences 2Competency in research planning, methodologies, performance, andinterpretation for the discovery of new information.Competency in research planning, methodologies, performance, andPh.D.-Nutritional Sciences 2 interpretation for the discovery of new information.Demonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongPh.D.-Nutritional Sciences 3 faculty and staff.CampusCampusCampusEvaluation by the Supervisory Committeeduring the Comprehensive Examination andDefense of the Dissertation as well as thefinal Seminar utilizing a faculty developedrubric.Submission of at least one research abstractto a professional meeting and submission ofat least one manuscript for publication thatmeets the faculty developed criteria forcompetency in research planning,methodology, and discovery of newinformation.Adherence to the University’s Student HonorCode and Student Conduct Code.Ph.D.-Nutritional Sciences 3Demonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongfaculty and staff.CampusAnnual written evaluation of performanceand professional attitude by the student’ssupervisory committee utilizing a facultydevelopedrubric.Ph.D.-Nutritional Sciences 3Demonstration of ethical behavior in all areas of conduct; displayingrespect, fellowship, and cooperation among peers as well as amongfaculty and staff.CampusObservations and feedback by faculty andstaff to the student’s supervisory committeeregarding the performance of course classactivities, the Comprehensive Examinationand Dissertation Defense, laboratoryactivities, and participation in professionalsocieties utilizing a faculty developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Pharmaceutical Sciences 1Demonstrate comprehensive knowledge related to a specific disciplinewithin the pharmaceutical sciencesCampusDocument scores of each student on adepartmental preliminary and/orcomprehensive oral qualifying exam. Theoral exam will be constructed by members ofthe host department and/or by the student'sthesis committee and graded according tothe rubric; unsatisfactory, competent orexcellent.Ph.D.-Pharmaceutical Sciences 1Ph.D.-Pharmaceutical Sciences 2Demonstrate comprehensive knowledge related to a specific disciplinewithin the pharmaceutical sciencesDemonstrate the ability to evaluate a research problem that is related toa discipline within the pharmaceutical sciences.CampusCampusDocument scores of each student on adepartmental preliminary and/orcomprehensive written qualifying exam. Thewritten exam will be constructed bymembers of the host department and/or bythe student's thesis committee and gradedaccording to the rubric; unsatisfactory,competent or excellent.Assess each student's completion of aresearch proposal and dissertation using arubric as unsatisfactory, competent orexcellent.Ph.D.-Pharmaceutical Sciences 3Demonstrate the ability to effectively convey information when talkingabout a topic that is related to a discipline within the pharmaceuticalsciences.CampusAssessment of a student's performance byfaculty members of the student's homedepartment or dissertation committee onstudent skills in delivering an oralpresentation that is based on a simple rubricas unsatisfactory, competent or excellent.Ph.D.-Philosophy 1Specialist knowledge of one or more recognized major subfields inphilosophy, understood to include the following areas, divided into thethree broad categories of history, theoretical philosophy, and matters ofvalue: history (ancient, medieval, modern, 19th century, 20th century);theoretical (metaphysics, epistemology, philosophy of science,philosophy of mind, philosophy of language); value (normative ethics,metaethics, aesthetics, political).CampusSatisfactory completion and defense of adissertation within normative time, wherethe dissertation is assessed by thedissertation committee, consisting of thedirector, two internal members from thedepartment, and one external member.The target for the program is the percentageof all those who have been in the programfor that amount of time who havecompleted and defended a satisfactorydissertation in that time.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Philosophy 2Ability to pursue an original and sustained line of philosophical researchthat results in a contribution to the body of philosophical knowledge.CampusSatisfactory completion and defense of adissertation within normative time, wherethe dissertation is assessed by thedissertation committee, consisting of thedirector, two internal members from thedepartment, and one external member.The target for the program is the percentageof all those who have been in the programfor that amount of time who havecompleted and defended a satisfactorydissertation in that time.Ph.D.-Philosophy 2Ability both to produce original research and to prepare it in a way thatmakes it adequate for presentation at a professional conference.CampusWhen submitting the dissertation, eachstudent is asked to hand in a paper (3000-4000 words) suitable for presentation at aconference, where this is assessed by thegraduate committee. The target for thedepartment is the percentage of all thosestudents who have handed in such a paperwhose paper was assessed by the committeeto be acceptable for presentation at aprofessional conference.Ph.D.-Philosophy 3Ability to design, teach, and manage an undergraduate course inphilosophy entirely on one's own.CampusThe program requires that each studentreceiving a PhD have the opportunity at leastonce to teach his or her own course, wherethis course is supervised by either the Chairor Chair's designee. The supervisor shallassess the student's conduct of the courseaccording to a departmental rubric and shalldeem the student's performance as eitherunsatisfactory, satisfactory, good, oroutstanding. The target for the program isthe percentage of all enrolled students whohave managed their own class and who (i)have never received less than a satisfactoryassessment for such classes and (ii) whoseTA assessments for such classes are "good"or better at least 50% of the time.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Philosophy 3The experience of participating in professional activities such as (i)publishing in a professional journal; (ii) presenting work at a conference;(iii) commenting on someone else's work at a conference; (iv) helpingwith the organization of a conference.CampusThe graduate committee will maintain dataon students' participation in professionalactivities. The target for the program is thepercentage of all students who have been inthe program for at least as long as normativetime and who have participated in at leastthree such professional events, where atleast one of them is either publication orpresentation at a conference.Ph.D.-Physics 1 Students demonstrate overall knowledge of the field of physics CampusStudents are required to pass (within 2years) a written examination comprising 12physics questions, set and graded by 12faculty members. The pass/fail mark isdetermined by the faculty as a whole.Ph.D.-Physics 2Students are required to demonstrate that they can synthesize theirknowledge of physics, and apply it to new areas of physics.CampusAll students who have passed the academicrequirements of the department arerequired to take an oral examination, wherethey present a plan for extending ourknowledge beyond that in the textbooks.The examination is administered by 5faculty members.Ph.D.-Physics 3Ph.D.-Plant Molecular and Cellular Biology 1Students will demonstrate ethical behaviors, cultural sensitivity andprofessional conduct and be able to communicate their work orally aswell as in writing.Students demonstrate fundamental knowledge in plant biochemistry, celland developmental biology, genetics and genomics, molecular biologyand general plant biology.CampusCampusStudents are required to give a writtenreport and oral presentation of theirresearch. This is examined by a team of atleast 5 faculty members. The faculty willquestion the student on how the researchwas conducted and how it has beenpresented to other audiences. 80% of thosestudents who have passed the qualifyingexamination will demonstrate this outcome.At the end of the spring semester of theirfirst year, students must pass a writtenexamination at the Ph.D. level drawn fromcontent presented in the core courses. Thisexamination is evaluated by a facultycommittee.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Plant Molecular and Cellular Biology 1Students demonstrate fundamental knowledge in plant biochemistry, celland developmental biology, genetics and genomics, molecular biologyand general plant biology.CampusAt the end of the spring semester of theirfirst year, students must pass a writtenexamination at the Ph.D. level drawn fromcontent presented in the core courses. Thisexamination is evaluated by a facultycommittee.Ph.D.-Plant Molecular and Cellular Biology 2 Students can critically evaluate the primary scientific literature. CampusPh.D.-Plant Molecular and Cellular Biology 2 Students can critically evaluate the primary scientific literature. CampusStudents must pass Journal Colloquiacourses each fall and spring semester theyare enrolled in the program. These coursesteach critical evaluation of the primaryliterature in plant biology and research skillsthat require critical thinking. Courses aretaught by individual and teams of facultywho assess critical thinking skills of studentled discussions.Students must pass Journal Colloquiacourses each fall and spring semester theyare enrolled in the program. These coursesteach critical evaluation of the primaryliterature in plant biology and research skillsthat require critical thinking. Courses aretaught by individual and teams of facultywho assess critical thinking skills of studentled discussions.Ph.D.-Plant Molecular and Cellular Biology 3Students can effectively communicate and work in teams with peersinteracting honestly, ethically, and with cultural sensitivity.CampusDuring the degree program, students adhereto the University of Florida’s Honor Code.Observation by the faculty of professionalbehavior during class activities, seminars,research work, qualifying examination,dissertation defense, and participation inprofessional societies. These observationswill be shared with the supervisorycommittee and evaluated based on a facultydevelopedrubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Plant Molecular and Cellular Biology 3Students can effectively communicate and work in teams with peersinteracting honestly, ethically, and with cultural sensitivity.CampusDuring the degree program, students adhereto the University of Florida’s Honor Code.Observation by the faculty of professionalbehavior during class activities, seminars,research work, qualifying examination,dissertation defense, and participation inprofessional societies. These observationswill be shared with the supervisorycommittee and evaluated based on a facultydevelopedrubric.Ph.D.-Plant Molecular and Cellular Biology 2Students can complete plant biology research of sufficient quality to bepublished in peer-reviewed journal articles.CampusAdvisory committee assesses students’dissertations and seminar describing theirthesis research according to the rubricagreed upon by PMCB faculty. Students arerequired to have a peer-reviewed, firstauthor publication accepted prior tograduation.Ph.D.-Plant Molecular and Cellular Biology 2Students can complete plant biology research of sufficient quality to bepublished in peer-reviewed journal articles.CampusAdvisory committee assesses students’dissertations and seminar describing theirthesis research according to the rubricagreed upon by PMCB faculty. Students arerequired to have a peer-reviewed, firstauthor publication accepted prior tograduation.Ph.D.-Plant Molecular and Cellular Biology 1Students develop critical thinking to evaluate research and designexperiments.CampusStudents must pass the Ph.D. candidacyexam. This exam includes writing,presenting and defending a grant-styleproposal on their dissertation researchproject. Each student presents a publicseminar on this proposal and must pass anoral exam with his/her advisory committeefollowing the rubric developed by PMCBfaculty.Ph.D.-Plant Molecular and Cellular Biology 1Students develop critical thinking to evaluate research and designexperiments.CampusStudents must pass the Ph.D. candidacyexam. This exam includes writing,presenting and defending a grant-styleproposal on their dissertation researchproject. Each student presents a publicseminar on this proposal and must pass anoral exam with his/her advisory committeefollowing the rubric developed by PMCBfaculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Plant Molecular and Cellular Biology 2 Students develop effective scientific writing and oral presentation skills. CampusPh.D.-Plant Molecular and Cellular Biology 2 Students develop effective scientific writing and oral presentation skills. CampusAdvisory committees assess student’sproposal at Ph.D. candidacy exam,presentations, and dissertation according therubric developed by faculty. Studentscompete for a Best-presentation award atthe annual PMCB Workshop. Studentspresent their research at national and/orinternational conferences.Advisory committees assess student’sproposal at Ph.D. candidacy exam,presentations, and dissertation according therubric developed by faculty. Studentscompete for a Best-presentation award atthe annual PMCB Workshop. Studentspresent their research at national and/orinternational conferences.Ph.D.-Plant Pathology 1Acquire knowledge and critical understanding of the science of PlantPathology, its literature, theories, and ideas.CampusStudents complete formal laboratory workand course work in journal colloquy in PlantPathology and related disciplines based onreading and evaluating the primary scientificliterature. Additional courses within andoutside the major are completed requiring acritical evaluation of the primary scientificliterature. Students are graded by facultyinstructors. A grade of “B” is required andstudent performance is reviewed annually bythe student’s major professor andsupervisory committee. Both oral andwritten assessments are provided to thestudent. The supervisory committee assessesthe student’s ability to evaluate the primaryscientific literature utilizing a facultydesigned rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Plant Pathology 1Acquire knowledge and critical understanding of the science of PlantPathology, its literature, theories, and ideas.CampusStudents are required to formulate, presentand defend an original research proposal totheir supervisory committee and to thedepartment. Students are evaluated by thesupervisory committee and throughanonymous evaluations from students andfaculty attending departmental researchproposal seminars. Knowledge and skillpertaining to experimental design andinterpretation of results are evaluated by thesupervisory committee during the proposalseminar, qualifying exams, and during thedissertation defense utilizing a facultydeveloped rubric.Ph.D.-Plant Pathology 2Develop cognitive analytical and decision making skills necessary to utilizethe scientific method to conduct experimental research.CampusStudents conceive research projects andconduct independent research projects thattest original hypotheses. Knowledge and skillof experimental design is evaluated by thesupervisory committee during periodicmeetings and during the defense of thedissertation. The major professor inconjunction with the supervisory committeeevaluates student performance in researchand provides formal written and oralfeedback on an annual basis utilizing afaculty developed rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Plant Pathology 2 Develop effective skills in oral and written communication CampusStudents enroll in and complete courses incolloquium in plant pathology, journalcolloquy in PMCB and the GraduateProfessional Development Seminar. Thesecourses are graded by faculty instructors.Students are required to participate in andpresent their dissertation research indepartmental seminars. Students presentoral and written presentations of theirresearch at scientific meetings andconferences. Students prepare and submitmanuscripts on their research for peerreviewpublication. The supervisorycommittee assesses student competencethrough committee meetings and the finaldefense utilizing a faculty developed rubric.Ph.D.-Plant Pathology2 Develop teaching skills for course development, organization and delivery CampusStudents are required to serve one semesteras Teaching Assistant for as a component oftheir Ph.D program. Their effectiveness isevaluated by the faculty instructor utilizing afaculty developed rubric and throughstudent evaluations. Oral assessments areprovided throughout the semester andformal written evaluations are provided bystudents at the end of the semester.Ph.D.-Plant Pathology 3Students will develop and exhibit professional behavior and ethicalpractices in the conduct of their research and scholarship.CampusStudents receive a copy of the departmentalGraduate Handbook upon admission to theirprogram. The UF Student Honor Code andother expectations of professional andethical conduct are given here. Students areencouraged to enroll in the seminar coursefor Professional Development and inUniversity-wide workshops offered on an adhoc basis. Course instructors emphasizeethical behavior on assignments and courseactivities. Students are bound by the UFhonor code. Faculty instructors, the majorprofessor and the supervisory committeeensure that its ethical standards arefollowed.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Political Science 1A thorough understanding and comprehension of scope, theepistemologies and methodologies of political science, proficiency in thecore literature of political theory and quantitative analysis up toregression analysis, as well as mastery of two fields in political scienceand proficiency in a third field.CampusSatisfactory completion of core courses,qualifying exams (with oral and writtencomponents) in two fields, as well as writingand orally defending a dissertationprospectus and then the dissertation.Desired level of achievement: Satisfactorycompletion of dissertation prospectus asjudged by the students supervisorycommitteePh.D.-Political Science 2Ability to conduct quantitative and/or qualitative research to addresstheoretical questions in political science.CampusCompletion of dissertation prospectus byend of eighth semester and then dissertationPh.D.-Political Science 3Attend and present work at professional conferences and workshops;attend department orientation on professional development whichcovers academic honesty, ethics, collegiality, and cultural sensitivity.CampusCompliance among employees with FERPAand sexual harassment; Attendance at thedepartment orientation; Attendance atprofessional conferences by their eighthsemesterPh.D.-Psychology 1Students will demonstrate a thorough understanding and comprehensionof subject matter in clinical psychology and in the student’s area ofspecialization.CampusStudents will pass an oral and writtenqualifying examination conducted by theirsupervisory committee that covers thegeneral area of clinical psychology and theirarea of concentration by the end of theirthird year of doctoral study.Ph.D.-Psychology 1Students will demonstrate a thorough understanding and comprehensionof subject matter in clinical psychology and in the student’s area ofspecialization.CampusStudents will pass an oral and writtenqualifying examination conducted by theirsupervisory committee that covers thegeneral area of clinical psychology and theirarea of concentration by the end of theirthird year of doctoral study.Ph.D.-Psychology 2Students will demonstrate skills in the delivery of a broad variety ofassessment, intervention, and consultaion servicesCampusStudents will receive satisfactory or aboveratings by clinical supervisors on all core andadvanced practica placementsPh.D.-Psychology 2Ph.D.-Psychology 2Students will demonstrate skills in the delivery of a broad variety ofassessment, intervention, and consultaion servicesStudents will contribute to the knowledge base of clinical psychologythrough production of empirical researchCampusCampusStudents will receive satisfactory or aboveratings by clinical supervisors on all core andadvanced practica placementsStudents will successfully defend doctoraldissertations before a faculty supervisorycommittee before the end of their fifth yearin the program

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Psychology 2Ph.D.-Psychology 2Ph.D.-Psychology 2Students will contribute to the knowledge base of clinical psychologythrough production of empirical researchStudents will contribute to the knowledge base of clinical psychologythrough production of empirical researchStudents will contribute to the knowledge base of clinical psychologythrough production of empirical researchCampusCampusCampusStudents will successfully defend doctoraldissertations before a faculty supervisorycommittee before the end of their fifth yearin the programStudents will successfully defend a master'sthesis before a faculty supervisorycommittee before the end of their secondyear in the programStudents will successfully defend a master'sthesis before a faculty supervisorycommittee before the end of their secondyear in the programPh.D.-Psychology 3Students will deliver professional services to patients and conductresearch in a manner that shows dedication to applicable ethical,professional practice, and legal standardsCampusStudents will demonstrate mastery ofprofessional and ethical conduct throughsatisfactory and above ratings on clinicalperformance rating scales compiled yearlyby the Clinical Progress CommitteePh.D.-Psychology 3Students will deliver professional services to patients and conductresearch in a manner that shows dedication to applicable ethical,professional practice, and legal standardsCampusStudents will demonstrate mastery ofprofessional and ethical conduct throughsatisfactory and above ratings on clinicalperformance rating scales compiled yearlyby the Clinical Progress CommitteePh.D.-Psychology 3Students will deliver professional services to patients and conductresearch in a manner that shows dedication to applicable ethical,professional practice, and legal standardsCampusStudents will demonstrate mastery ofprofessional and ethical conduct throughsatisfactory and above ratings on theirconduct of mentored research projects bytheir faculty research supervisorsPh.D.-Psychology 3Ph.D.-Public Health (PhD) 1Students will deliver professional services to patients and conductresearch in a manner that shows dedication to applicable ethical,professional practice, and legal standardsDemonstrate Competency in Models, Theories and Concepts of PublicHealthCampusCampusStudents will demonstrate mastery ofprofessional and ethical conduct throughsatisfactory and above ratings on theirconduct of mentored research projects bytheir faculty research supervisors• Testing and papers across core theorycourses • Performance on core publichealth theory question on Qualifying Exam •Understanding will be reflected indissertation proposal and in final dissertationdefense

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Public Health (PhD) 1Demonstrate Competency in Models, Theories and Concepts of PublicHealthCampus• Testing in statistics, research methods, andscientific writing courses • Performance onpublic health methodology question onQualifying Exam • Understanding will bereflected in dissertation proposal and in finaldissertation defensePh.D.-Public Health (PhD) 1Develop competencies for conducting and analyzing Public HealthResearchCampus• Testing in statistics, research methods, andscientific writing courses • Performance onpublic health methodology question onQualifying Exam • Understanding will bereflected in dissertation proposal and in finaldissertation defensePh.D.-Public Health (PhD) 1Develop competency for teaching at the undergraduate level, and inentry level professional graduate programs.Campus• Grades in teaching course • Performancein supervised teaching experience •Teaching evaluations and peer reviewsPh.D.-Public Health (PhD) 2Develop competency for teaching at the undergraduate level, and inentry level professional graduate programs.Ph.D.-Public Health (PhD) 3 Demonstrate ethical research conduct. CampusPh.D.-Public Health (PhD) 3 Demonstrate ethical research conduct. CampusPh.D.-Public Health (PhD) 3Ph.D.-Rehabilitation ScienceDemonstrate understanding of role of a doctoral level Public HealthProfessionalCampusCampus1 Demonstrate Competency in models and theory of Rehabilitation Science Campus• Grades in teaching course • Performancein supervised teaching experience •Teaching evaluations and peer reviews• Testing in Public Health Ethics course. •Testing / maintenance of IRB and HIPPAtraining • Observation of performance inresearch activities• Testing in Public Health Ethics course. •Testing / maintenance of IRB and HIPPAtraining • Observation of performance inresearch activities• All students receive professional positionsin the field of Public Health followingcompletion of the Ph.D. programTesting and Paper in Rehabilitation ScienceTheory Course. Performance onRehabilitation Science Question onQualifying Exam. Understanding will bereflected in dissertation proposal and in finaldissertation defense.Ph.D.-Rehabilitation Science 1 Develop competencies for conducting rehabilitation research. CampusTesting in statistics, research methods, andscientific writing courses. Performance onRehabilitation Science Methods Question onQualifying Exam. Understanding will bereflected in dissertation proposal and in finaldissertation defense.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Rehabilitation Science 2 Develop competencies for conducting rehabilitation research. CampusTesting in statistics, research methods, andscientific writing courses. Performance onRehabilitation Science Methods Question onQualifying Exam. Understanding will bereflected in dissertation proposal and in finaldissertation defense.Ph.D.-Rehabilitation Science 2Ph.D.-Rehabilitation Science 2Develop competency for teaching at the undergraduate level, and inentry level professional graduate programs.Demonstrate competency in a focused area of rehabilitation science thatcan be applied in a research study.CampusCampusGrades in teaching course. Performance insupervised teaching experience.Testing in courses related to student’sresearch area. Performance on researchconcentration area question on QualifyingExam.Ph.D.-Rehabilitation Science 3 Demonstrate ethical research conduct. CampusTesting in research ethics course. Testing inIRB and HIPPA training. Observation ofperformance in research activities.Ph.D.-Rehabilitation Science 3 Demonstrate understanding of role of academic researcher. CampusAll students receive research positions (postdoctoral fellowships, junior faculty,rehabilitation research center investigator)following completion of the Ph.D. program.Ph.D.-Religion 1Students will become fully conversant with classical and contemporarymethods and theories in the study of religion.CampusStudents must pass exams in the Methodand Theory I and II course sequenceaccording to a departmentally approvedgrading rubric.Ph.D.-Religion 1Students will become fully conversant with classical and contemporaryworks, approaches, and debates in the sub-fields of religions of Asia,religions of the Americas, and religion and nature.CampusStudents must pass four written qualifyingexams and an oral defense administered andevaluated by a committee of the faculty intheir particular sub-field.Ph.D.-Religion 1Students will gain competence in at least one research language otherthan English as approved by their dissertation committees.CampusStudents must pass with a designation of“satisfactory” a timed translation testadministered and evaluated by a facultymember competent in the foreign language.Ph.D.-Religion 1Students will gain competence in at least one research language otherthan English as approved by their dissertation committees.CampusAs an alternative, students must successfullycomplete a foreign language coursesequence (such as Sanskrit) at theintermediate level, according to adepartmentally approved grading rubric.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Religion 2Students will develop the ability to articulate orally and in writing theresults, significance, and applications of their scholarship and research.CampusStudents will successfully defend adissertation proposal before a supervisorycommittee, articulating research goals,guiding questions, hypotheses, and methods,after completing their qualifying exams.Ph.D.-Religion 2Students will develop the ability to articulate orally and in writing theresults, significance, and applications of their scholarship and research.CampusStudents will successfully complete theirdissertation and defend it orally before theirsupervisory committee, following the criteriastipulated in the Religion Department’sStudent Handbook.Ph.D.-Religion 2Ph.D.-Religion 3Students will develop the ability to become effective teachers-scholars atresearch universities, teaching colleges, and other equivalent educationalinstitutions in their particular sub-fields, as well as in the broad field ofcomparative religions.Students will demonstrate the ability to produce original research andscholarship that meet the professional standards of the field.CampusCampusStudents must teach undergraduate coursesin their particular sub-field in addition tointroductory courses such as “Introductionto World Religions,” “Religions of Asia,” or“Introduction to Islam.” Students who haveprimary teaching responsibility for a coursemust receive positive evaluations from thesupervising faculty.Students will present a paper at aconference, meeting, workshop, orsymposium of a major international,regional, or national scholarly organization inthe fields of religion, Asian studies, LatinAmerican/Latino studies, and/orenvironmental studies, as appropriate totheir tracks.Ph.D.-Research and Evaluation Methodology 1Majors will achieve a thorough understanding of the concepts, methodsand issues in educational measurement and assessment, evaluation, andresearch methodology.CampusStudents will achieve an average grade of B+in courses within the major and receivepassing scores from faculty on their writtenand oral qualifying exams.Ph.D.-Research and Evaluation Methodology 2Majors will apply their understanding of the research process byformulating hypotheses, planning and designing methodological researchstudies, analyzing data, and reporting results.CampusStudents will successfully complete theirdissertation and receive a satisfactory reviewfrom program faculty.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Research and Evaluation Methodology 3Majors will participate in professional organizations, researchpresentations, or scholarly publications.CampusStudents will meet one or more of thefollowing goals by the end of their third year:become a member of at least oneprofessional organization, attend a nationalconvention, contribute to a review of ajournal manuscript submission, be an authoror coauthor of at least one conferencepresentation, or be an author or coauthor ofat least one journal article.Ph.D.-Romance Languages 1FRENCH MAJOR: Demonstrate a thorough understanding andcomprehension of the core areas of French and Francophone linguisticand/or literary studies, and of a specific area of research within thosefields, as agreed upon by the faculty of the department. SPANISHMAJOR: Demonstrate a thorough understanding and comprehension ofthe core areas of Hispanic linguistic and/or literary studies for the MA(with optional secondary-foci in Luso-Brazilian studies), or of a specificarea of research within those fields for the Ph.D., as agreed upon by thefaculty of the department.CampusDissertation read and approved bycommittee members; dissertationsuccessfully defended orally at meeting ofcommittee membersPh.D.-Romance Languages 2FRENCH: Literary/Cultural Studies: Demonstrate the ability to analyzeand interpret French and Francophone literary and cultural products,apply results to broader context and engage in academic discourse viawriting and oral presentation. French and Francophone Linguistics:Demonstrate the ability to analyze and interpret French and Francophonelanguage and language-related data, apply results to broader context andengage in academic discourse via writing and oral presentation.SPANISH: Literary/Cultural Studies: Demonstrate the ability to analyzeand interpret Hispanic/Latino literary and cultural products (with optionalsecondary foci in Luso-Brazilian studies), apply results to broader contextand engage in academic discourse via writing and oral presentation.Hispanic Linguistics: Demonstrate the ability to analyze and interpretHispanic language and language-related data (with optional secondaryfoci in Portuguese), apply results to broader context and engage inacademic discourse via writing and oral presentation.CampusPhD: Dissertation read and approved bycommittee members; dissertationsuccessfully defended orally at meeting ofcommittee membersPh.D.-Romance Languages 3Display knowledge of ethical human data collection, professional conductand ethical academic writing skills (as established by Linguistic Society ofAmerica Ethics Statement and/or Modern Language Association).CampusSuccessful completion of the Introduction toGraduate studies within their discipline.Also, annual discussion and evaluation ofstudent’s ethical behavior done by thefaculty at the meeting of graduate studentassessment.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-School Counseling and Guidance 1Candidates demonstrate professional knowledge in each of the eightcommon core curricular areas and at least one specialty area within thecounselor education context.CampusCandidates must receive a score of 80% orhigher from their individual doctoralcommittee on both the Counselor EducationWritten Qualifying Examination andCounselor Education Specialty Examination.Ph.D.-School Counseling and Guidance 2Candidates demonstrate proficiency in counselor education andsupervision skills by developing a personal philosophy of teaching andlearning; course design, delivery, and evaluation methods appropriate tocourse objectives; and by assessing the needs of counselors in trainingand develop techniques to help candidates develop into competentcounselors.CampusThe Individual Supervisor End-of-SemesterReport Form (ISESR)is completed for eachcandidate by the following: individual facultymembers, adjunct teaching the content ofpracticum and internship, field supervisors atpracticum and internship sites, andsupervisor of group and individualsupervision. Candidates must score 4 pointsor higher in each required area of the 10areas stated in the ISESR in order to meetthe standard requirement.Ph.D.-School Counseling and Guidance 3Candidates will demonstrate professional behavior in the field ofcounselor education and supervision by engaging in: (a) professionalorganizations, including membership benefits, activities, services tomembers, and current issues; (b) professional credentialing, includingcertification, licensure, and accreditation practices and standards, and theeffects of public policy on these issues; (c) ethical standards ofprofessional organizations and credentialing bodies, and applications ofethical and legal considerations in professional counselingCampusCandidates will seek membership in theAmerican Counseling Association and/ormake satisfactory progress toward becomingNational Board Certified counselors.Ph.D.-School Psychology 1Candidates will demonstrate knowledge of core school psychologycontent areas including: psychological foundations, assessment,consultation, academic and behavioral interventions, counseling,professional and ethical standards.CampusCandidates will obtain a passing score (167or higher) on the Praxis II exam in SchoolPsychology. Candidates will submit officialPraxis II score reports to the SP ProgramDirector prior to degree completion.Ph.D.-School Psychology 2Ph.D.-School Psychology 2Candidates will demonstrate proficiency in using psychologicalassessment results to design, implement, and evaluate an empiricallyvalidated intervention.Candidates will demonstrate proficiency to present orally and in writingthe results and applications of their research and scholarship.CampusCampusCandidates will receive a mean rating of 2.5(2=Proficient skills; 3=Exemplary skills) fromtwo faculty members on a rubric evaluatingan assessment case study and interventioncase study completed as part of the SchoolPsychology Professional PortfolioCandidates will submit a manuscript forpublication in a peer refereed journal

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-School Psychology 2Candidates will demonstrate proficiency to present orally and in writingthe results and applications of their research and scholarship.CampusCandidates will complete a presentation at anational conference approved by thecandidate’s supervisory committee chair.Ph.D.-School Psychology 3Candidates will demonstrate professional behaviors and attitudesconsistent with School Psychology professional standards and ethicalprinciples including: effective communication and interpersonal skills,respect for diversity and individual differences, and responsive tosupervisory feedback.CampusCandidates will receive a mean rating of 4.0(Above Average) on the ProfessionalBehavior items included on the end-of-yearInternship Appraisal form completed by afield-based supervisorPh.D.-Sociology 1Ph.D.-Sociology 1Demonstrate broad understanding and application of sociologicaltheoriesDemonstrate broad understanding and application of sociologicalresearch methodsCampusCampusStudents will pass a qualifying exam intheory within four years of matriculationStudents will pass a qualifying exam inresearch methods within four years ofmatriculationPh.D.-Sociology 1Ph.D.-Sociology 2Ph.D.-Sociology 2Demonstrate in-depth understanding and application of one primary andone secondary specialty sub-field in sociologyDemonstrate advanced competencies in conducting independentempirical research with scientific integrityDemonstrate advanced competencies in applying substantive sociologicalknowledge in critical thinking, analysis, and communicationPh.D.-Sociology 3 Demonstrate broad understanding and application of professional ethics CampusPh.D.-Sociology 3 Demonstrate broad understanding and application of professional ethics CampusPh.D.-Sociology 3 Demonstrate broad understanding and application of professional ethics CampusCampusCampusCampusStudents will pass a qualifying exam in theprimary specialty area and a qualifying examin the secondary specialty area within fouryears of matriculationStudents will complete and successfullydefend a dissertation within six years ofmatriculationStudents will complete and successfullydefend a dissertation within six years ofmatriculationStudents will successfully complete sexualharassment training compliance within thefirst term of matriculationStudents will successfully complete thetraining module in FERPA Basics within thefirst term of matriculationStudents will successfully complete theInstitutional Review Board’s required readingfor all researchers within the first term ofmatriculationPh.D.-Sociology 3Demonstrate broad understanding and application of the role of theprofessional sociologistCampusStudents will complete the departmentalprofessionalization seminar within the firstterm in the graduate program

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Soil and Water Science 1 Demonstrate comprehensive understanding in soil and water sciences. Campus• The student’s plan of study will beevaluated by the supervisory committee. Thestudent must maintain a 3.0 GPA for allcourse work approved by the committee. •The student will be evaluated by written andoral Qualifying Examinations administeredby the supervisory committee, utilizingrubrics designed by faculty.Ph.D.-Soil and Water Science 2Demonstrate problem solving skills by applying, analyzing, andsynthesizing content knowledge by identifying component parts,relationships and ideas.Campus• Students will successfully defend theirdissertation before the supervisorycommittee. • Students will pass an oralQualifying Examination administered andevaluated by the Supervisory Committee,utilizing rubrics designed by the faculty.Ph.D.-Soil and Water Science 3Display ethical behaviors, cultural sensitivity, teamwork, professionalconduct and communication.Campus• PhD students are required to present theirresearch findings in form of an exit seminarin the departmental seminar series. • Thebehavior of all students will be consistentwith the University of Florida’s Honor Codeand this behavior will be evaluated,especially by the major advisor and thegraduate Supervisory committee duringseminars, participation and presentations atprofessional meetings, scientific writings,and in interpersonal relationships.Ph.D.-Special EducationCandidates will demonstrate advanced levels of knowledge in thefollowing core areas: (a) trends and issues in Special Education and theirrelationship to practice, policy, and research; (b) acquisition, organization,and interpretation of information about research in Special Education; c)identification of research questions and methodology emanating fromdifferent knowledge paradigms; and, (d) critique of Special Education1 research and practice from various knowledge paradigms.CampusCandidates will attain the technical knowledge and skills to becomeindependent scholars capable of conducting research and evaluatingPh.D.-Special Education 2 educational programs, products, and practices.CampusCandidates will earn satisfactory ratings onqualifying examinations as determined bythe doctoral committees.Candidates will earn satisfactory ratings onthe dissertation defense as determined bydoctoral committees.Ph.D.-Special Education 3Candidates will give a presentation to other professionals or submit apaper for publication based on a research project.CampusCandidates will present at a national, state,or local conference or submit a paper forpublication. The doctoral committee willdetermine satisfactory completion.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Statistics 1 Acquire core knowledge in statistical theory, methods, and applications. CampusVia performance on the PhD written and oralexam (Parts I and II). Students must passboth exams. The Part I exam is assessedby a committee composed of the instructorsof the PhD core courses and the graduatecoordinator; the Part II exam is assessed bythe student's PhD committee.Ph.D.-Statistics 2Ph.D.-Statistics 3Conduct independent research in the development of new statisticaltheory and/or methodology.Clearly and effectively present ideas in speech and writing concerningstatistical theory, methodology, and applications.CampusCampusThis is assessed by a successful defense ofdissertation and the number and quality ofpapers peer-reviewed from dissertationwith quality assessed (to some extent) bythe journals. The student's PhD committeewill assess the defense of the dissertation;the graduate committee will evaluate thequality of the dissertations via publications inhigh quality journals.We assess via the oral defense ofdissertation and the dissertation itself. Thisis assessed by the student's PhD committee.Write statistical theory, methodology, and applications papers for peerreviewedstatistical and biostatistical journals and interdisciplinaryPh.D.-Statistics 2 journals.CampusCompete successfully for research and teaching positions in academicPh.D.-Statistics 2 institutions, federal and state agencies, or private institutions. CampusThe number and quality of papers peerreviewedfrom dissertation with qualityassessed (to some extent) by the journals inaddition to papers published aftergraduation. The graduate committee willevaluate the quality of the dissertations viapublications in high quality journals and thegraduate coordinator and chair will monitorafter graduation publications.We monitor and record positions taken bygraduates. The graduate committee, alongwith the program assistant, will record thisinformation.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Veterinary Medical Sciences 1Students will obtain the necessary technical skills knowledge andattitudes to obtain suitable employment or pursue advanced education.CampusDetermination of current employment oradvanced study status by survey of formerPhD degree students and/or their PhDdegree supervisory committee chairs willresult in greater than 90% of students eitherappropriately employed in a position thatmakes use of their PhD degree are pursuingfurther education, such as postdoctoraltraining for which their PhD degree isappropriate stepping stone.Ph.D.-Veterinary Medical Sciences 2Students will learn to think critically when evaluating new informationand ideas contained in books and journal articles as well as informationand ideas presented at scientific meetings, seminars, or informaldiscussions with other scientists.CampusStudents will successfully complete one ormore Journal club type courses that requirereading and critical evaluation of scientificpapers, including the presentation anddefense of their evaluation of one or morepapers to a journal club group.Ph.D.-Veterinary Medical Sciences 2Students will learn to think critically when evaluating new informationand ideas contained in books and journal articles as well as informationand ideas presented at scientific meetings, seminars, or informaldiscussions with other scientists.CampusStudents will demonstrate competence inthe interpretation and discussion of scientificpapers and other such materials in bothformal and informal discussions within thelaboratory in which they're pursuing theirdissertation research. The assessment will bemade by the faculty member supervisingthem in that laboratory.Ph.D.-Veterinary Medical Sciences 2Ph.D.-Veterinary Medical Sciences 2Students will learn to think critically when evaluating new informationand ideas contained in books and journal articles as well as informationand ideas presented at scientific meetings, seminars, or informaldiscussions with other scientists.Students will learn speaking skills needed to communicate effectively,insert after settings, within formal, or informal settings, to their peers,their students, and to the general public.CampusCampusStudents will provide satisfactoryinterpretation of the discussion section oftheir PhD dissertation that covers bothmaterial from their introduction section, newknowledge that they themselves discoveredin the course of generating of theirdissertation, and additional materialappearing in the discussion section of theirdissertation. Assessment of satisfactoryperformance will be made by the graduatesupervisory committee at the time of thedissertation defense.Students will make two or morepresentations and external scientificmeetings and/or continuing educationpresentations.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Veterinary Medical Sciences 2Students will learn speaking skills needed to communicate effectively,insert after settings, within formal, or informal settings, to their peers,their students, and to the general public.CampusStudents will make one or morepresentations before a nonscientificaudience.Ph.D.-Veterinary Medical SciencesStudents will learn scientific writing skills to effectively communicate withtheir peers and, as well, will learn the skills needed to explain their2 research to the general public.CampusStudents will learn scientific writing skills to effectively communicate withtheir peers and, as well, will learn the skills needed to explain theirPh.D.-Veterinary Medical Sciences 2 research to the general public.CampusStudents will learn appropriate body of knowledge in their area ofspecialization within the broader areas of animal health, animal biology,Ph.D.-Veterinary Medical Sciences 1 and biomedical science.CampusStudents will exhibit ethical and professional behavior during their studiesPh.D.-Veterinary Medical Sciences 3 and research.CampusPh.D.-Veterinary Medical Sciences 3Students will exhibit ethical and professional behavior during their studiesand research.CampusStudents who successfully complete thePhDdegree will publish at least two papers inscientific journals as first authorStudents will write one or more articlesaimed at general audiences.Students will pass the knowledge portion oftheir PhD qualifying examination.Students will complete a formal course onthe ethical conduct of research.Student writings and presentation shall befree of plagiarism and inappropriate biasesof the data presented.Ph.D.-Veterinary Medical Sciences 1Students will “learn how to learn” independently of any formal courses toprepare them to learn independently for the rest of their lives.CampusDuring the course of their dissertationresearch students will learn how to delveinto the original literature, review articles,databases, and various search engines toobtain the information they need that is notavailable informal lectures. Theircompetency in this regard will be assessedby their research supervisors.Ph.D.-Veterinary Medical Sciences 3Students will learn the etiquette of constructive criticism, including bothhow to provide appropriate constructive criticism in a professionalmanner and likewise how to respond to constructive criticism in aprofessional manner. The latter case will include responses accepting andrevising in accordance to constructive criticism as well as disagreeing withsuch criticism and a professional manner.CampusStudents will learn the “art” of constructivecriticism by reviewing papers in journal clubsas well as manuscripts produced by theirpeers. Students will learn to accept andrespond to constructive criticism throughcriticism of their draft manuscripts by theirpeers, supervisors, and co-authors, as well ascriticism provided by referees of manuscriptsthey have submitted for publication inscientific journals. Evaluation of studentprogress in this respect will be provided bytheir research supervisors.

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Wildlife Ecology and Conservation 1Students will achieve a thorough understanding and comprehension ofwildlife ecology and conservation science, and demonstrate mastery ofmethods and techniques in a specialization.CampusThe graduate Supervisory Committee willevaluate the outcomes for graduateeducation with formal assessments madethrough the student's comprehensivewritten and oral quallifying (candidacy)exams and the final dissertation defenseusing a rubric designed by the faculty.Ph.D.-Wildlife Ecology and Conservation 1Students will demonstrate ability to plan, conduct and analyzeindependent/original research.CampusThe graduate Supervisory Committee willevaluate the outcomes for graduateeducation with formal assessments madethrough comprehensive written and oralqualifying (candidacy) exams and the finaldissertation defense using a rubric designedby the faculty.Ph.D.-Wildlife Ecology and Conservation 2Students will demonstrate problem–solving skills by application andanalysis using quantitative, spatial or qualitative research approaches foraddressing wildlife ecology and conservation problems.CampusThe graduate Supervisory Committee willevaluate the quality of the student's researchprogram as presented in the dissertationseminar, reported in the PhD dissertation,and discussed during the final dissertationdefense using a rubric designed by thefaculty. Doctoral students also presentresearch results in the WEC Seminar Series,and presentations are assessed by facultycommittee using a rubric designed by thefaculty.Ph.D.-Wildlife Ecology and Conservation 2Ph.D.-Wildlife Ecology and Conservation 3Students will demonstrate proficiency and productivity in oral and writtencommunication.CampusStudents will display ethical behaviors and professional conduct tocontribute as responsible professionals in the field of wildlife ecology andconservation.CampusThe graduate Supervisory Committee willevaluate the outcomes for graduateeducation with formal assessments madethrough comprehensive written and oralqualifying (candidacy) exams and the finaldissertation defense using a rubric designedby the faculty. Doctoral students alsopresent research results in the WEC SeminarSeries, and presentations are assessed byfaculty committee using a rubric designed bythe faculty.Students will adhere to all safety, animal andhuman subject guidelines as assessed byhaving no IACUC or IRB compliance issues

Academic Learning Compacts - GraduateDegree Description SLO Type Student Learning Outcome Degree Delivery Type Assessment MethodPh.D.-Wildlife Ecology and Conservation 3Students will display ethical behaviors and professional conduct tocontribute as responsible professionals in the field of wildlife ecology andconservation.CampusStudents will adhere to the University ofFlorida's Honor Code. Faculty will observe astudent's professional behavior during class,seminars, research work, qualifyingexamination, dissertation defense, andparticipation in professional societies. Theseobservations will be shared with thegraduate Supervisory Committee and theWEC Chair as part of the student's exitinterview and evaluated based on a rubricdeveloped by the faculty.Ph.D.-Zoology 1Students will demonstrate knowledge of the basic fundamentals ofbiology and a thorough understanding of the fundamentals of zoology.CampusStudents will demonstrate satisfactory abilityto present the scientific foundation of theirresearch by passing their qualifying exam.This will be assessed by their supervisorycommittee.Ph.D.-Zoology 2Ph.D.-Zoology 2Ph.D.-Zoology 3Students will demonstrate the ability to design a research project, collectdata, analyze and interpret the results. They will be able to present theresults of original research in oral and written form.Students will demonstrate the ability to design a research project, collectdata, analyze and interpret the results. They will be able to present theresults of original research in oral and written form.Students will demonstrate ethical behaviors, professional conduct.; theywill be able to interact and communicate with professionals at scientificconferences.CampusCampusCampusStudents will demonstrate the ability toconduct and present the results of theirresearch and scholarship by completing theirwritten thesis and passing an oral defense oftheir work. This will be assessed by theirsupervisory committee.Students will have a peer-reviewedpublication in press or published at the timeof graduation.Students will attend the graduate orientationseminar that covers aspects of professionalbehavior, including ethics.

Appendix 9List of UF Accredited Programs

Accredited Programs at the University of Florida by Accrediting Body, CIP Title and Degree LevelCIP TitleDegreeLevelAccrediting BodyEconomics, General B AACSB International - The Association to AdvanceCollegiate Schools of BusinessEconomics, General M AACSB International - The Association to AdvanceCollegiate Schools of BusinessEconomics, General D AACSB International - The Association to AdvanceCollegiate Schools of BusinessBusiness Administration and Management, General B AACSB International - The Association to AdvanceCollegiate Schools of BusinessBusiness Administration and Management, General M AACSB International - The Association to AdvanceCollegiate Schools of BusinessBusiness Administration and Management, General D AACSB International - The Association to AdvanceCollegiate Schools of BusinessAccounting B AACSB International - The Association to AdvanceCollegiate Schools of BusinessAccounting M AACSB International - The Association to AdvanceCollegiate Schools of BusinessFinance, General B AACSB International - The Association to AdvanceCollegiate Schools of BusinessFinance, General M AACSB International - The Association to AdvanceCollegiate Schools of BusinessManagement Science B AACSB International - The Association to AdvanceCollegiate Schools of BusinessMarketing/Marketing Management, General B AACSB International - The Association to AdvanceCollegiate Schools of BusinessMarketing/Marketing Management, General M AACSB International - The Association to AdvanceCollegiate Schools of BusinessReal Estate B AACSB International - The Association to AdvanceCollegiate Schools of BusinessReal Estate M AACSB International - The Association to AdvanceCollegiate Schools of BusinessAerospace, Aeronautical and Astronautical/Space Engineering B Accreditation Board for Engineering and Technology,Inc. (ABET)Agricultural Engineering B Accreditation Board for Engineering and Technology,Inc. (ABET)Chemical Engineering B Accreditation Board for Engineering and Technology,Inc. (ABET)Civil Engineering, General B Accreditation Board for Engineering and Technology,Inc. (ABET)Computer Engineering, General B Accreditation Board for Engineering and Technology,Inc. (ABET)Electrical and Electronics Engineerin B Accreditation Board for Engineering and Technology,Inc. (ABET)Environmental/Environmental Health Engineering B Accreditation Board for Engineering and Technology,Inc. (ABET)Materials Engineering B Accreditation Board for Engineering and Technology,Inc. (ABET)Mechanical Engineering B Accreditation Board for Engineering and Technology,Inc. (ABET)Nuclear Engineering B Accreditation Board for Engineering and Technology,Inc. (ABET)Systems Engineering B Accreditation Board for Engineering and Technology,Inc. (ABET)Surveying Technology/Surveying B Accreditation Board for Engineering and Technology,Inc. (ABET)Medicine P Accreditation Council for Graduate Medical Education(ACGME)Pharmacy P Accreditation Council for Pharmacy Education (ACPE)Physician Assistant M Accreditation Review Commission on Education for thePhysician Assistant (ARC-PA)Appendix 9 1 University of Florida

CIP TitleDegreeLevelAccrediting BodyMass Communication/Media Studies M Accrediting Council on Education in Journalism andMass Communications (ACEJMC)Journalism B Accrediting Council on Education in Journalism andMass Communications (ACEJMC)Radio and Television B Accrediting Council on Education in Journalism andMass Communications (ACEJMC)Public Relations/Image Management B Accrediting Council on Education in Journalism andMass Communications (ACEJMC)Advertising B Accrediting Council on Education in Journalism andMass Communications (ACEJMC)Law P American Bar Association (ABA)Chemistry, General B American Chemical Society (ACS)Registered Nursing/Registered Nurse M American College of Nurse-Midwives Division ofAccreditation (ACNM)Construction Engineering Technology/Technician B American Council for Construction Education (ACCE)Board of TrusteesDentistry P American Dental Association (ADA) Commission onDental AccreditationDental Clinical Sciences, General M American Dental Association (ADA) Commission onDental AccreditationFood Science B American Dietetic Association Commission onAccreditation for Dietetics Education (CADE-ADA)Food Science M American Dietetic Association Commission onAccreditation for Dietetics Education (CADE-ADA)City/Urban, Community and Regional Planning M American Institute of Certified Planners/ Association ofCollegiate Schools of Planning/Planning AccreditationBoard (PAB)Occupational Therapy/Therapist M American Occupational Therapy Association (AOTA)Accreditation Council for Occupational TherapyEducation (ACOTE)Psychology, General D American Psychological Association (APA) Committeeon Accreditation (CoA)Counseling Psychology D American Psychological Association (APA) Committeeon Accreditation (CoA)School Psychology D American Psychological Association (APA) Committeeon Accreditation (CoA)Landscape Architecture B American Society of Landscape Architects (ASLA)Landscape Architectural Accreditation Board (LAAB)Landscape Architecture M American Society of Landscape Architects (ASLA)Landscape Architectural Accreditation Board (LAAB)Audiology/Audiologist P American Speech-Language-Hearing Association(ASHA) Council on Academic Accreditation in Audiologyand Speech-Language PathologyAudiology/Audiologist and Speech-Language Pathology/Pathologist M American Speech-Language-Hearing Association(ASHA) Council on Academic Accreditation in Audiologyand Speech-Language PathologyVeterinary Medicine P American Veterinary Medical Association Council onEducation (AVMA)Physical Therapy/Therapist P Commission on Accreditation in Physical TherapyEducation (CAPTE) American Physical TherapyAssociation (APTA)Athletic Training/Trainer B Commission on Accreditation of Athletic Training(CAATE)Health/Health Care Administration/Management M Commission on Accreditation of HealthcareManagement Education (CAHME) (formerly ACEHSA)Registered Nursing/Registered Nurse B Commission on Collegiate Nursing Education (CCNE)American Association of Colleges of NursingRegistered Nursing/Registered Nurse M Commission on Collegiate Nursing Education (CCNE)American Association of Colleges of NursingCounselor Education/School Counseling and Guidance Services D Council for Accreditation of Counseling and RelatedEducational Programs (CACREP)Counselor Education/School Counseling and Guidance Services S Council for Accreditation of Counseling and RelatedEducational Programs (CACREP)Appendix 9 2 University of Florida

CIP TitleDegreeLevelAccrediting BodyMarriage and Family Therapy/Counseling M Council for Accreditation of Counseling and RelatedEducational Programs (CACREP)Marriage and Family Therapy/Counseling D Council for Accreditation of Counseling and RelatedEducational Programs (CACREP)Marriage and Family Therapy/Counseling S Council for Accreditation of Counseling and RelatedEducational Programs (CACREP)Mental Health Counseling/Counselor M Council for Accreditation of Counseling and RelatedEducational Programs (CACREP)Mental Health Counseling/Counselor D Council for Accreditation of Counseling and RelatedEducational Programs (CACREP)Mental Health Counseling/Counselor S Council for Accreditation of Counseling and RelatedEducational Programs (CACREP)Interior Design B Council for Interior Design Accreditation (CIDA) formerlyFIDERBiostatistics M Council on Education for Public Health (CEPH)Biostatistics D Council on Education for Public Health (CEPH)Epidemiology D Council on Education for Public Health (CEPH)Health/Health Care Administration/Management D Council on Education for Public Health (CEPH)Public Health, General M Council on Education for Public Health (CEPH)Public Health, General D Council on Education for Public Health (CEPH)Medicine P Liaison Committee on Medical Education (LCME)Architecture M National Architectural Accrediting Board, Inc. (NAAB)School Psychology D National Association of School Psychologists (NASP)School Psychology S National Association of School Psychologists (NASP)Art Teacher Education B National Association of Schools of Art and Design(NASAD)Art Teacher Education M National Association of Schools of Art and Design(NASAD)Graphic Design B National Association of Schools of Art and Design(NASAD)Fine/Studio Arts, General B National Association of Schools of Art and Design(NASAD)Fine/Studio Arts, General M National Association of Schools of Art and Design(NASAD)Art History, Criticism and Conservation B National Association of Schools of Art and Design(NASAD)Art History, Criticism and Conservation M National Association of Schools of Art and Design(NASAD)Dance, General B National Association of Schools of Dance (NASD)Music Teacher Education B National Association of Schools of Music (NASM)Music Teacher Education M National Association of Schools of Music (NASM)Music Teacher Education D National Association of Schools of Music (NASM)Music, General B National Association of Schools of Music (NASM)Music, General M National Association of Schools of Music (NASM)Music, General D National Association of Schools of Music (NASM)Drama and Dramatics/Theatre Arts, General B National Association of Schools of Theatre (NAST)Drama and Dramatics/Theatre Arts, General M National Association of Schools of Theatre (NAST)Curriculum and Instruction M National Council for Accreditation of Teacher Education(NCATE)Curriculum and Instruction S National Council for Accreditation of Teacher Education(NCATE)Educational Leadership and Administration, General M National Council for Accreditation of Teacher Education(NCATE)Educational Leadership and Administration, General S National Council for Accreditation of Teacher Education(NCATE)Special Education and Teaching, General M National Council for Accreditation of Teacher Education(NCATE)Special Education and Teaching, General S National Council for Accreditation of Teacher Education(NCATE)Counselor Education/School Counseling and Guidance Services M National Council for Accreditation of Teacher Education(NCATE)Counselor Education/School Counseling and Guidance Services S National Council for Accreditation of Teacher Education(NCATE)Appendix 9 3 University of Florida

CIP TitleDegreeLevelAccrediting BodyElementary Education and Teaching M National Council for Accreditation of Teacher Education(NCATE)Early Childhood Education and Teaching M National Council for Accreditation of Teacher Education(NCATE)Agricultural Teacher Education B National Council for Accreditation of Teacher Education(NCATE)Agricultural Teacher Education M National Council for Accreditation of Teacher Education(NCATE)Art Teacher Education B National Council for Accreditation of Teacher Education(NCATE)Art Teacher Education M National Council for Accreditation of Teacher Education(NCATE)English/Language Arts Teacher Education M National Council for Accreditation of Teacher Education(NCATE)Music Teacher Education B National Council for Accreditation of Teacher Education(NCATE)Music Teacher Education M National Council for Accreditation of Teacher Education(NCATE)Music Teacher Education D National Council for Accreditation of Teacher Education(NCATE)Reading Teacher Education M National Council for Accreditation of Teacher Education(NCATE)Science Teacher Education/General Science Teacher Education M National Council for Accreditation of Teacher Education(NCATE)Social Studies Teacher Education M National Council for Accreditation of Teacher Education(NCATE)School Psychology D National Council for Accreditation of Teacher Education(NCATE)School Psychology S National Council for Accreditation of Teacher Education(NCATE)Forestry, General B Society of American Foresters (SAF)University-Wide All levels Southern Association of Colleges and Schools (SACS)Commission on Colleges (COC)Source: BOG Accreditation Report.Appendix 9 4 University of Florida

Appendix 10List of UF ProgramswithExternal Advisory Boards

Programs with External Advisory BoardsCollege of Agricultural and Life SciencesAgricultural Education and CommunicationAnimal SciencesEntomology and NematologyFood and Resource EconomicsFood Science and Human NutritionResearch and Educations Centers (REC)Citrus RECEverglades RECIndian River RECMid Florida RECNFREC ‐ QuincyRange Cattle RECSouthwest Florida RECTropical RECWest Florida RECSchool of Natural Resources and EnvironmentWildlife Ecology and ConservationWarrington College of Business AdministrationSchool of BusinessFisher School of AccountingHough Graduate School of BusinessCollege of DentistryCommunity Dentistry and Behavioral ScienceOral and Maxillofacial Diagnostic SciencesCollege of Design, Construction, and PlanningSchool of ArchitectureM.E. Rinker Sr. School of Building ConstructionInterior DesignLandscape ArchitectureUrban and Regional PlanningHistoric Preservation ProgramCollege of EducationSchool of Human Development and Organizational Studies in EducationSchool of Special Education School Psychology and Early Childhood StudiesSchool of Teaching and LearningAppendix 10 1 University of Florida

College of EngineeringAgricultural and Biological EngineeringBiomedical EngineeringChemical EngineeringCivil and Coastal EngineeringComputer and Information Science and EngineeringElectrical and Computer EngineeringEnvironmental Engineering SciencesIndustrial Systems EngineeringMaterials Science EngineeringMechanical and Aerospace EngineeringCollege of Health and Human PerformanceApplied Physiology and KinesiologyHealth Education and BehaviorTourism Recreation and Sport ManagementCollege Journalism and CommunicationsAdvertisingPublic RelationsJournalismTelecommunicationLevin College of LawCollege of Liberal Arts and SciencesAstronomyClassicsGeologyIndisplinary Studies ‐ Women's StudiesPolitical SciencePolitical Science ‐ African American StudiesPsychologyReligionCollege of MedicineCollege of NursingCollege of PharmacyCollege of Public Health and Health ProfessionsClinical and Health PsychologyHealth Services Research, Management and PolicyOccupational TherapyPhysical TherapyCollege of Veterinary MedicineAppendix 10 2 University of Florida

Appendix 11Job Placement Data for UF Graduates

College of Agricultural and Life SciencesAgricultural and Biological EngineeringAgricultural Education and CommunicationAgronomyEntomology and NematologyFood and Resource EconomicsFood Science and Human NutritionHorticultural SciencesPlant Molecular and Cellular BiologyPlant PathologyStatisticsWildlife Ecology and ConservationWarrington College of Business AdministrationSchool of BusinessFisher School of AccountingHough Graduate School of BusinessCollege of DentistryCollege of Design, Construction, and PlanningInterior DesignCollege of EducationSchool of Human Development and Organizational Studies in EducationSchool of Special Education School Psychology and Early Childhood StudiesSchool of Teaching and LearningCollege of EngineeringAgricultural and Biological EngineeringBiomedical EngineeringChemical EngineeringCivil and Coastal EngineeringComputer and Information Science and EngineeringElectrical and Computer EngineeringEnvironmental Engineering SciencesIndustrial Systems EngineeringMaterials Science EngineeringMechanical and Aerospace EngineeringCollege of Fine ArtsCollege of Health and Human PerformanceApplied Physiology and KinesiologyHealth Education and BehaviorTourism Recreation and Sport ManagementCollege Journalism and CommunicationsLevin College of LawCollege of Liberal Arts and SciencesAnthropologyAstronomyViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewAppendix 11 1 University of Florida

BiologyClassicsEnglishGeologyInterdisciplinary Studies - Liberal Arts and SciencesEuropean StudiesWomen's StudiesLanguages, Literatures, and CulturesLinguisticsMathematicsPhilosophyPhysicsPolitical SciencePsychologyReligionSociology and Criminology and Law DepartmentStatisticsCollege of MedicineCollege of NursingCollege of PharmacyCollege of Public Health and Health ProfessionsCollege of Veterinary MedicineViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewViewAppendix 11 2 University of Florida

College of AgricultureSenior Exit SurveyYear 2008 Year 2009 Year 20103 yearaverageStatus n % n % n % n %TrendsEmployment full time 77 14.20% 38 11.70% 42 11.80% 52 12.57% N/AEmployment part-time 43 7.90% 38 11.70% 29 8.10% 37 9.23% N/ASelf-employed 7 1.30% 5 1.50% 4 1.10% 5 1.30% DownAccepted to graduate orprofessional schoolApplying or plan to applyto graduate schoolUndergraduate139 25.60% 67 20.60% 105 29.40% 104 25.20% N/A133 24.50% 90 27.60% 101 28.30% 108 26.80% UpStill searching 138 25.50% 85 26.10% 74 20.70% 99 24.10% N/ANot looking 5 0.90% 3 0.92% 2 0.60% 3 0.81% Down2011 Costa Farms2010 Flamingo Road Nursery2010 Golf Course Superintendent Ft. Laud2011 Getting Green Plant Service2010 Woodfield Country Club2009 working on Masters with VendrameWorking on Master's with Moore/ Montgomery Botanical2009 Garden2010 Golf Course Superintendent Ft. Laud2009 Property manager Ft. Lauderdale2008 Landscape Inspector2011 Retired from NASA2008 NC Landscape Management Co.2008 grad school CAGraduate2001 Assoc. Prof University of Florida2010 Asst. Prof Clemson University2010 Bayer Crop Science2010 Manager A&L Labs Virginia2010 Syngenta working with Cisar on PhD2010 Aquatrol working with Cisar on PhDpost doc with Agricultural Research Council Ondersrepoort South2010 Africa2011 City of Pembroke PinesAppendix 11 3 University of Florida

2010 working on PhD, also has Law Degree and Economics degrees2011 Post Doc with Dr. Su UF2010 Post Doc with Dr. Su UF2011 New Orleans Mosquito Control2012 Contractor for DEP2011 working on PhD with Moore2011 restoration worker in Costa Rica2011 MacTec Engineering2011 US Forest Service2009 Biologist at UF working on PhD with Dr. Su2006 unemployed, was working on PhD dropped out2010 SFWMDPhD student Homestead2009 post doc Academia Sinica Taiwan2006 PhD student Su2011 working on DPM at UF2009 working on PhD at WSUAgricultural and Biological EngineeringThe following data reflects the undergraduate degree in Agricultural and Biological Engineering andplacement data for our graduates for the past three years.2009 – 37 graduatesGraduate/Professional Schools: 26Employed: 112010 – 26 graduatesGraduate/Professional Schools: 17Employed: 92011 – 20 graduatesGraduate/Professional Schools: 11Employed: 7Unknown: 2Appendix 11 4 University of Florida

Agricultural Education and CommunicationApproximately 90% of our BS and MS grads are employed or in graduate school within 6 months ofgraduation. We have a 100% placement rate in our Ph.D. program within 6 months of graduation (mosthave a job before they graduate).AgronomyType of EmploymentAgriculture & Natural Resources AgentAssistant ProfessorBiological ScientistConsultantContinuing Education - Ph.D.District Sales ManagerFaculty/LecturerNot PlacedOPS EmployeePost Doctoral AssociatePost Doctoral FellowPost Doctoral Research AssociateProfessional ServicesResearch and DevelopmentResearch and DevelopmentResearch and Development/PeanutBreederName of Institution/BusinessAlachua County Extension Cooperative Extension Service,Gainesville, Fl.Eduardo Mondland UniversityUniversity of Georgia, Crop and Soil Sciences DepartmentUniversity of Florida, Agronomy DepartmentThompson Reuters, Langworth Inc.College of MedicineCornell UniversityNorth Carolina State University, Crop Science DepartmentUniversity of Florida, Agronomy DepartmentUniversity of Florida, Horticulture DepartmentUniversity of Georgia, Institute of plant Breeding, Genetics &GenomicsVirginia Tech UniversityWashington State University(blank)ChemgroUniversidad National del Norde (Argentina)(blank)University of Florida, Genetics DepartmentCenter for Aquatic and Invasive Plants (Univ. of Florida)Univeristy of Florida, Environmental HorticultureDepartmentUniversity of Florida, Agronomy DepartmentThe Noble FoundationClemson UniversityMedical SchoolUniversity of Florida, Agronomy DepartmentUniversity of GeorgiaDow AgriSciencesHighlands Ethanol LLC, Vercipia BiofuelsAceitera General Deheza (Argentina)National Institute for Agriculture Technology (Argentina)Appendix 11 5 University of Florida

Research CoordinatorResearcherWinter Canola BreederUniversity of Florida, Plant Science Research and EducationUnitNational Institute for Agriculture Technology (Argentina)Monsanto, DeKalb Genetics CorporationEntomology and NematologyResearch Scientist-Scynexis, Inc.PHD program – Pennsylvania State UniversityGOV RESEARCH FACILITY KENYASupport Scientist, USDA FORT PIERCEINDUSTRYPost doc – University of GeorgiaMIDDLE SCHOOL TEACHER (FLORIDA)Assistant Professor – University of MichiganPhD program - North DakotaUS NAVY-USDA GAINESVILLEPROFESSOR-University of PhilippinesPost doc – Michigan State UniversitySupport scientist - USDATechnical support - USDA GAINESVILLETechnical support – University of Florida (FLREC)Support scientist – University of FloridaPOSTDOCTORAL RESEARCH-UFPHD program – Colorado UniversityBiological Scientist, Florida Department ofAgriculture, MiamiPost doc – University of Florida (TREC)Teacher – Alachua County, FLRuns own farm in ConnecticutINDUSTRYMedical Entomologist, CuracaoSMITHSONIAN - WASHINGTON DCFaculty – University in GuatemalaBiological Scientist, IRREC, UF/IFASPost doc – University of FloridaPost doc – University of FloridaUSDA ARS MISSISSIPPINCSU/USDA APHIS PPQ CPHSTOrchid Industry, FLINDUSTRYINDUSTRY- Kenosha, WIPhD Program – University of HawaiiPhD Program – University of Florida(Entomology)US Navy Medical EntomologistNon-profit, WashingtonPost doc – Clemson UniversityAssistant Professor – New Mexico State Univ.Post doc - University of Florida (EREC)PhD program - University of TennesseeFaculty, University of PanamaPhD program – Ohio State UniversityUS Navy Medical EntomologistPost doc – University of Florida (CREC)Post doc – University of Florida (FLMNH)INDUSTRY, ColombiaPost doc – University of Florida (Entomology)Support scientist, Florida Department ofAgriculturePost doc – University of Florida (FLMNH)US Navy Medical EntomologistUS Army Medical EntomologistAgrochemical Industry, GeorgiaPhD Program – University of Florida(Entomology)PHD program, Pennsylvania State UniversityTECHNICIAN, UFPost doc, University of Florida (USDA)Post doc, University of Florida (CREC)Post docPost docPrivate industry, ChinaAvalon Healthcare, Tampa, FLUF IFAS Extension agent, Polk Co., FLUS Air ForceAppendix 11 6 University of Florida

PhD Program – University of Florida(Entomology)UnknownSupport scientist, Florida Department ofAgriculturePost doc, Florida A&M UniversityPost doc, Florida A&M UniversityPhD Program – University of Florida(Entomology)PhD Program – University of Florida(Horticulture)Industry, MassachusettsPhD programPhD program – University of Florida(Entomology)PhD program – University of WashingtonService Consultant – Dupont ChemicalIndustry - BrazilPost doc – Texas A&M UniversityPost doc – Purdue UniversityPost doc - University of Florida (TREC)Post doc – University of Florida (FLREC)Middle school Math teacher, FloridaPost doc – Johns Hopkins UniversityPost doc – Cornell UniversityFood and Resource EconomicsUndergraduate students were accepted in some of the best graduate programs in the country, one wasan undergraduate Fulbright Scholar and many work for some of the largest and most significantagricultural corporations in Florida and the U.S.Undergraduate 2009-2011Account Executive, Gartner Inc, FloridaAccount executive, Reichard StaffingAccount Manager, DMC AtlantaAccount Representative, Technekes, LLCGainesvilleAdmin. of Mgt Services - Mid FL Area Agency onAgingAdministrator with Farm Services Agency, USDAAdmissions Officer, UFAg teacher, Lake Wales Charter SchoolsAg Technologies, LLCAgFirst Farm Credit Bank, Columbia, SCAgricultural Attache, USDA Foreign Ag Services,VietnamAgro-Processing Manager, NASFAM, MalawiAlger Farms, Homestead FLAltriaArea Technician, USDA Rural Development,Lake City FLArmy Corps of EngineersAssistant Chief Agribusiness Officer, Ministry ofAgriculture, MalawiAssistant Professor, ESPOL, EcuadorAssistant Professor, FAMUAssistant Professor, Fort Valley State University,GeorgiaAssistant Professor, Harbin Inst of Technology,Hong KongAssistant Professor, Michigan State UniversityAssistant Professor, Northwestern OklahomaState UniversityAssistant Professor, Salem College, NCAssistant Professor, University of Reading, UKATTAwaiting responseBanking, Greater Los AngelesBayer Crop ScienceBeazley, British Risk Management Company, AtlantaBlueGoose Growers, Inc.BWI Companies, InCB Richard Ellis, Tampa FLChemical Company in Southwest FloridaAppendix 11 7 University of Florida

Commodity Trading and Risk Management,Fayettevilele ARContract Specialist, Defense ContractManagement Agency, NYCCooperative Producers Inc., Division of Florida'sNatural Orange JuiceCountryside Animal Hospital, Alachua FLCVSDairy farmer, FloridaData Manager/Project Manager, CommercialReal EstateDefenders of Wildife, CaliforniaEclipse Berry in CaliforniaEconomic Analyst, Bureau of Economic Analysis,Washington DCEconomist, Army Corps of EngineersEconomist, Ministry of Agriculture, MalawiExecutive Account Consultant, Vacation InnovationsExport Coordinator, IMG CitrusExtension Agent, AlabamaFamily BusinessFamily Shrimp FarmFarm Credit of Central FloridaNational Smallholder Farms Assoc, MalawiFlorida Farm BureauFlorida Feedstock Growers AssociationFlorida Traditions BankFranklin Templeton FinancialFresh and Easy Neighborhood Market,West Hollywood, CAFruit Procurement, Tropicana, FloridaFulbright Scholar, future Graduate School, Duke UPhD Program, Food and Resource Economics, UFGraduate School, Oklahoma State UGraduate School, Purdue UGraduate School, Texam A&M, U of FloridaGraduate School, U FloridaGraduate School, U KentuckyGraduate School, U of FloridaGraduate School, U of GuelphGraduate School, U of KentuckyGraduate School, U TennGrain Merchandiser, Central States EnterprisesInvestment Banking Analyst, Prudential Financial,Orlando FLIsland Grove AGIsland Grove Ag Products, Citra, FLKemin IndustriesLanguage Arts Teacher, Orange County Public Schools, FLLaw School, Florida CoastalLaw School, UFLecturer, Food and Resource EconomicsDepartment, UFLecturer, Santa Fe CollegeLecturer, University of MalawiLocal Produce Buyer, Winn Dixie StoresL'OrealLykes BrothersManagement Trainee, Hertz, Tampa/St. PeteManager, JMJ Group, LLC Jax FLMarket Analyst, Channel IQ, ChicagoMarketing & Customer Services, Dargent Aerospaceand Defense, MiamiMonsantoNational Mutual Insurance CompanyNatural Resource Conservation Services, OregonNorthwestern Mutual FinancialOffice Manager, Lake Brantley Plant NurseryOwner, Murphy Ag Solutions, Inc.PepsiPerry RoofingPhD student, Agronomy Department, UFPhD Student, Cornell UniversityPhD Student, Food and Resource Economics, UFPhD Student, Food Science and Human NutritionPhD Student, Texas A&M UniversityPlant Manager - White Oak Pastures, Inc.Post-Doc, Food and Resource Economics, UFProgram Assistant, CALS Dean's office, UFProgram Assistant, UFPrudential Securities, BrazilResearch work in VietnamResearch, Miami/FTLResearcher, Centro Regional de Estudios enAlimentos Saludables CREAS, ChileResearcher, UFRestauranteur, Gainesville, FLAppendix 11 8 University of Florida

Sales and Marketing Development Program,SiemensEnergy, OrlandoSenior Ag Economist, Hancock AgriculturalInvestments,BostonShipbroker at Olympic Shipping & Management,GreeceSpecialty Sales Rep at MWI Veterinary SupplyStay at home momStudent, Andrews UniversitySupervisor, China Resources Snow BreweriesSupervisory, Marriott Resort, Delray Beach FLSyngentaT. Rowe PriceTargetUF Career ResourcesUnable to locateUnknownUS Air ForceUSDA, Washington DCVeterinary Medicine Student, Atlantic Veterinary CollegeVeterinary Medicine Student, Kansas State UniversityVeterinary Medicine Student, Ross UniversitySchool of Veterinary Medicine, St. Kitts West IndiesVeterinary Medicine Student, Tuskegee UniversityVeterinary Medicine Student, UFWinn-Dixie CorporateYee FarmsFood Science and Human NutritionUndergraduateOf the responses for the past 5 years (n=1261)19.4% were employed27% were actively searching for a job14.4% accepted to graduate school27.4% accepted to professional schools11.8% could not be reachedGraduateOf the 31 Ph.D. graduates over the past 5 years:14 are employed by industry15 are employed in academia1 is employed by government1 recent graduate is still searchingOf the139 MS graduates over the past 5 years:39 are employed by industry23 are employed in academia (including pursuing Ph.D.)77 cannot be accounted for (with more time, this number would decrease substantially)Appendix 11 9 University of Florida

Horticultural SciencesFall 2008-Summer 2011DegreeB.S.B.S.B.S.B.S.M.S.M.S.PhD.M.S.PhD.PhD.PhD.M.S.PhD.PhD.PhD.PhD.PhD.M.S.PhD.M.S.PhD.PhD.M.S.M.S.M.S.M.S.M.S.PhD.PhD.PhD.M.S.M.S.PhD.M.S.M.S.PhD.M.S.M.S.Employment activityLab Assistant/ UF Horticultural SciencesNAM.S. Student UFNAPhD. Student in UF/Horticultural SciencesPhD. Student in UF/Horticultural SciencesNAPhD. Student in UF/Horticultural SciencesPostDoctoral - Research & DevelopmentResearch & Development - Private corp in ChinaFaculty - Research & Development in EcuadorPhD. Student in UF/AgronomyResearch & DevelopmentResearch Plant Physiologist with the USDAPostDoctoral - Research & Development - UF IFASCommercial Horticulture Agent - Alachua County Extension ServiceField Researcher, MonsantoPhD. Student in UF/Horticultural SciencesPostDoctoral - Research & Development - UF IFASNAPostDoctoral - Research & DevelopmentLecturer at Eastern Tennessee UniversityPhD. Student in UF/Horticultural SciencesPhD. Student in UF/Horticultural SciencesPhD. Student at Virginia TechFamily farm, ColombiaCitrus researcher in Miyagawa Prefecture, JapanFaculty at Mansoura University, EgyptAsst. Prof.at the University of HawaiiResearch & Development - Brazilian GovernmentResearcher; SingaporePhD. Student in UF/Horticultural SciencesFaculty - Teaching at Purdue UniversityResearch coordinator, UF GCRECMBA program, Texas A&MPostDoctoral - Research & Development- Oxford, UKTechnical writerNAAppendix 11 10 University of Florida

PhD.PhD.M.S.Faculty -UF/Horticultural SciencesResearch & Development - Syngenta GlobalPhD. Student in UF/Horticultural SciencesPlant Molecular and Cellular BiologySpring 2008-Fall 2011Post-Doctorate Research Associate, Cold Spring Harbor Laboratories, Jackson Ware labsPost-Doctorate Research Associate, Dr. David Oppenheimer’s lab, Department of Biology, University of FloridaPost-Doctorate Research Associate, College of Medicine, University of FloridaResearch Scientist, Philip Morris Int'l SwitzerlandPost-Doctorate Research Associate, Florida State UniversityPh.D. program with Dr. Saba, Hort. Sciences Dept, UFDiscovery Corn Breeder, Monsanto’s Pathology Division Galena, MarylandPost-Doctorate Research Associate, Environmental Horticulture Department, University of FloridaPost-Doctorate Research Associate, Molecular, Cellular and Developmental Biology Department atUniversity of MichiganPost-Doctorate Research Associate, Sixue Chen’s lab, Dept. of Biology at UFPost-Doctorate Research Associate, Gloria Muday’s lab, Department of Biology at Wake Forest University.Post-Doctorate Research Associate, Department of Molecular, Cellular and Developmental Biology,University of Colorado at BoulderPost-Doctorate Research Associate, Forest Genomics lab group at the University of Florida.Post-Doctoral Research Associate in Dr. Amro Hamdun's lab, Marine Biology Department,Scripps Institute for Oceanography,University of California, San Diego.Post-Doctoral Research Associate, Dr. Karen Koch’s lab, Horticultural Sciences Department, University of FloridaPost-Doctoral Research Associate, Dr. Joerg Bohlman’s research group, Michael Smith Laboratories,University of British Columbia, CanadaPlant PathologyFundecitrus BrazilPostDoc Horticultural Sciences, UFDade Co. Extension, Homestead, FLDirector of Biotechnology Research, Twyford InternationalOPS Plant Pathology,UFPhD student Plant Pathology, UFPostDoc Monsanto BrazilResearcher Horticultural Sciences, UFBiological Science Technician at Beltsville Ag Research Center, USDA-ARS, Beltsville, MDEducational Concerns for Hunger OrganizationSyngentaOPS Plant Pathology,UFAppendix 11 11 University of Florida

PostDoc GCREC, UFBiological Scientist MRECC, UFField Technical Manager, SyngentaField Research Kleffmann Group, BrazilPostDoc Molecular Genetics and Microbiology, UFPostDoc Horticultural Sciences CREC, UFPostDoc Microbiology, Brown UniversityPostDoc Agricultural Research Council, Biotechnology Platform, Pretoria, South Africa.PostDoc Plant Pathology,UFPostDoc USDA-ARS, Beltsville, MDPostDoc at TREC, UFPhD student Plant Pathology, UFPhD student Plant Pathology, UFStatisticsUndergraduate 2009-201130% to actuarial science positions,20% go to graduate school, and50% enter the workforce in non-actuarial positionsGraduate 2009-201140% to academic positions (e.g., University of Iowa and the Johns Hopkins University),40% to Postdoctoral positions (e.g., Yale and the University of Pennsylvania), and20% to government/industry positions (e.g., US Food and Drug Administration)Wildlife Ecology and ConservationPh.D. Fall 2008-Summer 2011Type of Industry Position OrganizationMilitary Post Doctoral Associate Army Corps of Engineers/UFUnknown Unknown UnknownUS Government Post Doctoral Fellow Smithsonian, Washington DCForeign Instititution Professor Auxiliar Universidad Austral de ChileUS GovernmentAssociate Research ScientistFlorida Fish and Wildlife ConservationCommissionForeign Institution Senior Lecturer University of Peradeniya, Sri LankaUS Government Research Wildlife Biologist USGS, FLDoctoral/Research Intensive School Visiting Assistant Professor Southwestern University, TXDoctoral/Research Intensive School UF County Extension FacultyUF Dept. of Wildlife Ecology &ConservationAppendix 11 12 University of Florida

US GovernmentUS GovernmentCollege-UniversityPost Doctoral AssociatePost Doctoral ResearchAssociatePost Doctoral ResearchAssociateUF Dept. of Wildlife Ecology &ConservationUniversity of Wisconsin, MadisonFlorida Fish and Wildlife ConservationCommissionAppendix 11 13 University of Florida

College of Business AdministrationSchool of BusinessSummary of Undergraduate Business and Accounting Employment Data (2009-2011)Appendix 11 14 University of Florida

Appendix 11 15 University of Florida

Fisher School of AccountingAppendix 11 16 University of Florida

Hough Graduate School of BusinessAppendix 11 17 University of Florida

College of DentistryThe College of Dentistry collects data on each Doctor of Dental Medicine (DMD) graduating class about their planned activities following the completion of theDMD degree. DMD graduates can apply for a professional license upon graduation, and are not required to complete any postdoctoral training or residencytraining programs. Approximately half of our graduates apply for licensure and join a dental practice as an associate after receiving their DMD degree. Theremaining students participate in post-doctoral education in a residency or masters degree program or enter military service. The following table summarizesthe DMD students’ self-reported career choices following dental school graduation from 2009 through 2011.# ofOpentheirown1 2 3 4 5 6 7 8 9 10 11 12 13Join aPracticeas an Total Prog. Oral Public FacialClass Grads Pract Military* Assoc Applied Accepted AEGD GPR Endo Surg Ortho Path Pedo Perio Prosth Health Pain UndecAdv'dEdAdv'd Ed2009 82 0 2* 47 37 34 8 5 2 3 9 0 6 2 1 0 02010 79 0 2* 39 37 34 4 10 1 3 4 0 7 4 2 0 0 6(2 late grads) (2 fellows)2011 81 0 7 46 43 28 10 3 0 3 2 1 4 3 2 0 0 1(6 AEGD) (1 intern)* This number is not included in Advanced Ed accepted number or categories.1 Assoc: Employed as an associate in a private dental practice2 AEGD: Advanced Education in General Dentistry program3 GPR: General Practice Residency program4 Endo: Residency program or masters degree program in Endodontics5 Oral Surg: Residency or MD degree program in Oral and Maxillofacial Surgery6 Ortho: Residency or masters degree program in Orthodontics7 Path: Residency program or masters degree program in Oral and Maxillofacial Pathology8 Pedo: Residency program or masters degree program in Pediatric Dentistry9 Perio: Residency program or masters degree program in Periodontology10 Prosth: Residency program or masters degree program in Prosthodontics11 Public Health: Residency program or masters degree program in Dental Public Health12 Facial Pain: Residency program or masters degree program in Orofacial Pain13 Undec: UndecidedAppendix 11 18 University of Florida

Design, Contraction, and PlanningNo Data available other than list of positions in Interior Design2011 Undergraduates:PositionPavlic Design TeamUC master programUF MIDUF MIDBilkey Llinas DesignHirsch Bender AssociatesLuis Pons D-LabUF MIDUM Arch master programMorton Plant Hospital, Facilities managementSKBPottery BarnEthan AllenBaker BarriosTurner ConstructionMontana & AssociatesDesign FirmGetty Design GroupWegman Design GroupCityFt. Lauderdale, FlCincinnati, OhGainesville, FlGainesville, FlPalm Beach Gardens, FlAtlanta, GaMiami, FlGainesville, FlMiami, FlClearwater, FlWashington DCOrlando, FlOrlando, FlOrlando, FlMiami, FlOrlando, FlAustin, TxChicago, IlNaples, Fl2010 Undergraduates:PositionBo ConceptDesign FirmOEC Business InteriorsUF BCN master programRobb & StuckyUF BCN master programDesign FirmFormworksNelson DesignCityTampa, FlChicago, IlGainesville, FlGainesville, FlTampa, FlChicago, IlHigh Springs, FlCharlotte, NcAppendix 11 19 University of Florida

2010 MID graduate:PositionBuilders DesignCityWashington DC2009 Undergraduates:PositionBoConceptSCAD masterAmanda Webster DesignIkeaUF BCN master programPier OneUF Arch master programP & H InteriorsUF Architecture master programUF BCN master programUF MIDUF MIDIKEA corporateParsons master program in lightingCityTampa, FlSavannah, GAJaxBeach, FlBoston, MAGainesville, FlGainesville, FlGainesville, FlCoral Springs, FlGainesville, FlGainesville, FlGainesville, FlGainesville, FlPolandNY, NY2009 MID Graduates:PositionGSAUSGBCCityWashington DCWashington DCAppendix 11 20 University of Florida

College of EducationSchool of Human Development & Organizational StudiesGraduation YearSchool of Human Development & Organizational StudiesEducational LeadershipGuidance & CounselingGraduated * Employed ** Graduated Employed2007-2008 5 4 (80%) 11 5 (45%)2008-2009 8 8 (100%) 16 6 (38%)2009-2010 25 21 (84%) 20 7 (35%)Doctoral Graduates(Spring 2008-Summer 2011)Total # of Ph.D. Produced 109Individuals for which we have data 106Missing cases 3Employment Percentage 0.972Job CategorizationCounts ProportionPostdoctoral Positions 4 0.038Faculty AppointmentsTenure Track 16 0.151Non-Tenure Track 18 0.170Not Specified 27 0.255Non-academic AppointmentUS Federal GovernmentUS State Government 3 0.028US Local Government 2 0.019Foreign GovernmentNon-Profit Organization 3 0.028Industry or Business 3 0.028Self-employed 14 0.132Other 4 0.038Not Specified 12 0.113Appendix 11 21 University of Florida

School of Special Education, School Psychology & Early Childhood EducationGraduationYearSchool of Special Education, School Psychology & Early Childhood EducationEarly Childhood Education School Psychology Special EducationGraduated * Employed ** Graduated Employed Graduated Employed2007-2008 22 10 (45%) 8 5 (62%) 41 27 (66%)2008-2009 24 9 (38%) 12 8 (67%) 45 33 (73%)2009-2010 21 11 (52%) 12 6 (50%) 34 23 (68%)School of Teaching and LearningGradYear2007-2008 1042008-2009 912009-2010 116ElementaryEducationProTeach singlecertGrad Employ*76EnglishProTeachSchool of Teaching and LearningScienceProTeach ***Social StudiesProTeach Reading SITE** Grad Employ Grad Employ Grad Employ Grad Employ Grad Employ205172(73%) 28 (71%) 8 (62.5%) 29 (59%) 2 (100%) 14 6 (43%)691221312(76%) 19 (63%) 2 (100%) 30 (43%) 5 2 (40%) 22 (55%)881317(76%) 21 (62%) 6 1 (17%) 25 (68%) 5 1 (20%) 21 7 (33%)Notes* Graduated Summer, Fall, Spring** Employed in year following graduation*** Includes Biology, Chemistry & PhysicsMasters, Specialist, and Doctoral GraduatesDegree/Program# of GraduatesF’08 – Su ‘11# of F’08 –Su’11 GradsKnown to bePlaced# of Grads with NoPlacementInformation% of GradsPlacedM. Ed. in C&I 9 6 0 66% TotalM. Ed. in C & I122 122 122 100%TLSIM. Ed. in C & I35 3 32TechonologyMAE in C & I 18 12 0 67%Ed.S. in C& I40 40 0 100%TLSIEd. S. in C&I15 ? 0TechnologyPh. D. in C & I 41 40 0 98%Ed.D. in C & I 6 6 6 100%Appendix 11 22 University of Florida

College of EngineeringAgricultural and Biological Engineering DepartmentStudent Placement DataGraduate students for 2009, 2010 and 2011Master’s students:34 total students graduated24 are working (17) or in PhD programs (7)PhD students – 28 of 29 students who graduated during the last 3 years are employed (1 is unknown)Undergraduate data for the past three years:2009 – 37 graduatesGraduate/Professional Schools: 26Employed: 112010 – 26 graduatesGraduate/Professional Schools: 17Employed: 92011 – 20 graduatesGraduate/Professional Schools: 11Employed: 7Unknown: 2Appendix 11 23 University of Florida

J. Cryaton Pruitt Family Department of Biomedical EngineeringStudent Placement DataPeriod: Fall 2009-Summer 2011MS/ME graduates# graduates: 35Reporting on: 18Type of employment Percent Median SalaryContinued Education 50%

Chemical Engineering DepartmentNote: Placement counts since Fall 2009 are based on exit interviews conducted by the Chair at the endof the semester of graduation. Earlier counts are based on online surveys only. It should be noted thatseveral students already have prospects and find jobs soon after graduation, but these are not reflectedin the below counts.Year Semester # Polled# with jobslined up bytime ofgraduation# going tograd, profschool, ormilitary# stilllooking attime ofGraduation% with jobs orgoing tograd/prof/militaryby graduation2008 Fall 7 3 2 2 71%2009 Spring 57 15 14 28 51%2009 Summer 1 1 0 0 100%2009 Fall 9 3 1 5 44%2010 Spring 57 20 12 25 56%2010 Summer 9 4 2 3 67%2010 Fall 14 3 1 10 29%2011 Spring 55 29 18 8 85%2011 Summer 13 4 4 5 62%Total 222 82 54 86 61%Placement locations (The below counts include some jobs reported by students soon after graduation;these are not included in the above counts.)Employers Count Grad Schools CountProctor & Gamble 7 UF 5Schlumberger 7 U Colorado 4Dow 6 LSU 2ExxonMobil 5 Notre Dame 2KBR 4 U Miami 2Kraft 4 UT-Austin 2Dupont 3 Charles Univ 1Intel 3 Cornell 1Jacobs 3 FIU 1Mosaic 3 GA Tech 1PepsiCo 2 Mich State 1US Navy 2 Nova SE 1Vistakon 2 Ohio State 1AnheuserBusch 1 U Arizona 1Ashland Hercules 1 U Chicago 1Bacardi 1 U Delaware 1Buckeye 1 U Houston 1CF Industries 1 U Illinois 1Appendix 11 25 University of Florida

Chevron 1 U Iowa 1Fritolay 1 U Mich 1GE 1 U Minn 1GLE 1 U Utah 1ingenuIT 1 UCF 1Los Alamos 1 UCSB 1Marathon 1 UNC 1NASA 1 USC 1NAVFAC 1 USF 1Nuclear Fuel Services 1 Vanderbilt 1Optima 1 Washington 1Praxair 1 Total 40Progress Energy 1Scripps 1Shaw Industries 1Syngenta 1Trinity Consultants 1Tropicana 1Self-employed 2Not specified 18total 94Chemical Engineering Initial PhD Placement – Since Fall 2008Year Semester PhD's IndustryAcademia(postdoc,professor)NationalLabsUnknown2008 Fall 5 3 2 0 02009 Spring 4 3 1 0 02009 Summer 3 1 2 0 02009 Fall 5 5 0 0 02010 Spring 8 3 4 1 02010 Summer 10 6 2 1 12010 Fall 2 0 2 0 02011 Spring 6 3 3 0 02011 Summer 6 4 2 0 0Total 49 28 18 2 1Appendix 11 26 University of Florida

CompaniesAcademic PositionsIntel 14Samsung 3 PostdocsTaiwan Semiconductor 3 University of Florida 5BST Systems 1 Georgia Tech 2Ciba Vision 1 Duke University 1Hamner Institutes 1 University of Wisconsin 1Sud-Chemie Catalysts Co. 1 University of Colorado 1Rao A. Group 1 University of Minnesota 1Mainstream Engineering 1 UC Berkeley 1KBR 1 Stanford 1Evonik (R&D Engineer 1 Levich Institute, CUNY 1Harvard University 1National LabsResearch ScientistLawrence Berkeley 1 Johns Hopkins 1Los Alamos 1 FSU 1ProfessorUniversity of SaudiArabia 1Appendix 11 27 University of Florida

Civil and Coastal Engineering DepartmentB.S. Degree ProgramJob Placement/Success InformationProgram alumni are surveyed annually and the data provided by those responding to the survey overthe previous 5 years indicate the following distribution of employment among B.S. graduates of the CivilEngineering program:Job Placement Distribution of Undergraduates(most recent 5 year surveys of Alumni)Position TypePercent of GraduatesConsulting Engineer 14.7Construction Industry 58.1Government 13.7Military 4.3Research & Development 1.7Other 5.1Unemployed 1.7M.S. Degree ProgramJob Placement/Success InformationJob Placement Distribution of Masters Graduates(a sample of the 94 MS graduates from Summer 2009 to Fall 2011)Position TypePercent of GraduatesGovernment 13Academics 22Business 62Unemployed 3PhD Degree ProgramJob Placement/Success InformationJob Placement Distribution of Civil Engineering Ph.D.s(a sample of the 29 Ph.D. graduates from Summer 2009 to Fall 2011)Position TypePercent of GraduatesGovernment 3Academics 71Business 19Unemployed 7Appendix 11 28 University of Florida

Coastal and Oceanographic Engineering PhD ProgramJob Placement/Success InformationJob Placement Distribution of Civil Engineering Ph.D.s(a sample of the 11 Ph.D. graduates from Summer 2009 to Fall 2011)Position TypePercent of GraduatesGovernment 36Academics 55Business 9Unemployed 0Appendix 11 29 University of Florida

Computer and Information Science and Engineering DepartmentUndergraduate Post-Graduation PlansBased on 273 exit interviews over the last three academic years. On average, approximately90% of graduating students completed the exit interview within the first 4 weeks of their finalsemester. Data closer to the end of the semester was not available.Students who will attendgraduate schoolStudents who will seekemploymentStudents who plan to beself-employedStudents who haveaccepted anemployment offerFall ’08 –Spring ‘09Fall ’09 –Spring ‘10Fall ’10 –Spring ‘1117.6% 30.4% 26.5%53.8% 41.1% 44.6%5.5% 2.6% 2.4%23.1% 25.9% 25.5%TOTAL 100% 100% 100%Students who haveaccepted an employmentofferFall ’08 –Spring ‘09Fall ’09 –Spring ‘10Fall ’10 –Spring ‘11Private Sector 91% 100% 100%Government 9% 0% 0%Average Starting Salary $53,500 $49,400 $50,000GraduateStatistical data based on 34 Ph.D. graduates who responded to surveys (of 73 total graduated) in lastthree academic years.Employment SectorPercentageBusiness/Industry – U.S.* 55.9%Business/Industry – foreign 11.8%University (post-doc or faculty) – U.S. 17.6%University (post-doc or faculty) – foreign 5.9%Government – U.S. 5.9%Government - foreign 2.9%* includes: Intel, Siemens, Raytheon, Google, Infinite Energy, Oracle, Amazon, IBM, Microsoft,among othersAppendix 11 30 University of Florida

Electrical and Computer EngineeringStudent Placement DataGraduateStatistical data based on 39 PhD graduates surveyed in last three academic years (118 total):Employment SectorPercentagePrivate Sector - US 56.4%Private Sector - International 12.8%University – US28.2%(Post-Doc & Faculty)University – International0%(Post-Doc & Faculty)US Government 0%Other 2.6%UndergraduateStatistical data based on 185 BS graduates surveyed in the last two academic years (310 total):Are you attending graduate school?Yes 51.9%No 48.1%Did you receive a job offer? (if not going to grad school)Yes 78.7%No 21.3%Employment sectorFederal Gov’t - Defense 32.2%Private industry 67.8%Starting SalaryAverage $61,200Appendix 11 31 University of Florida

Environmental Engineering Sciences DepartmentStudent Placement DataGraduates are listed as either employed, attending graduate school, or unknown, following graduationin the year listed.F10 Sum 11 employed grad school unknownBS 5 22 14MS/ME 10 2 34PhD 17 0 12F09-Sum 10 employed grad school unknownBS 1 16 11MS/ME 10 0 39PhD 4 0 1F08-Sum 09 employed grad school unknownBS 3 14 7MS/ME 4 0 21PhD 3 0 5Appendix 11 32 University of Florida

Industrial and Systems Engineering DepartmentUndergraduate Placement DataTable 1 provides the placement (according to industrial or government jobs or attending graduateschool) over the past three years. Data concerning placement of master’s degree graduates isincomplete. Table 2 provides information on our Ph.D. graduates entering the workforce in industry,government or academic settings.Table 1. Placement of B.S. graduates over past three years.Table 2. Placement of Ph.D. graduates over past five years.Appendix 11 33 University of Florida

Materials Science and Engineering DepartmentMaterials Science and Engineering Employment Data 2008-2011B. S.IndustryClark/Nikdel/PowellCREECV Technology, Inc.Exxon MobilIntelLockheed Martin (3)Pall Aeropower CorporationPower Systems ManufacturingRaytheon Missile SystemsSeal DynamicsTexas InstrumentsTimet (Titanium Metals Corp)United States Navy (2)Walt Disney World (2)Grad schoolCase Western Reserve U - MSEColumbia UniversityDuke UniversityPenn State Univ – MSE (2)Purdue University (2)Rensselaer Polytechnic InstituteStanford University (3)U California - Berkeley – MSE (2)U California - Santa Barbara – MSE (3)U California – RiversideU. Florida - EEU Florida MSE (17)U Illinois-Urbana Champaign-MSE (3)U Massachusetts-AhmerstU Michigan-MSE (2)U Southern Mississippi-Sports & High Performance MaterialsWashington U in St. Louis – BMEProfessional SchoolMedical School - UFMedical School - U Minnesota MSTPMedical School (2)Optometry SchoolAppendix 11 34 University of Florida

M.S.Industry and GovernmentCordis Corporation (Johnson & Johnson)Dow ChemicalEclatIBM Microelectronics, Micron TechnologyMiddleton AerospaceNAVAIRTransitions Optical, Inc.US Federal Government- Florida Space Shuttle OperationsUS Patent OfficeU.S. SteelVistakon (Division of Johnson & Johnson Vision Care, Inc.Graduate SchoolsColumbia University Department of Industrial Engineering and Operations ResearchSt Andrews UniversityUniversity of California, San DiegoUniversity of California at Los AngelesUF PHD-ENEUF PHD-NE (2)UF PHD-ChemistryUF-ECEUF PHD- ChemEUF MS-ISEUniversity of Roma PHDUniversity of Texas M-D Anderson, Cancer CenterPh.D.IndustryAdvanced Device TechnologiesChicago Bridge & IronConvergentExxon Mobil-Upstream ResearchGE Global Research CenterGemesisHewlett PackardHyundai MotorsIBM (2)Intel (6)Intel - Rotation Eng ProgramIPGLG ElectronicsLG Display or LG ChemicalLG InnotekMoffitt Canver Ctr & Res InstAppendix 11 35 University of Florida

Particle Sizing SystemsPlextronics, Inc.Samsung (2)Samsung - LCD DivisionSinmat, Inc.The Cadmus GroupUS GovernmentArmy Corps of EngineersArmy Research LabLawrence Livermore National LabLos Alamos National LabNaval Research LaboratoryOak Ridge National Laboratory (4)Universities (* Faculty position)Alfred UniversityBoise State UniversityCase Western Reserve UnivColumbia Univ - Biomedical EngGeorgia Institute of Tech* Mahidol UniversityMassachusetts Institute of TechNC State Univ - MSENorthwestern UniversityNova Southeastern UniversityUC San Diego - Nano EngUCSD, Center for Energy TechUniv of CalifUniv of Calif. Santa Barbara (2)UF - Biomedical EngineeringUF - Materials Science & Eng (6)UF – SEAGEP (2)UF (3)University of MarylandUniversity of MinnesotaU of Penn - Mech Eng & App MecUniversity of Texas at AustinUniversity of UdineUniversity of WisconsinUltrect University - ChemistryAppendix 11 36 University of Florida

Mechanical and Aerospace EngineeringStudent Placement DataUndergraduateStatistical data based on exit surveys of 226 BS graduates in last academic year:Are you attending graduate school?Yes 42.3%No 57.7%Did you receive a job offer?Yes 33%No* 67%*Includes students attending graduate schoolEmployment sectorFederal Gov’t - Defense 13.6%Private industry 86.3%Starting SalaryAverage $57,980Median $60,000GraduateStatistical data based on 104 PhD graduates in last three academic years:Employment SectorPercentagePrivate Sector - US 35.6%Private Sector - International 6.7%University – US17.3%(Post-Doc & Faculty)University – International8.7%(Post-Doc & Faculty)US Government 27.9%Other 3.8%Appendix 11 37 University of Florida

College of Fine ArtsNo data availableAppendix 11 38 University of Florida

Health and Human PerformanceApplied Physiology and KinesiologySpring 2009 – Summer 2011Spring 2009ResponsesPercentage oftotal enrollment Questions11 17.19% A Am seeking employment, but have no specific prospects7 10.94% B Am negotiating with one or more specific employers30 46.88% C Have made arrangements for graduate study2 3.13% D Not seeking employment1 1.56%E Have made a definite commitment for employment, requiringmost recently earned degree2 3.13%F Have made definite commitment for employment, not requiringmost recently earned degree1 1.56% G Will be in military service0.00% H Am returning to, or continuing in, former employment10 15.63% N No response=64 64 (100%) TOTALSummer 2009ResponsesPercentage oftotal enrollment Questions3 11.11% A Am seeking employment, but have no specific prospects2 7.41% B Am negotiating with one or more specific employers8 29.63% C Have made arrangements for graduate study4 14.81% D Not seeking employment4 14.81%E Have made a definite commitment for employment, requiringmost recently earned degree0 0.00%F Have made definite commitment for employment, not requiringmost recently earned degree0 0.00% G Will be in military service0 0.00% H Am returning to, or continuing in, former employment6 22.22% N No response=27 27 (100%) TOTALFall 2009ResponsesPercentage oftotal enrollment Questions11 33.33% A Am seeking employment, but have no specific prospects0 0.00% B Am negotiating with one or more specific employersAppendix 11 39 University of Florida

14 42.42% C Have made arrangements for graduate study3 9.09% D Not seeking employment0 0.00%E Have made a definite commitment for employment, requiringmost recently earned degree2 6.06%F Have made definite commitment for employment, not requiringmost recently earned degree1 3.03% G Will be in military service0 0.00% H Am returning to, or continuing in, former employment2 6.06% N No response=33 33 (100%) TOTALSpring 2010ResponsesPercentage oftotal enrollment Questions6 12.50% A Am seeking employment, but have no specific prospects4 8.33% B Am negotiating with one or more specific employers28 58.33% C Have made arrangements for graduate study3 6.25% D Not seeking employment2 4.17%E Have made a definite commitment for employment, requiringmost recently earned degree1 2.08%F Have made definite commitment for employment, not requiringmost recently earned degree2 4.17% G Will be in military service2 4.17% H Am returning to, or continuing in, former employment0 0.00% N No response=48 48 (100%) TOTALSummer 2010ResponsesPercentage oftotal enrollment Questions3 9.38% A Am seeking employment, but have no specific prospects3 9.38% B Am negotiating with one or more specific employers13 40.63% C Have made arrangements for graduate study5 15.63% D Not seeking employment1 3.13%E Have made a definite commitment for employment, requiringmost recently earned degree0.00%F Have made definite commitment for employment, not requiringmost recently earned degree0.00% G Will be in military service1 3.13% H Am returning to, or continuing in, former employment6 18.75% N No response=32 32 (100%) TOTALAppendix 11 40 University of Florida

Fall 2010ResponsesPercentage oftotal enrollment Questions2 25.00% A Am seeking employment, but have no specific prospects1 12.50% B Am negotiating with one or more specific employers2 25.00% C Have made arrangements for graduate study0 0.00% D Not seeking employment2 25.00%E Have made a definite commitment for employment, requiringmost recently earned degree0 0.00%F Have made definite commitment for employment, not requiringmost recently earned degree0 0.00% G Will be in military service0 0.00% H Am returning to, or continuing in, former employment1 12.50% N No response=8 8 (100%) TOTALSpring 2011ResponsesPercentage oftotal enrollment Questions10 15.15% A Am seeking employment, but have no specific prospects5 7.58% B Am negotiating with one or more specific employers35 53.03% C Have made arrangements for graduate study4 6.06% D Not seeking employment4 6.06%E Have made a definite commitment for employment, requiringmost recently earned degree1 1.52%F Have made definite commitment for employment, not requiringmost recently earned degree2 3.03% G Will be in military service1 1.52% H Am returning to, or continuing in, former employment4 6.06% I No response=66 66 (100%) TOTALSummer 2011ResponsesPercentage oftotal enrollment Questions7 25.93% A Am seeking employment, but have no specific prospects2 7.41% B Am negotiating with one or more specific employers10 37.04% C Have made arrangements for graduate study2 7.41% D Not seeking employment1 3.70%E Have made a definite commitment for employment, requiringmost recently earned degree1 3.70%F Have made definite commitment for employment, not requiringmost recently earned degree0 0.00% G Will be in military serviceAppendix 11 41 University of Florida

0 0.00% H Am returning to, or continuing in, former employment4 14.81% I No response=27 27 (100%) TOTALTourism, Recreation and Sport ManagementUndergraduate Placement DataSpring 2009 – Summer 2011Number of StudentsPercentagesGraduates 656Graduates with a Job at Completion ofInternship* 196 29.80%Graduates Accepted to Graduate School atCompletion of Internship* 90 13.70%Graduates with a Job or Accepted to GraduateSchool at Completion of Internship* 286 43.60%*Students report their employment and graduate school plans during an exit interview which occurs atthe completion of their undergraduate internship. The exit interview takes place two weeks prior tograduation.Health Education and BehaviorSpring 2009 – Spring 2011Searchingfor job attime ofsurveyOffereda job attime ofsurveyApplied tograduate/professionalschool at time ofsurveyAccepted tograduate/professional school at timeof surveySurveyTerm ParticipantsSpring 2009 70 30 10 40 22Sum 2009 23 13 6 7 6Spring 2010 55 30 6 28 11Sum 2010 15 9 1 4 1Spring 2011 52 33 8 27 11Appendix 11 42 University of Florida

College of Journalism and CommunicationsPlacement Statistics for 2007-08 – 2010-2011 graduatesMore than 2,300 UF College of Journalism and Communications graduates with email addresses at theUF Alumni Association were surveyed in spring 2011 about their educational experiences in the College.The database for the survey contained emails from undergraduates who received their bachelors ofscience degree during the academic year 2007-2008 through summer 2011.A total of 279 alumni responded to the survey request. The overall response rate for the survey was 12percent.The table shows the job status of respondents, broken down by department. Respondents were givenseveral options for describing their current job status. The College considered that graduates who werein jobs they planned to stay in for one to five years or more were successful in beginning a postgraduatecareer. Responses showed that, overall, nearly six out of 10 graduates are in a career position.Public relations (70 percent), telecommunication (66 percent), and advertising (64 percent) graduateswere especially likely to be in such jobs. An additional 14.6 percent of respondents were enrolled in orplanning to enroll in graduate programs.Undergraduate employment status by DepartmentJob Advertising Journalism Public Relations Telecomm CollegeStatus# C% # C% # C% # C% # C%Not in 0 0 0 0 0 0 0 0 0 0job, notlookingNot in 5 8 7 8 10 15 5 8 27 9.6job,lookingIn job, 11 18 18 21 5 8 9 14 43 15.4lookingforanotherIn job, 1- 39 64 37 44 46 70 42 66 164 58.65 yearsor moreEnrolled 4 7 10 12 3 5 6 9 23 8.2grad schEnrolled 2 3 12 14 2 3 2 3 18 6.4lawschoolEnrolleddesignschool0 0 0 0 0 0 0 0 0 0Appendix 11 43 University of Florida

In addition, the College collected data via email in September 2011 using an electronic form. A link wasembedded in an email that Dean John Wright sent to the 730 graduates from the Class of 2008. A totalof 107 graduates responded for a response rate of 15 percent. The form asked alumni to provide theirmajor, current position and the name of organization they work for. Results are shown below.College MajorName of Organization where you areemployedPosition TitleADV Turner Broadcasting Sales PlannerADV RGB Designs Graphic DesignerADV BBDO Account ExecutiveADV McFarlane & Dolan Law ClerkADV NASCAR Marketing AssistantADV The Advocacy Law Firm, P.A. Legal AssistantADV Rooms To Go Senior Media BuyerADV Ogilvy Public Relations Assistant Account ExecutiveADV WCJB TV20 Account ExecutiveADV ROAR! Internet Marketing CopywriterADV Citi Client Service OfficerADV Florida State University Graduate StudentADV Greater Tampa Chamber of Commerce Events CoordinatorADV Draftfcb Assistant Account ExecutiveADV Chez Gourmet Catering Event PlannerADV Crispin Porter + Bogusky Content ManagerADV Barry University Coordinator of Content ProductionADV State Farm Insurance Senior Research AnalystADV UMarketing Account ExecutiveADV Graphic Security Systems Corporation Director of Intellectual PropertyADV TBWA\Chiat\Day Account ExecutiveADV Bright House Media Strategies Account ExecutiveADV The Coleman Company, Inc. Public Relations ManagerADV Marriott Vacation Club International Rooms ControllerJOU The Gainesville Sun Copy editor/designerJOU Turner Broadcasting Account CoordinatorJOU Yext Sales ManagerAppendix 11 44 University of Florida

Name of Organization where you areCollege Major employedPosition TitleJOU FSU College of Law Law StudentJOU Weber State University Assistant ProfessorJOU Bankrate.com Copy EditorJOU Whitman, Requardt & Associates Marketing CoordinatorJOU Habitat for Humanity Construction supervisorJOU Enfatico Office Manager / Jr CopywriterJOU AutoNation, Inc. Social Media CoordinatorJOU Immokalee Community School Spanish TeacherJOU University of Florida StudentJOU Gold Tone, Inc. Marketing & Advertising, Accounts PayableJOU Carnegie Hall Associate EditorJOUWomen's Health Magazine/Men'sHealth MagazineOnline EditorJOU Kansas City Royals Production CoordinatorJOU Brown Sims, P.C. Law ClerkJOU Northwest Florida Daily News Public Safety ReporterJOU Grafton Integrated Health Network Residential CounselorJOU National Geographic Society Assistant Video EditorJOU Riverdale High School English II TeacherJOU Northrop Grumman Financial AnalystJOU Clarke Silverglate, P.A. AssociateJOU St. Petersburg Times ReporterJOU City Year Program ManagerJOUUniversity of Florida Levin College ofLawStudentJOU University of Florida Teaching Assistant/Adjunct ProfessorJOU Tampa Bay Buccaneers Legal AssistantJOU The Issaquah Press ReporterJOU Soho House Club ReceptionAppendix 11 45 University of Florida

College MajorJOUName of Organization where you areemployedKIPP South Fulton AcademyPosition Title7th Grade ELA Teacher and Grade LevelChairJOU The Mosaic Company IT Communications AnalystElectronic Marketing & CommunicationsMAMC The Optical SocietyManagerMAMC Wells Fargo Advisors Financial AdvisorPR U.S. Department of Transportation Program AnalystPR Student StudentPR MCA Public Relations Senior Account ExecutivePR National Geographic Society Annual Giving ManagerPR M Booth Account ExecutivePR Syniverse Technologies Marketing Communications AdministratorPR UF Levin College of Law 3rd Year Law StudentPRUniversity of FloridaAssistant Director of Development andCoordinator of Alumni AffairsPR Kaufman, Englett & Lynd, PLLC Marketing Communications SpecialistPR Shtulman Family Chiropractic Director of Community OutreachPR Hardee County School Board TeacherPR The Axis Agency Account ExecutivePR CBS Television CoordinatorPR Biosector 2 Team MemberPR Institue for Public Relations Foundation Operations ManagerPR BayCare Health System System Marketing CoordinatorPR Quinnipiac University Assistant ProfessorPR Wyndham Vacation Ownership Communications CoordinatorPRSanta Fe College; The Protocol Schoolof Palm Beachassistant professor; associate at TheProtocol School of Palm BeachPR M/Y Sea Century Chief StewardessAppendix 11 46 University of Florida

College MajorName of Organization where you areemployedPosition TitlePR Communikatz, Inc. Public Affairs SpecialistPRCurrently searching for employmentas an attorneyN/APRDow ChemicalGlobal Business Communications Manager,Dow Oil & GasPR Penn State Dickinson School of Law StudentPR CNL Financial Group Senior Communications AssociatePR Sevigny & Associates Eye Care Patient Care CoordinatorTEL Fox Business Network BookerTEL Central Michigan University Assistant ProfessorTEL Missouri Mavericks Team ReporterTEL Cox Media Group Marketing and Promotions DirectorTEL MLB Network/Productions Shot Sheet Runner/ Live Game LoggerTEL NBC Universal/Comcast Production assistant and web correspondentTEL Columbia University MFA Film ProgramTEL Feld Entertainment, Inc. Broadcast Media SpecialistTEL University of Florida Graduate AssistantTEL Gannett Morning AnchorTEL Paramount Pictures Studio PageTEL Tobuscus Inc Freelance VideographerTEL Allied -THA Account CoordinatorTEL Macy's Inc. Associate buyerTEL Univ. of Florida Athletic Association ProducerTEL Marion County School Board Kindergarten TeacherTEL T.G.I.Friday's Server ManagerTEL Turner Broadcasting Master Control OperatorTEL Diversified Corporation News ProducerAppendix 11 47 University of Florida

College MajorName of Organization where you areemployedPosition TitleTELThomas Jefferson High School forScience and Technology, FairfaxCounty Public SchoolsOffice AssistantTEL Post Properties BookkeeperEmployment Status for Ph.D. Graduates (as of November 2011)The College has not recently surveyed its master’s alumni.TermSummer 2008Summer 2008Summer 2008Summer 2008Summer 2008Fall 2008Spring 2009Spring 2009Summer 2009Summer 2009Summer 2009Summer 2009Summer 2009Fall 2009Fall 2009Fall 2009Fall 2009Fall 2009Spring 2010Spring 2010Spring 2010Spring 2010Spring 2010Spring 2010Spring 2010Summer 2010Summer 2010Summer 2010Fall 2010Fall 2010Spring 2011Spring 2011PlacementSyracuse University, NYUniversity of Maine, MEQuinnipiac University, CTSyracuse University, NYSt. Joe’s University, PABowling Green State University, OhioChristopher Newport University, VANational Chengchi University, TaiwanNational Cancer InstituteValdosta State UniversityThomas & LoCicero, PL (law practice), FLAppalachian State University, NCUNICEF--TurkeyUniversity of North Texas, TXSalesians of Don Bosco, KoreaNon-academicCollin College, TXIndiana University-Purdue/University of Ft. Wayne, INUniversity of North Florida, FLFlorida International University, FLU.S. Geological Survey, Washington, DCWNED-FM, NYOklahoma State University, OKFlorida Institute of Technology, FLDePaul University, ILUniversity of Oregon, ORUniversity of Florida (adjunct)National Cancer Institute, Washington, DCRadford University, VAUniversity of Southern Mississippi, MSDuquesne University, PANon-academicAppendix 11 48 University of Florida

TermSpring 2011Spring 2011Spring 2011Summer 2011Summer 2011Summer 2011Summer 2011Summer 2011Summer 2011PlacementNorth Carolina State University, NCCleveland State University, OHHigh Point University, NCNon-academicWeber State University, UTUniversity of North FloridaUNC-Wilmington, NCFull Sail University, FLUniversity of Florida (adjunct)Appendix 11 49 University of Florida

College of LawAppendix 11 50 University of Florida

Appendix 11 51 University of Florida

Appendix 11 52 University of Florida

Appendix 11 53 University of Florida

Liberal Arts and SciencesAnthropologyUndergraduateLast three yearsAccepted but deferred Human Bio program at Univ of IndianapolisAccepted in MA program in Art History at the Univ of Wisconsin, MilwaukeeAnimal care and nursery volunteer at Wildlife Care Center; FAU grad schoolApplied to graduate museum studies programsApplied to graduate schools in Criminology for 2011 matriculationApplied to medical school for Fall 2009Applied to medical school for fall 2011 matriculationApplied to schools of Public HealthAttending/ applying to med school; works in UF Psychology Dept.Case Manager at Lifeworks, Inc. (Boston, Ma)Children's LibrarianChurch program in Latin AmericaContemplating contract archaeology careerFootball player -- free agent ?Grad program in archaeology at TulaneGrad program in historical archaeolgy at Univ of Illinois Champagne Urbana (Under Chris Fennell)Grad program in historical archaeology at Univ of Maryland College ParkGrad program in physical anthro at Univ of Tennessee KnoxvilleGrad school -- Advertising (letter)Grad school - bioanth - George Washington Univ.Grad school - forensic anthro?Grad school - historical ecol. - Tulane Univ.Grad school - International Business - UFGrad school - linguistics (Chicago?) - (letter)Grad school - MS in Teaching Social Science EducationGrad school - music (letter)Grad school - public health - Tulane Univ.Grad school -- public health (Emory Univ.)Grad school - public health (letter)Grad school - sociocultural anth - Univ. Western OntarioGrad school (letter)Grad school (PhD) - bioanthro - Emory Univ.Grad school at TulaneGrad School at Univ of MissGrad school at University of MaineGrad school in JacksonvilleAppendix 11 54 University of Florida

Grad school prospect - International Development (letter)Grad school prospect ?Grad school; location unkownGrad student at UCF.Job in San Francisco; Looking for grad school opportunitiesJob in South DakotaLaw schoollaw school prospect, legal work (West Palm Beach, FL)Law school; most probably UMLocal waiter; contemplating contract archaeology and/or grad schoolM.S. program in forensic anthropology at Mercyhurst CollegeMa in anthropology at UCFMA in International Affairs at George Washington UnivMA program in Museum Studies in Seattle, WashingtonMasters in public health at FSUMedical school -- (letter)Medical school (letter)Medical school; Director - Advocates for World Health, Inc. (Spring Hill, FL)Med-related / med school (letter)Midwife schoolMS in Medical Sciences with Pharamcology concentration at the Univ of South Florida College of MedicineNon-anthro job in Denver, ColoradoNonprofit Ecology - HawaiiPeace CorpsPharmacy schoolPhD program in evolutionary anthropology at DukePhysical Therary post-grad? (letter)Possible Internship at Miami-Dade Medical Examiner's officePost-bac in Dar es Salaam; working with Ken Burns on documentary filmsProbable grad school - biological anthroProbable grad school - UF MPH programProbable grad school at FIU or FAUProbable UF MA teachers programProfessional musician/singer with a bandRealtor (Exit 1st Class Realty)Research Fellow at Global Witness (Washington, D.C.)Restaurant manager in Gainesville; attending grad school for anthropology in Fall 2012Semiprofessional football player (Sumter County Broncos)Social workStudying and teaching english in FranceStudying Orthotics and Prosthetics at St. Petersburg CollegeTaking classes at Northwestern University (premed prereqs); MS in human bio at Univ of IndianapolisTeach for AmericaAppendix 11 55 University of Florida

Teacher at National Pingtung Univ of Education in TaiwanTechnical research assistant at the McGuire Center for Lepidoptera and BiodiversityTranscriptionist; Gainesville Student Business ServicesUCLA Law School, 1st yearUF Graduate ProgramUF Gradute ProgramWake Forest grad program in mass communicationsWorked at FL Museum of Natural History; Collections assistantWorked at Odyssey Center for Ceramic Arts; studied ceramics at Univ of NebraskaWorked for NGO in Ethiopia ; currently taking classes at UF in prep for med schoolWorking at Gainesville Olive GardenWorking for NPS at Yosemite National ParkWorking in UF Chemistry Dept; taking additional course at Sante Fe; considering med schoolWorking in UF Psychology DeptWorking locally in real estate; contemplating contract archaeology or grad schoolWorking on a masters in development studies at the London School of EconomicsWorks for Frontier Central America Trail (http://www.frontier.ac.uk/ )Graduate – last three yearsAbraham Lincoln High School in Coney Island, NYAmerican embassyAnthropology, Rollins CollegeArizona State UniversityArkansas State U - JonesboroBolivian NGOBrigge-Shaw Group, Jamaican educational NGOChild Health Policy, University of FloridaCNN International Planning Unit, PBS: "This American Land"Coll Central FLCommunication University of ChinaCommunity Action Agency of New HavenDepartment of Anthropology, University of Colorado DenverDepartment of Global, International, and Area Studies, UNC-CharlotteDepartment of Religion and Philosophy at High Point UniversityDePaul UniversityDept of Anthro, Eastern Kentucky UniversityDept of Anthro, Univ. of OklahomaDuke UniversityDuke University Lemur CenterFitchburg State CollegeFlorida Museum of Nat. History, UFFlorida School of MassageFor development projects by the Catholic Church and other NGO'sFranklin University & Ohio State UAppendix 11 56 University of Florida

Georgia Dept of Natural ResourcesGeorgia Gwinnett CollegeGeorgia State UniversityGreenwood & AssociatesGulf of Mexico Fisheries MgmtHarvard UniversityHistory Department, Sir Arthur Lewis Community College, Saint Luciain different UF programin Guatemala, native countryin UF Anthro PhD programInternational Studies AbroadJPAC-CIL (Joint POW/MIA Accounting Command-Cental Identification Laboratory), HawaiiKellogg Community Health Scholar at Johns Hopkins University School of Public HealthLatina NGOLecturer, Santa Fe CollegeMinistry of Urban Development & Environment, Architectural Heritage ConservationMonmouth UniversityNational Inst on Drug AbuseNIHNorth Carolina State UniversityNRCPennsylvania State UniversityPost Graduate Institute of ArchaeologyProfessorProfessor, Autonomous University of the YucatanReal, Inc., Marketing companyReligion & NatureRights & Resources InitiativeSEARCH, IncSeattle Central Community Collegeself-employedSeoul National UniversityShands UFTrent University, Archaeological Research CentreU Cal Santa CruzUCFUCLAUFUF and LAS LecturerUniversidad de CampecheUniversité de StrasbourgUniversiteit LeidenUniversity of ArizonaUniversity of DenverUniversity of North Florida, Sociology and Anthro LecturerUnivesity of AkronUS GovtVirginia TechAppendix 11 57 University of Florida

AstronomyBased on extensive research into the whereabouts of our undergraduate BS degree recipients over thepast three years, we find 40% attended graduate school in astronomy or a related discipline (e.g.Physics, Engineering, etc.) and 14% attended graduate school in a discipline unrelated to astronomy. Inaddition, 28% entered the workforce in the following areas: 5% in K-12 education, 5% in the federalgovernment, 9% in the US military, and 9% at a college/university. We were unable to determine thewhereabouts of the remaining 18% of our BS graduates.In the case of our PhD recipients from the Department of Astronomy over the past three years, 65%have entered postdoctoral research positions at academic institutions or national labs (e.g. Penn State,Ohio State, NASA Ames, Wisconsin) , 7% have taken a visiting faculty postion, 7% have acceptedemployment with the federal government, and 21% have taken positions outside of astronomy.BiologyIn a recent poll of graduating seniors in Biology, we asked the students to report their most likelyplacement in the following year. Of the 160 students who responded to the poll, 45% responded withenrollment in medical school; 8% responded with enrollment in dental school; 2% responded withenrollment in veterinary school; 10% responded with enrollment in another professional school (e.g.,pharmacy, law); 3% responded with enrollment in a post-baccalaureate, professional school preparationprogram; 9% responded with enrollment in graduate school (MS, MA or PhD); 3% responded withemployment in a government agency (local, state or federal); 3% responded with employment in privateindustry; 4% responded with employment as a K-12 teacher; and 13% responded with “other” (mostcommonly reported as a variant of “taking an extra year before applying to medical school”).ZoologyGraduate MajorsTwenty students graduated with PhDs in Zoology.65% postdoctoral positions35% faculty positions (15% tenure track, 10% non-tenure track, 10% not specified)BotanyTwelve students graduated with PhDs in Botany75% postdoctoral positions8.3% faculty position (type unspecified)8.3% nonacademic appointment for a foreign government8.3% unspecifiedAppendix 11 58 University of Florida

Botany (BOT through CLAS)Results from a poll of students who graduated in the last three years show:4% greenhouse manager4% med school4% pharmacy school24% graduate school4% post-bac studentBotany (BTY though CALS)Results from a poll of students who graduated in the last three years show:5% greenhouse owner/manager5% med school5% pharmacy school10% government scientists (split between state and federal)25% graduate schoolClassics – All levels, last three yearsAdjunct professor, Center for Greek Studies, University of FloridaApplying to law school as of November 2011Campus Pastor at Campus Edge Fellowship at Michigan State UniversityCo-owner, Yum Cupcakery, Gainesville FLDental School University of FloridaDepartment of RecSports and Wellness Center, Miami FLDirector of Operations, LilNil Visiting Nurses, Apopka, FLGraduate school Boston University ClassicsGraduate school Florida State Classical ArchaeologyGraduate school Florida State Italian StudiesGraduate school Ohio State ClassicsGraduate school University of British Columbia ClassicsGraduate school University of Florida ClassicsGraduate school University of Florida HistoryGraduate school University of Kentucky MA; doctoral student at University of Cincinnati ClassicsGraduate school University of Maryland ClassicsGraduate school University of Oregon ClassicsGraduate school University of Virginia EducationHigh School Latin at Timber Creek High School in Orlando, FLInfantryman, FL Army National Guard, Gulf Breeze FLLatin Instructor, Florida Virtual SchoolLatin teacher Mountain View High School, Lawrenceville, GAAppendix 11 59 University of Florida

Latin Teacher, Darnell-Cookman School of the Medical ArtsLatin Teacher, Parkview High School, Lilburn GALatin Teacher, School Board of Leon County, Tallahassee FLLatin Teacher, Waterford School, Sandy UTLatin Teacher, Windermere Prep, Windermere, FLMcCain Postdoctoral Fellow, Mount Alison University, New BrunswickOwner, HMC Handyman Services, Salisbury NCPost Doctoral Fellow, Wake Forest UniversityUniversity of Florida School of NursingEnglishWe do not have data for all students (we have a large number of graduates each cycle), but from ourAnnual Program Reviews of the last three years we can offer the following information, based on whathas been reported to us by the students (such reporting is solicited but voluntary):We know of 31 students who continued to 14 law schools, including Harvard, Virginia, Emory, and JohnMarshall. 27 students continued to PhD or other terminal post-graduate schools at 16 universities,among them Columbia, Brown, Yale, Stanford, and Chicago. 30 students continued to M.Ed. programs atUF, Notre Dame, and North Carolina, among others. 4 went to medical schools at FSU, Boston, andMiami. (We suspect the numbers of students admitted to such grad and professional programs aremuch higher, in fact, but these are the ones we know for sure.) The CRW (Creative Writing)undergraduate program reports successful placements of creative writing students into MFA programssuch as those run by Ohio State, Johns Hopkins, U of Arkansas, Texas Tech, Columbia, NYU, Michigan,and George Mason. In addition, while at UF, just shy of 50 students completed internships at assortedmedia and publishing companies or organizations, although we do not know how many of theseinternships translated into post-graduate employment.49 PhDs were awareded in this this period. For academic placements of that group, 8 are in postdocs, 16in tenure-track positions, and 22 in non tenure-track positions. 1 graduate is in business (not teaching ordoing other academic work), and 2 we do not have current information about.Of the 30 MFAs graduated in this period, at least 8 are in CRW teaching positions, and several more arenow enrolled in PhD programs, both CRW and non-CRW focused.European StudiesCES Program-Related Student PlacementDataAppendix 11 60 University of Florida

CATEGORY# ofStudentsElementary/Secondary 5Federal Gov't 6Foreign Government 1Graduate Study 105Higher Education 16Int'l Org. (in U.S.) 4U.S. Military 3Private sector (for profit) 36Private sector (non-profit) 3State or Local Government 1Still @ UF 10Unemployed 3Total Students Placed 193Unknown/Grad 17Unknown/Undergrad 34TOTAL: 244GeologyWe have an excellent record of placement of our students at both the graduate and undergraduatelevels. More than 85% of undergrads and 90% of graduate students the past 3 years are employed (if“unknown whereabouts” and “homemaker” are not counted, we would be close to 100%). The majorityof our undergraduates (34.5%) go on to graduate school in the Geosciences; another 8.6% attendgraduate school or profession schools other than in geology. The next largest group (24%) is employedin a geoscience field (e.g. environmental consulting, geotechnical positions) or they are employed inother industries (12%). A few are teaching Earth Science.In terms of graduate students overall (the attached sheet is also broken down into MS and PhDstudents), a majority are either now in PhD programs (26%) or have post-doctoral positions (18%). Overa third (38.5%) are employed in a geoscience field and another third (34%) are in geoscience educationalfields (teachers, educational outreach at museums and research institutes).Appendix 11 61 University of Florida

Appendix 11 62 University of Florida

LanguagesSpanish1. Placement information:a. Spanish majors/minorsWe do not systematically track our majors or minors after graduation. Anecdotally,however, we know that they enter a number of fields. The following is a list of the fields orprofessions of some those that we know of – from personal correspondence, newsletterupdates and Facebook posts.Peace CorpsTeach for AmericaPrincipal of a grade school in HondurasElementary, middle, high school Spanish instructorsU.S. Dept. of AgricultureInsurance adjustorLaw SchoolMed SchoolM.A./Ph.D. in Spanish (University of Chicago, Indiana University that we know of)M.A. in Latin American StudiesM.A. in International CommunicationsFinancial industriesBankingSports industryEnglish instructor overseasAppendix 11 63 University of Florida

. MAWe do not keep placement information on our M.A. students. In the past three years, theonly few we have kept track of are those that went on to Ph.D. programs elsewhere, andeven that information is not representative.c. PHD (graduated since AY 2008-9)Assistant Professor at Trinity UniversityAssistant Professor at University of Southern MississippiAssistant Professor at Iowa State UniversityAssistant Professor at Fort Hayes State UniversityAssistant Professor at Indiana State UniversityAssistant Professor at Louisiana State UniversityNon-tenure track faculty in institute in CanadaAssistant Professor at Lee UniversityEnglish instructor in SpainInstructor at Gulf Coast Community College (non-tenure track)Lecturer at UFAssistant Professor at Furman UniversityAssistant Professor at St. Ambrose UniversityAssistant Professor at Butler UniversityAssistant Professor at Ball State UniversityAssistant Professor at University of KentuckyNon-academic positionAssistant Professor at Mount Mercy Collegenon-academic positionInstructor at University of South Florida (non-tenure track)ARABIC : MinorGrad School – Middle Eastern Studies – University of Texas at AustinGrad School – Middle Eastern and South Asian Languages – University of VirginiaGrad School – University of Texas A&MGrad School – Political Science – Florida Atlantic UniversityGrad School – Business School – University of FloridaA Marines officerEAST ASIAN STUDIES – JAPANESE: B.A.Marketing Director at Trendy Entertainment LLC; Lead Development Director at Puppy PunchProductions LLC, GainesvilleCurrently teaching English in JapanApplying for the JET this yearAppendix 11 64 University of Florida

JET: accepted & placed in OhitaApplied to graduate school in CSD at UFJET: accepted & placed in NagasakiCurrently teaching English in AkitaGraduate Student, Computer Engineering, UF. Tto work at Mitsubishi Heavy Industries, Japan.JET Program, Japan.Currently JET Program, Japan.Applying for graduate programs to study SustainabilityGraduate student, East Asian Art History, University of Oregon, MA Program.MAIB, UF, Warrington College of Business, 2009.CIR: accepted & placed in KyuushuuGraduate Student, Media Design, Keio University, JapanInternational Affairs Professional, Fort Meyers, FL. English Instructor, GEOS, Tokyo, 2008-2010.Graduate School in International Studies, George Washington University? Georgetown University?University of Denver? Boston University? She wrote to state that she was accepted, but I can’tremember which one.Applyied to teaching English in Japan.Applying for JET program with Danielle Darling Popp.Preschool Teacher at Merii-Go-Rando Takamatsuen, JapanStudent, Emory University School of Law.Michigan State University Law School.JET Program: Placed in Tottori prefecture in 2011Applying for M.A.: Curriculum &Instruction @ UFBeyond 3 years:Placed to tenure-track position in Japanese Language and Literature, Sewanee University of the South(2010) after obtaining PhD from Univ. of Pennsylvania (2010)* JET stands for The Japan Exchange and Teaching Programme, which is a Japanese governmentprogram to place native speakers of English into school districts for a 2 year period to assist andadvise in English instruction. CIR is Coordinator of International Relations, a higher levelappointment in the same program. http://www.jetprogramme.org/EAST ASIAN STUDIES – CHINESE: B.A.Graduates went on to:As a Fulbright Grantee conduct research on internal migration in China for year of 2009-2010 and did hisresearch in Chengdu, SichuanEarned a MPhil in East Asian Studies in England on the Gates Cambridge Scholarship program.After graduation from Cambridge, he then went to China and found a job in Shanghai working at aconsulting firm (in advertising).Study Law at Harvard University, University of Pennsylvania, Georgetown University, Tulane UniversityAs a Fulbright Grantee, conducts research on internal migration in ChinaAppendix 11 65 University of Florida

Studies in the Global Affairs Double-Degree Program at Institut des Sciences Politiques.(Sciences Po)Paris-Fudan, Studies Chinese History at Harvard University—MA & PhD programStudies Chinese Religion at Indiana University—MA, and Arizona State University—PhD programEarned a Master’s in Chinese Language and Literature through a scholarship awarded by TaiwanNational UniversityStudies in Teaching Chinese as a Second Language under the Confucius Institute scholarship in graduateschool at Qingdao University, ChinaStudies Mandarin in Mandarin Center, National Taiwan Normal UniversityStudies Law at UF Law School (Ashley Armstrong)Study Psychology in graduate school at UFStudy Medicine, and Pharmacy at University of FloridaWork for a wide choice of U.S. companies, banks, and law firms; some Chinese majors helped establishbranches of these companies in China.Works for a French firm in Shanghai using both Chinese and FrenchRuns his own company teaching English in ChinaTeaches Chinese in grades K-12, meeting the growing demand for instructors of ChineseUse Chinese language skills at the U.S. Department of State (Gloria Furness), or in intelligence ortranslation servicesWon the scholarship of US Department of State Critical Language Scholarship program, studying inShanghai for a year with the scholarship, and she went back to China again later.Works as an Investment Banking Analyst at Barclays Capital and Public Company; BARC; InvestmentBanking industry from July 2010 – PresentRrepresentative for A & F China marketWorks in China for a French FirmWorks in an Engineering firm in Melbourne area. The interview was partially in Chinese (Studied Chinese in Taiwan, received Huayu Language Enrichment scholarship from the TaiwaneseMinistry of Education, studying Chinese in Taiwan.French UndergraduatesMA, BusinessPhD student, linguisticsTeaching assistant in FranceTeaching assistant in France (accepted)Grad school applicant: Higher Education AdminSummer Camp CouncelorPeace CorpsTeaching assistant in FranceGrad School-LinguisticsGrad School- ArchitectureLaw School (application)Medical schoolTeaching assistant in FrancePeace Corps (application)NYU Law schoolTeaching assistant in FranceMedical School (application)Teaching assistant in FranceTeaching assistant in FranceOffice Manger & Executive assistantProject Executive PicoMA in BusinessPeace CorpsMA in French, + International Foundation forEducationMA in French,MA in JournalismFrench Graduate Placement DataAdjunct Instructor of Frenchat UFAppendix 11 66 University of Florida

Teacher at Training College,SenegalPhD candidate in Linguistics atUFFrench Govvernment EnglishTeaching Assistant in Nice,FrancePhD candidate in French andFrancophone Studies at UFFrench teacher, Carlbrookschool (Virginia)PhD Candidate in Linguistics atUFAssistant Professor, DFIFLC,Monterey, CAVisiting Assistant Professor,Tulane UniversityInstructor, Miss Porter’sSchoolAdjunct Professor of French,Univ. of Pittsburgh JohnstownLecturer, Indiana UniversityGERMAN: BA, MA, Ph.D.Ph.D.Visiting Assistant Professor, Western Kentucky UniversityM.A.MA 2009 full time German instructor at Rollins College in Winter Park FloridaGraduate Student in Ph.D. program, Stanford UniversityGraduate Student in Ph.D. program, Cornell UniversityGraduate Student in Ph. D. program, Washington University, St. LouisGraduate Student in Ph. D. program, University of Texas.B.A.Doing a 5th year at UF (technically 4 th ) since he spent his junior year in Germany) to get a minor inChinese.Ca first year M.D. student at the SGU School of Medicine.MinorsWorking with the School of Business International Programs as a Student Assistant.Graduated 2011 last summer started a M.Sc. in International Food Business and Consumer Studies in theWinter semester 2011 in Kassel, Germany.Graduated in 2010, sophomore in UF medical schoolWorking in sales at Google Inc. in Mountain View, CA.ITALIAN STUDIES: MinorCurrently completing an MA in Italian Studies at Georgetown University, Washington DC.Based in MaltaCurrently works for MDRC (a nonprofit social policy and education research organization based in NewYork City) as a research assistant on a project designed to improve the quality of instruction in preschoolclassrooms.Currently searching for a professional position as graphic designer/art director based in Italy, London orBarcelona.Currently a Peace Corps Volunteer based in Mali.Appendix 11 67 University of Florida

Currently teaching high school English in Madrid, Spain.Currently in second year of MA in Italian Studies at FSU. Is also applying for doctoral programs in ItalianStudies with a focus on Medieval.Completed an M.A. in Italian Studies at FSU and is currently Library Assistant in Fernandina Beach, FLPh.D student in Italian Studies at University of Wisconsin,Currently completing a Masters in Fashion Merchandising at the Academy of Art in San Francisco. Stilluses Italian.Completed M.A. in Italian at FSU and is currently completing a Ph.D. in Italian Studies at UCLA.Completed M.A in Italian Studies at FSU and is currently completing a Ph.D. in Italian Studies at JohnsHopkins University, Baltimore MD.Completed an MA in Italian Studies at FSU.Help Desk Analyst at Georgetown University, Washington DC.MEDIEVAL AND EARLY MODERN STUDIES: IDS MajorGraduate Student in English, University of FloridaRUSSIAN: B.A.Class of 2011:M.A. program (Russia and East Europe regional studies) at the Harriman Institute, Columbia UniversityCurrently enrolled in Ph.D. program (Russian History) at Yale UniversityCurrently enrolled in law school at the University of MiamiCurrently enrolled in law school of the University of Chicago.Currently employed in the American Home program (for teachers of English as a foreign language) inVladimir, Russia.Currently enrolled in Ph.D. program (Slavic Studies) at the University of ChicagoCurrently enrolled in M.A. program at the Davis Center (Russian and Eurasian Studies) of HarvardUniversityClass of 2010:Enrolled in M.A. program (Russian, East European and Eurasian Studies) at the University of TexasHolly Decker, currently enrolled in M.A. program (Russia and East Europe regional studies) at theHarriman Institute, Columbia UniversityReceived an M.A. in Business Administration at the University of Florida in 2011 and is currentlyemployed at JP Morgan Chase in their corporate development programCurrently pursuing M.A. (International Business) in the Hough Graduate School of Business, University ofFloridaEnrolled at London Business SchoolEnrolled in graduate (M.A.?) program in Music at the University of FloridaCurrently enrolled in the M.A. (“ProTeach”) program at the University of Florida College of EducationClass of 2009:Currently enrolled in law school at the University of MiamiCurrently employed in the Department of Homeland Security while pursuing an M.A. in Global Securitiesat Johns Hopkins UniversityCurrently enrolled in graduate (M.A.?) program in Linguistics at the University of FloridaCurrently enrolled in M.A. program (Russia and East Europe regional studies) at the Harriman Institute,Columbia UniversityAppendix 11 68 University of Florida

Received an M.A. in Linguistics at the University of Florida in Spring 2011 and is currently enrolled in thePh.D. program (Slavic Linguistics) at the University of IndianaEmployed in the Department of Human Resources in Washington D.C.Currently enrolled in the Business School at the University of FloridaPre-2009:Currently pursuing Ph.D. in History at the University of FloridaEnrolled in School of Journalism at New York UniversityEnrolled in law school of the University of PennsylvaniaEnrolled in Cornell School of MedicineReceived M.A. in Slavic Studies at the University of North Carolina (2009); received a FLAC award tostudy for one year in Russia (2009-2010); currently enrolled in Law School at the University of MiamiLinguisticsGraduate Students of past three yearsSummary: 17 PhDs 5 Assistant Profs, 8 Lecturers or other non-tt-academic positions1 working retail, 2 (at least somewhat!) voluntarilyunemployed/raising kids, 1 unknown23 MAs 6 continuing in PhD program at UF, 1 elsewhere, 5 lecturers,4 random: Peace Corps, Outward Bound, Officer Taining/Air Force,Research Specialist2 running businesses, 1 retired (before starting MA),4 unknownUndergraduate22 on to graduate school17 teaching English5 Teaching (not English)5 workingMathematicsUndergraduates - Interviews with graduating seniorsPlacement Data for Math Majors 2008-2011Appendix 11 69 University of Florida

27 Secondary Teaching22 Insurance Industry (actuarial, data analysis)17 Computer/Telecommunications13 Operations Management (industry, business)21 Professional Schools (Med-Health, Law, MBA)Related area grad school (Stat, Econ, Finance, Education,Operations Management,35 Engineering)29 Math Grad School43 Other (various business, sales, ESOL, fast food)24 Unknown231 TOTALMathematics Masters(combined bachelor - master degree)Analytics Consultant, HP Enterprise Services, Bengaluru Area, Indiacompleted PhD CISE Aug, 2011continuing graduate schoolcontinuing graduate school (physics)Data Analyst, greater Atlanta Areadoctoral student at University of Miami in the Department of Teaching and Learningenrolled in MS in ISEgraduate student at University of Illinois at Chicago in the Mathematics, Statistics and Computer Science Departmentmarried 8/13/11 to current graduate studentmove to ms program in Computer and Electrical Engineering; not currently enrolledstudying finance at University of Arizona College of Managementtaught 2010-11 at Tallahassee Community Collegeteaching at Triton University, Illinoisteaching at Valencia College, OrlandoMathematics PhDLecturer, Department of Mathematics, UMKC (University of Missouri, Kansas City, Aug 2011)Visiting Assistant Professor, Department of Mathematics, North Dakota State University (Aug 2011)James Madison University, tenure track (April 2011)Postdoc, Department of Mathematics, Georgia Tech, 2011.Mathematics Instructor (tenure track), Marion Military Institute, (September 2010).Adjunct Instructor, University of Florida and Santa Fe College, (January 2011).Initial Placement: Lecturer at National Institute of Technology, Warangal, Andhra Pradesh, India. (April2011)Bard High School Early College at Queens (aug 2010) (http://www.bard.edu/bhsec/queens/faculty/)Assistant Professor of Mathematics, James Madison University (aug 2010).Assistant Professor, University of Nebraska (aug 2010).Appendix 11 70 University of Florida

Assistant Professor, Coastal Carolina University.Post doc at Texas A & M; now Financial Software Engineer in greater New York CityLecturer, Texas State University, San MarcosInitial Placement: Lecturer in Mathematics, Texas State University, San Marcos (Fall 2009).PhilosophyComplete data is not available. However, we have nearly complete data for those receiving thePhD in Philosophy in the last three years and some modest data for those receiving the BA inPhilosophy in the last three years. The latter data is taken from a recent study the Departmentundertook in summer 2011 to contact as many of our (undergraduate) alumni as we could, tofind out about their later careers and accomplishments.Information for (some of) those who graduated 2008, 2009, and 2010 with a BA in Philosophy:Graduated 2010:1. Working for 02BKids, considering graduate schools.2. Director of Artist Services at Grooveshark.com, managing and coordinating online artistpromotions3. A year of graduate school in philosophy, now at FSU law school.Graduated 2009:1. Middle School Science Teacher for a year. Now a PhD student in Education Policy atVanderbilt University.2. Law school.3. Law school.4. UF law school, with current internship with federal judge in Miami.5. Computer engineering.6. Computer Operations Technician with bookit.com, an online travel agency.Graduated 2008:1. Working part-time and planning on graduate education.2. Teaching English in Korea.3. UF law school, now in top 15% of class.4. Works for a company that works for Google (leapforceathome.com) analyzing search resultsfor helpfulness.Information for (all but two of) those who graduated 2008, 2009, and 2010 with a PhD in Philosophy:Graduated 20101. Now pursuing a PhD in German Studies at Cornell University.2. Runs an ethics consulting business in Washington DC.Graduated 2009Appendix 11 71 University of Florida

1. Adjunct Instructor at College of William and Mary.2. Tenure-track Assistant Professor at Fort Hays State University.3. Visiting Assistant Professor at Marquette UniversityGraduated 20081. Managing Editor at Ethics, the premier professional journal for moral philosophy.2. Visiting Instructor at the University of Central Florida.PhysicsIn the last 3 years we produced 51 PhDs.These were placed in:Post-doctoral positions at Universities: 30Post-doctoral positions at Labs (e.g. NASA-Goddard, Fermilab): 10Education (SantaFe, UNF, Buchholz HS, St. Petersburg College): 4Industry (Samsung, Sandia, Intel, L3-enterprises) 4Unknown 2Stay-at-home mother of 2 1The low number of industry is something of a fluctuation, normally we would expect a few more thanthat -must be the economy. We have more details if necessary.For undergrads, we only have decent data for 2 years, and then it is only approx 75% complete.Grad/Professional School 32Preparing for grad school 4Air Force 1Teaching 2Industry 1Financial (Banking etc) 2Technician at research lab 1PsychologyGraduate students: each of our 5 areas responded with last 3-4 years' data, compiled and combined asfollows:Total number of Ph.D.s generated 73Number of these graduates in faculty positions: 21 (29%)Number of these graduates in postdoctoral positions: 24 (33%)Appendix 11 72 University of Florida

Number of these graduates in other professional positions (eg industry, private practice): 26 (36%)Number unknown or other: 2 (3%)Undergraduates: No data from unbiased population samples.An exit survey several years ago by the Graduate Studies Committee indicated 33% of respondingmajors going to advanced degrees.Of students currently doing research projects in faculty labs (about 20% of our majors), some 80% areapplying to advanced degree programs.An informal poll of alumni reached by our on-line newsletter suggests that about 33% are in medicalfields (eg MD, RN, PA, etc), about 33% are in education (K-12 or college), and the rest are in privatesector jobs (eg insurance, sales, accounting).Political ScienceUndergraduateYear Title Institution2009 M.A London School of Economics2009 M.A. in IR George Washington University2009 Student FSU Law School2009 Student law school2009 Regional Program Assistant Coalition for International Criminal Court2009 Student law school2009 Gubernatorial Fellow2009 Student law school2009 grad school education Washington,DC public schools2009 Ph.D. program History Cambridge U.K.2009 M.A. In Public Administration UF2009 M.A. in IR SAIS-Johns Hopkins, Bologna/DC2009 Brand Manager2009 MBA Warrington School of Business UF2009 Student grad school, education2009 Student University of Miami Law School2009 Student law school2009 Student St. Thomas Law School, Miami2009 Student grad school, NGO2009 M.A. Kings College London Americas Program Intern at The Carter Center2009 Student law school20092009 Assistant Project Manager Peace Corps2009 Public School Teacher2009 Student UF Law SchoolAppendix 11 73 University of Florida

2009 Student Palm Beach County Schools2009 M.A. in IR/Latin American Studies Georgetown University2009 High School Teacher, Detroit2009 M.A. in IR Penn State University2009 M.A. in IR University of Chicago2009 MBA Warrington School of Business UF2009 Student law school2009 Student law school2009 Student Medical School, FSU2009 M.A. in Public Policy FSU, now political worker2009 Student law school2009 financial planner2009 M.A. in IR George Washington University2009 MA George Washington U US Marine Corps2009 Director of Research Florida Watch Now2009 Gubernatorial Fellow2009 Student law school2009 NEA/AFT2009 Common Ground, New York, Tenants Organizer2009 M.A. in IR George Washington University2009 Student Emory University Law School2009 DNC-Washington, DC2009 Teacher Bogota-Columbia2009 Student Catholic University Law School, Washinton DC2009 Retail Manager Target Co., Minnesota2009 Student UF law school2009 Student Law School2009 Student law school2009 University of Miami Law School Miami Dade SA Office2009 Student law school2009 Student grad school (education? Political science?)2009 Student Stanford Education, Ph.D. program2010 Student law school2010 unknown2010 MA IR American University Teach for America2010 M.A. Georgia State2010 Student NGO/law school2010 Student MA George Washington University2010 Student Teach for America2010 Student law school2010 Student law schoolAppendix 11 74 University of Florida

2010 Student UF law school2010 UF Foundation2010 Student law school2010 Student law school2010 Student law school2010 Student law school (UM?)2010 Teacher Teach for America2010 Student law school2010 Student law school2010 Teacher Teach for America2010 Student grad school2010 M.A Public Health/J.D.2010 Teacher Teach for America/law school2010 AFL/CIO2010 Student MA George Washington University2010 M.A. in IR George Washington University2010 Student law school (UM or Southeastern/Nova)2010 Teacher Teach for America2010 Student MA Sports Administration, U of Miami2010 Student law school (UM?)2010 Student law school2010 Student law school2010 Student law school2010 M.A. in Environmental Policy Duke University2010 Student Grad school, Colorado State2010 public schools2010 Student UF Grad School, Health Management2010 Student Georgia law school2010 Student law school2010 Student MA University of Pittsburgh2010 Branch Associate BBVA Compass2010 US Department of the Treasury2010 Student UF law school2010 Student law school2010 Student law school2011 Student law school2011 Student Ph.D. at UCLA2011 Student law school2011 Student Michigan law school2011 NE law/Tufts public health2011 Student GW or Georgetown law schoolAppendix 11 75 University of Florida

2011 Student law school (accepted FSU, Georgetown, Miami, UF)2011 Student law school2011 Student graduate school2011 Student Stanford Ph.D. program2011 Student law school2011 Student law school2011 Student Chicago law school2011 Student AIPAC/law school2011 Teacher Teach for America2011 Student Fulbright, Duke Ph.D. program2011 Campaign Organizer FoodDay - Center for Science in Public Interest2011 Academic Advisor Florida Atlantic University2011 Research Intern New America Foundation2011 Student Gubernatorial Fellow2011 Miami/Dade Public Schools2011 M.A. in Intl Development University of Minnesota2011 Student UM law school2011 Central Intelligence Agency2011 M.B.A. Warrington School of Business2011 M.A. Harvard/ J.D. Boston University2011 M.A. In EU Studies/IR Stokholm University2011 Denver, law firm2011 Medical School2011 Assistant Campaign Director Fund for the Public Interest2011 Student Harvard or Stanford LawGraduateMastersPlacement of Political Science M.A.s in Political Campaigning (2009-2011)Year Title Institution2009 Law Student New York University2009 Teacher - 4th Grade Teach for America2009 Consultant2009 Law Student University of Florida2009 Legislative Aide Virginia House of Delegates2009 Legislative Aide Florida Senate2010 Director of Political Initiatives eVoter, Inc2010 Fundraising2010 Legislative Director Merlin Law GroupAppendix 11 76 University of Florida

2010 Social Studies Teacher Paxon School for Advanced Studies2010 Shift Supervisor, Account Coordinator Zimmerman Advertising2010 Account Executive Mad Dog Mailing2010 Consultant2011 Law Student/Joint DegreePlacement of Political Science M.A.s in Public Affairs (2009-2011)Year Title Institution2009 Development Officer local Catholic Church2009 Curriculum Manager Oregon Health and Science Univ.2009 Communications and Project Coordinator Northwest Gas Association2009 Budget Officer City of Denver, Colorado2009 Executive Director Balanced Budget Amendment Task Force2010 Employed Rojas and Stanham LLP, Miami, FL2010 Quality Management Specialist Childrens Home Society2010 Program Coordinator Consortium of Florida Education Foundation2010 Student St. Thomas Univ. Law School2010 Student UNF Law School2011 Staff Assistant Washington DC Mayor’s Office2011 Director of Student Services UF Dept. of Electrical and Computer Engineering2011 Legislative Assistant FL Rep. Lori Berman – Del Ray Beach2011 Development and Communications Associate The Miami FoundationPh.DPlacement of Political Science Ph.D. graduates, 2009-2011Year Title Institution2011 Visiting Assistant Professor University of Southern California2011 Assistant Professor College of Charleston2011 City Manager City of Zephyrhills, FL2011 Assistant Director University of Florida2010 Visiting Assistant Professor University of Toledo2010 Visiting Assistant Professor Virginia Tech2010 Academic Director CATHALAC, Panama2010 Program Development Director E.G. Justice2010 Lecturer Northeastern University2010 Chair Air War College2010 Unemployed - raising family2010 Visiting Assistant Professor USF - St PetersburgAppendix 11 77 University of Florida

2010 Instructor Florida International University2009 Assistant Professor University of Southern Mississippi2009 Instructor P. K . Yonge2009 Career Professional US Department of State2009 Adjunct Professor Seton Hall University2009 Research Fellow University College, Oxford2009 Evaluation Officer International Republican Institute2009 Secretary of Development and International Programs Universidad Catolica de Cordoba(Argentina)2009 Lecturer Univ of NH - Manchester2009 Lecturer Kansai Gaidai University, Japan2009 Lecturer University of San DiegoReligionPh.D.PlacementDirector, Alaska Conservation Foundation,Anchorage, AKRegional Director, Center for Humans and Nature,Evanston, ILAssistant Professor, Kalamazoo CollegeAdjunct Professor, Florida Gateway CollegeAssistant Professor of Religion, Wake ForestUniversityAssistant Professor of Religious Studies, Arizona StateUniversityVisiting Assistant Professor, Northern ArizonaUniversityLecturer in Religious Studies, Coastal CarolinaUniversityVisiting Instructor, College of CharlestonVisiting Assistant Professor of Philosophy andReligious Studies, The College of IdahoAssistant Professor of Religion, Mississippi StateUniversityAppendix 11 78 University of Florida

ABDPlacementAdjunct Professor of Religion, Temple UniversityAssistant Instructor of Religion and Jewish Studies, Rutgers, The State University of New JerseyUpper School History Teacher, Annie Wright School, Tacoma, WAVisiting Assistant Professor of Religion, University of MississippiMAPlacementPh.D. program, Vanderbilt UniversityPh.D. program in Religion, University of FloridaAdministrative Services Coordinator, UF Center for European StudiesPh.D. program in Religion, University of FloridaPh.D. program in Sociology, University of California, Santa CruzGraduate student, Syracuse UniversityHigher Education Master’s Program in Human Development and Organizational Studies in Education, Universityof FloridaNGO (non-government organization), Jacksonville, FLBAPlacementNortheastern University School of LawRegional RegionWalgreensNew York Life Insurance Co.Graduate School, University of FloridaMA program in Theological Studies, Harvard UniversityAppendix 11 79 University of Florida

Harvard Law School, Harvard UniversityPh.D. program in Religion, University of FloridaABC Fine Wine & SpiritsMA program in Religion, University of FloridaSocial Studies Teacher, Mavericks High SchoolBrown UniversityContent Developer and Marketing Consultant, W3Matter Web PublishingLaw School, University of OregonInternational Relations Program, Syracuse UniversityClerical Assistant, School Board of Manatee CountyRetail ManagementAmeriCorps Service Member, FoodCorpsSales Clerk, Sea WorldBSBA Marketing, 2011, UF Business School; 8th Grade Social Studies Teacher, Challenger Middle School,Glendale, AZJuris Doctoral program, Barry Law School, Orlando, FLMA program in Mass Communication, University of Colorado BoulderMA program in Religion, University of FloridaMA program in Theological Studies, Boston College’s School of Theology and MinistryMaster of International Studies Program, North Carolina State UniversityMA program in Marriage and Family Therapy, University of FloridaYouth Minister, Assemblies of God Church, Orlando, FLAppendix 11 80 University of Florida

Sociology and CriminologyExit surveys are sent to all graduating seniors in Sociology each Spring. We will begin to do this forCriminology majors, as well. The response rate has been very low. So our data are only suggestive oftrends in post-graduation activities. We’ve also obtained data from the Academic Advising Centerpertaining to the number of majors in our two programs who are going on to Law School. This may ormay not be a complete count.These data cover the 2009-2011 period.1) Law school= 1452) Further education in Health related professions (including medical school, dentistry, pharmacy,nursing, mental health counseling, and social work)= 113) Business school=34) Graduate school (sociology, women’s studies) =75) Education =36) Military service = 1StatisticsUndergraduate: We don't have very good data here at all. The undergraduatecoordinator estimates the following:30% to actuarial science positions,20% go to grad school, and50% enter the workforce in non-actuarial positions.Graduate (PhD's): 2009-2011These data are precise (we track all our PhD graduates).40% to academic positions (e.g., University of Iowa and the Johns Hopkins University) , 40% topostdoctoral positions (e.g., Yale and University of Pennsylvania), and 20% to government/industrypositions (e.g., US Food and Drug Administration).Women’s StudiesUndergraduate2nd Year DO Student (Dr. of Osteopathy), Des Moines University4th year MD student,Einstein College of Medicine, NY4th year PhD student, Economics, UFAdmissions Officer, UFAmerican ApparelAmericorps/Vista, YWCA, New HampshireAnnual Giving Development Coordinator, UC Berkeley School of LawAsst. Director Violence Prevention, Ppaths.Children's Program Coordinator, Lighthouse for the Blind, MiamiAppendix 11 81 University of Florida

Culinary SchoolDirector, Corporate Marketing, SMAC Entertainment, MiamiDoula, child-birth educatorDrummer, Party Drag (band)External Communications Director, Auburn University at MontgomeryKindergarten Teacher, Miami DadeLaw SchoolLibrarian, UF LibrariesMA, Biomedical Science, Barry UniversityMA, Latin American Studies, TulaneMA, Music Therapy, Berklee College of MusicMA, Social Work, UT AustinMA, Women's Studies, UFMental Health Tech, University Behavioral Center, OrlandoPage, Alachua Co. Library District; plans to get a degree in library sciencePatient Liaison, Meridian Behavioral Health CarePeace Corps Volunteer, BeninPhD Ed, Syracuse (full funding)PhD Psych, George Washington U. (full funding)PhD, Education, UFPublications Manager, National Lipid Association, Jacksonville, FLRemington College of NursingRetired (non-traditional student)Small business owner, "Model Mayhem" (make-up artist)Social Services, Community Action Council (Olympia, WA)Student hired at Florida Dept. Children & Families after grad, but left in wake ofHaitian earthquake to care for displaced familySupervisor, Children's Home Society, GainesvilleVolunteer, Asociación Ak’ Tenamit (Guatemala)GraduateWomen’s Studies MA Placements2011:Executive Assistant to the CEO of Reserveage Organics (a natural products company for women based inGainesville)Adjunct lecturer at UFResearch Assistant at Florida Certified Organic Growers and Consumers, Inc., Jacksonville, FL2010:Appendix 11 82 University of Florida

Steering Committee Coordinator, Gainesville Women’s Liberation, and a chefMA student in film at NYU2009:Graduate student in Public Health, University of New Mexico; HIV Prevention Specialist, PlannedParenthoodGrant writer, No More Tears Project, Plantation, FLGraduate student in Education at UF (working on her PhD)Executive Assistant, UNC, Chapel Hill, Office of Faculty DevelopmentAppendix 11 83 University of Florida

College of MedicineGraduate Medical Education Data regarding Job PlacementGraduates completing training in June, 2010Total Number of Graduates: 219Total Number of Graduates finding a job: 219# Entering Private Practice: 75 (34%)# Entering Academic Practice: 61 (28%)# Completing further training (Fellowships): 83 (38%)Graduates completing training in June, 2011Total Number of Graduates: 222Total Number of Graduates finding a job: 220 (no data on 2)#Entering Private Practice:#Entering Academic Practice:# Completing further training (Fellowships)Appendix 11 84 University of Florida

College of NursingThe BS in Nursing (BSN) responses are at the time of graduation –and then one year out for employment.Many do not seek jobs until later when they are licensed and settled.All responses from those with graduate degrees were solicited within one year of graduation.Placement means employed or firm offer.2007‐08 Graduates:BSN: Response rate (60/164) – 37%Placement rate (50/60) – 83.3% (One year out, alumni survey—40% response rate, 79% of respondentsemployed)Graduate school plans – 82% ‐‐ Note: many attend school part‐time and work parttime— this applies for everyyear.MSN: Response rate (74/117) – 63%Placement rate (74/74) – 100%PhD: Response rate (6/6) – 100%Placement rate (6/6) – 100%2008‐09 Graduates:BSN: Response rate (63/189) = 33%Placement rate (28/63) = 44%‐; (One year out , alumni survey—25% response rate, 77% or respondentsemployed)Graduate school plans – 78%MSN: Response rate (46/107) = 43%Placement rate (46/46) = 100%DNP: Response rate (14/14) = 100%Placement rate (14/14) = 100%PhD: Response rate (6/8) = 75%Placement rate (6/6) = 100%2009‐10 Graduates:BSN: Response rate (58/184) = 32%Placement rate (38/58) = 66%Graduate school plans = 82%MSN: Response rate (65/133) = 49%Appendix 11 85 University of Florida

Placement rate (65/65) = 100%DNP: Response rate (15/30) = 50%Placement (15/15) = 100%PhD: Response rate (4/4) = 100%Placement rate (3/4) = 75%Appendix 11 86 University of Florida

College of PharmacyGraduate Placement Data for Professional Programs (Pharm.D.)Entry-Level Pharm.D. ProgramYear2008-9 2009-10 2010-2011Number of Graduates 293 292 287Placement Status JustPrior To GraduationNumber of GraduatesWho Completed theSurvey aboutPlacementPercent of Graduateswith a full-timeposition at graduation(either a residency orpharmacist position)Percent of Graduateswho elected to take apart-time position atgraduationPercent of Graduateswho delayed acceptingan immediate full-timeposition in order tomeet personal/familyobligationsPercent of studentspursuing an additionaladvanced degreePercent of graduateswho are seeking a fulltimeposition but havenot yet been offered aposition at the time ofgraduation104 151 18990.3% 88.7% 89.9%0.96% 0.7% 1.0%0.96% 5.3% 2.1%4.8% 1.3% 0.5%2.9% 4.0% 6.3%Placement Status 1-2Years Post-GraduationNumber of Survey 29 55 *N/ARespondentsPercent of Graduates 10.3% 7.3% *N/Awith part-time positionPercent of graduates 89.7% 85.5% *N/AAppendix 11 87 University of Florida

with full-time positionPercent of graduates 0.0% 7.3% *N/Apost graduateeducation/trainingTotal Percent of 100% 100% *N/AGraduates with eithera position or pursingpost-graduateeducation/training*N/A= Data not yet availableWorking Professional Pharm.D. (WPPD) Program (Nontraditional PharmD Program)2008-9 2009-10 2010-11Number of Graduates 155 220 164Number with Positions 155 220 164Upon Graduation**All students are working professionals and already have both a BS pharmacy degree and a pharmacistposition throughout the program. These students are obtaining the PharmD degree for ContinuousProfessional Development.Appendix 11 88 University of Florida

Ph.D. in Pharmaceutical Science Degrees ConferredTermPlacementMedicinal ChemistrySummer 2010 Research Fellow at the Mayo Clinic Research Foundation, Rochester, MNSummer 2010 Post-doctoral Fellow, Salt Lake City, UTSummer 2010 Post-doctoral Scholar in the Department of Chemistry, University of HoustonSpring 2011Post-doctoral Fellow at University of Lausanne, SwitzerlandSummer 2011 Senior Biological Scientist at Florida Biologix in Alachua, FLSummer 2011 Sales Associate with Anatom Technologies in Baldwin, MDPharmaceutical Outcomes and PolicySummer 2008 Academic Programs Coordinator in the Department of PharmaceuticalOutcomes and Policy, College of Pharmacy, University of FloridaSummer 2008 Assistant Professor in the Department of Pharmacy Practice, Chicago StateUniversitySummer 2008 Pharmacoepidemiology Research Manager at The Degge Group, Arlington, VASummer 2009 Post-doctoral Fellow in the Department of Pharmaceutical Outcomes andPolicy, College of Pharmacy, University of FloridaSpring 2010Affiliate Clinical Assistant Professor in the Department of PharmaceuticalOutcomes and Policy, College of Pharmacy, University of FloridaSpring 2010Outcome Researcher at the Chang Gung Memorial Hospital at Kaohsiung,TaiwanSummer 2010 Post-doctoral Fellow at Brigham and Women’s Hospital, Division ofPharmacoepidemiology, Boston, MAFall 2010Post-doctoral Fellow in the School of Pharmacy, Rutgers UniversitySpring 2011Epidemiologist at Merck & Co, Inc., Upper Gwynedd, PASummer 2011 Assistant Professor of Pharmaceutical Sciences at Texas A&M UniversitySummer 2011 Clinical Research Organization in Chapel Hill, NCPharmaceuticsSummer 2008 Research Scientist with Eli Lilly and Company, Indianapolis, INSummer 2008 Research Scientist with AstraZeneca, Boston, MASummer 2008 Manager at Pfizer Global Research and Development, New London, CTFall 2008Post-doctoral Fellow in the Department of Pharmaceutics, College ofPharmacy, University of FloridaFall 2008Senior Staff Pharma Scientist with Ashland Chemical Company, Wilmington,DEFall 2008Post-doctoral Fellow at Leiden University, Leiden, NetherlandsFall 2008Toxicologist with the FDA Toxicology Labs, Jefferson, ARSpring 2009Research Scientist with GlaxoSmithKline, Philadelphia, PASpring 2009Clinical Pharmacology Reviewer for the FDASpring 2009Naturopathic Clinical Trainee at Bastyr Integrative Oncology Research Clinic,Bastyr University, Seattle, WASummer 2009 Scientist with GlaxoSmithKline, King of Prussia, PASummer 2009 Post-doctoral Fellow in the Department of Pharmaceutical Science, School ofPharmacy, University of Buffalo, SUNYSummer 2009 Pharmacokineticist at MannKind Corporation, Danbury, CTSummer 2010 Clinical Pharmacokineticist at Abbott Laboratories, Chicago, ILFall 2010ORISE Fellow with the Food and Drug Administration, Silver Spring, MDFall 2010Scientist at Amgen, Inc., Thousand Oaks, CAAppendix 11 89 University of Florida

Spring 2011Post-doctoral Fellow with the Food and Drug Administration, Silver Spring, MDSummer 2011 Post-doctoral Fellow with the FDAPharmacodynamicsSummer 2008 Post-doctoral Fellow in the Department of Molecular Genetics andMicrobiology, College of Medicine, University of FloridaSummer 2009 Post-doctoral Fellow in the Department of Neuroscience, Albert EinsteinCollege of Medicine, Yeshiva University, New York, NYFall 2009Post-doctoral Fellow in the Department of Ophthalmology, College ofMedicine, University of ArizonaFall 2009Post-doctoral Fellow in the Department of Physiology and FunctionalGenomics, College of Medicine, University of FloridaFall 2009Post-doctoral Fellow in the Department of Physiology and FunctionalGenomics, College of Medicine, University of FloridaFall 2009Post-doctoral Fellow in the Department of Pharmacodynamics, College ofPharmacy, University of FloridaSummer 2011 Science Teacher at the Gainesville High School, Gainesville, FLPharmacotherapy and Translational ResearchSpring 2009Post-doctoral Fellow in the Department of Pharmacotherapy and TranslationalResearch, College of Pharmacy, University of FloridaSummer 2009 Post-doctoral Fellow and later Clinical Assistant Professor in the Departmentof Pharmacotherapy & Translational Research, College of Pharmacy,University of FloridaFall 2009Assistant Professor in the Department of Pharmaceutical Sciences, College ofPharmacy, University of Arkansas for Medical SciencesSpring 2010Post-doctoral Fellow in the Division of Nephrology, Department of Medicine,University of Colorado, Denver, COSummer 2010 Post-doctoral Fellow in the Department of Pharmacotherapy & TranslationalResearch, College of Pharmacy, University of FloridaSummer 2010 Post-doctoral Fellow in the Department of Pharmacotherapy & TranslationalResearch, College of Pharmacy, University of FloridaAppendix 11 90 University of Florida

Master’s in Pharmaceutical Science Degrees ConferredTermMedicinal ChemistrySummer 2008PlacementResearch Specialist in the Department of Pharmacology and MolecularScience, School of Medicine, John Hopkins University, Baltimore, MDPharmaceutical Outcomes and PolicyFall 2010Research Analyst at HealthCore, Inc., Wilmington, DEFall 2010Research Analyst at HealthCore, Inc., Wilmington, DESpring 2011PharmaceuticsFall 2008Position with the FDAHealth Science Policy Analyst with the FDADrug Risk Management Analyst with the FDARegulatory Review Officer with the FDAProgram Management Officer/CDER Emergency Coordinator with the FDAStatistician/Programmer in the Department of Pharmaceutical Outcomes andPolicy, College of Pharmacy, University of FloridaAppendix 11 91 University of Florida

College of Public Health and Health ProfessionsDestination of Graduates from the Bachelor of Health Science ProgramHealth Science Major:Results are based on a graduating senior survey completed by students in the health science major one to two months prior to Springcommencement. It is our expectation that most students will seek graduate and/or professional training, which is supported by our data. Pleasenote that the validity of the data are limited to the students who responded. In 2009, the campus-wide SERU survey was launched at the sametime as our exit survey. In support of the UF SERU initiative, we encouraged students to complete the SERU survey, which resulted in a smallresponse rate to our college senior survey. We therefore are providing data from 2008 as well.2008 2009 2010 2011# % # % # % # %# graduating 182 -- 193 -- 206 -- 204 --# completing 162 89% 46 23.8% 182 88.3% 176 86.3%survey% of surveyrespondents whoanswered postgraduateplans158 97.5% 46 100% 181 99.5% 174 98.9%Primary Plans after Graduating with Bachelor’s Degree2007-2008 2008-2009 2009-2010 2010-11Attend Graduate or 91.7% 87.0% 78.4% 71.8%Professional SchoolWork 3.2% 8.7% 17.1 21.9%Other (not school orwork)5.1% 4.3% 4.4% 6.3%Appendix 11 92 University of Florida

Graduate/Professional Program AdmissionApplied to77.8.%graduate/professional (n=123/158)school*If applied, were they 79.7%accepted*(n=98/123)Not accepted 7.3%(n=9)Hadn’t heard by time 13.0%80.5%(n=33/41)89.6%(n=138/154)75.0%(n=108/144)88.2%(n=30/34)80.0%(n=112/140)76.9%(n=90/117)0.0% 10.7%13.7%(n=15)(n=16)11.8%9.3%9.4%of survey(n=16)(n=4/34)(n=13)(n=11)Note: The number of students answering the application vs. accepted questions varied somewhat which accounts for the differentdenominators.Communication Sciences and Disorders Major:The Bachelor of Health Science degree program in Communication Sciences and Disorders (BHS-CMS) is a pre-professional program whosegraduates typically apply to and subsequently complete terminal professional (clinical) degrees in Speech-Language Pathology or Audiology (andto a much less frequent extent, professional degrees in Medicine, Dentistry, Physicians Assistant, or Business Administration). The generalplacement of these graduates has not been formally tracked to date. However, we have tracked the number of our BHS-CMS graduates whohave successfully matriculated into our own graduate professional programs in Speech-Language Pathology and Audiology as shown below.Year # of BHS-CMS Graduates # (%) Matriculated into UFGraduate Program inCommunication Sciences andDisorders2008-09 113 25 (22%)2009-10 81 23 (28%)2010-11 95 26 (27%)Approximately one quarter of our BHS-CSD graduates attend the UF master’s degree program in communication sciences professional programsin speech and hearing. Those not attending UF’s graduate programs typically attend one of the other graduate programs in the state of Floridaor in other Southern states.

Destination of Graduates from Graduate and Professional ProgramsDestination of Graduates of Doctoral ProgramsYearFederal Gov.MilitaryState/localgovHospital/hlth care provNon-profitConsultingfirmPharm, bio,med deviceOtherIndus/comm. firmUniv/collegestaffUniv/collgefacultySelfemployedCont.trainingPost-docSeekingemploy.Not seekingemploymentProgram/Specialty: Doctor of Audiology2008-09436%2009-51056%2010- 2 1611 20% 10%60%Program/Specialty: PhD Communication Sciences and Disorders2008-092009- 110 17%2010- 111 20%Program Specialty: PhD Epidemiology2010-11Program/Specialty: PhD Health Services Research2008- 109 50%2009-102010-11116%Program/Specialty: Doctor of Physical Therapy*2008- 19218%110%117%150%218%333%4100%350%360%150%150%116%1 9% 218%111%117%120%1100%467%

09 100%2009-1028100%2010-1145100%Program/Specialty: PhD Psychology2008-09214%964%321%2009-101267%633%2010-11111%889%Program/Specialty: PhD Rehabilitation Science2008-091 9% 19%436%545%2009-10113%563%225%2010-11220%220%110%330%220%Notes:* PT surveyed students to acquire employment data. They had a 40% response rate for 2009 graduates, 54% for 2010, and 83% for 2011; %employment is based on those responding to the inquiry about employment.** Our PhD programs in biostatistics and public health are new and have not graduated students yet. Our epidemiology PhD program graduatedits first student this year.Destination of Graduates of Master’s ProgramsYearFederal Gov.MilitaryState/localgovHospital/hlth care provNon-profitConsultingfirmPharm, bio,med deviceOtherIndus/comm. firmUniv/collegestaffUniv/collgefacultySelfemployedCont.trainingPost-docSeekingemploy.Not seekingemploymentProgram/Specialty: MA Communication Sciences and Disorders2008-09211%2589%

2009-10312%2388%2010-11619%2168%310%13%Program/Specialty: MS Epidemiology2010-111100%Program Specialty: MHA Health Administration**2008-091372%1 6% 211%1 6% 16%2009-1211 6% 1 6% 1 6%1075%6%2010-1241 6%1171%24%Program/Specialty: MOT Occupational Therapy***2008-092693%27%2009-10990%110%2010-112087%14%29%Program/Specialty: MPH Public Health****2008- 10 2 9 4 6% 71 1% 9 4 6% 163 3 4%09 15% 3% 13%10%13%24%4%2009- 67 1 2% 982 75 2 4%10 13%15%19%17%4% 15%11%2010- 83 6 9% 13 54 6% 6 9% 2 3% 1 134 2 3%11 12%5%19% 8%1% 19%6%Notes:* We did not include our students awarded a master of science in psychology because 100% tracked into the PhD program.**In 2011, the employment status of one MHA graduate was unknown; therefore the student was removed when calculating percentages*** OT response rate to their survey was 62% in 2008, 23% in 2009, and 52% in 2010; employment percentages are calculated based onrespondents****The MPH graduates listed in seeking employment are all employed but not in a field related to public health

College of Veterinary MedicineDoctorate of Veterinary Medicine Employment Data (based on pre-graduation survey)DVM Employment Data (based on pre-graduation survey)Employment Area 2011 2010 2009Small Animal Practice 19 37 22Equine Practice 2 0 2Mixed Animal Practice 1 3 2Internship / Residency 34 42 35US Armed Forces 3 0 4Exotics 1 1 0Rural 1 0 0Undeclared 20 6 19Undecided 8 1 0

Masters / PhD Employment Data (individual placements per term and degree)F Masters/PhD = Fall, S = Spring, Employment Su = Summer DataYear Degree Current Employment2008-F Ph.D. Associate Professor, Taiwan2008-F M.S. Clinical Lecturer, UF College of Veterinary Medicine2008-F M.S. Research Lab Tech, Mayo Clinic, Rochester, MN2008-F Ph.D. Clinical Assistant Professor, UF College of Veterinary Medicine2008-S M.S. PhD Student, UF College of Veterinary Medicine2008-S Ph.D. Assistant Professor, Washing State University, College of Veterinary Medicine2008-S Ph.D. Research Director, Save the Manatee Club, Maitland, FL2008-S M.S. Staff Biologist, Save the Manatee Club, Maitland, FL2008-Su Ph.D. Post Doctoral Associate, UF College of Medicine2008-Su M.S. 3rd year DVM student, UF2008-Su Ph.D. Post Doctoral Fellow, U.S. Army Medical Research Institute, Fort Detrick, MD2008-Su Ph.D. Post Doctoral Fellow, National Institutes of Health2008-Su Ph.D. Food Animal Medicine Resident, UF College of Veterinary Medicine2008-Su Ph.D. Assistant Professor, Community College of Rhode Island2009-F Ph.D. Lecturer, College of Health and Human Performance, UF2009-F Ph.D. Staff Scientist, U.S. Geologic Survey Sirenia Project, Gainesville, FL2009-F M.S. Lab Tech, UF Biology Department2009-F M.S. DVM Student, UF2009-F Ph.D. Postdoctoral fellow, NIH2009-F Ph.D. Assistant Professor, University of the West Indies College of Veterinary Medicine2009-F Ph.D. Research Pathologist, Millennium Pharmaceuticals, Cambridge, MA2009-F Ph.D. Post Doctoral Associate, George Washing University2009-F M.S. Ministry of Agriculture, Spain2009-F M.S. Surgical Resident, UF College of Veterinary Medicine2009-F Ph.D. Animal Acupuncture Instructor, China2009-F Ph.D. Infectious Disease Investigator, US Geologic Survey, Madison, WI2009-S M.S. DVM Student, UF2009-S Ph.D. Assistant Professor, UF College of Veterinary Medicine2009-Su M.S. Assistant Professor, North Carolina State Unviersity College of Veterinary Medicine2009-Su M.S. director/manager of the Emory University Transplant Center Biorepository2009-Su M.S. Private Veterinary Practice, Taiwan2009-Su M.S. Biological Scientist, UF College of Veterinary Medicine2009-Su M.S. DVM Student, UF2009-Su M.S. Lab Tech, UF College of Veterinary Medicine2009-Su M.S. PhD Student, UF Department of Animal Sciences2009-Su M.S. PhD Student, UF College of Medicine2009-Su Ph.D. Faculty, College of Veterinary Medicine, Chiang Mai University, Thailand2010-S Ph.D. Post Doctoral Fellow, CDC, Atlanta2010-S M.S. Laboratory Technician, Vanderbilt University2010-S Ph.D. Postdoctoral Fellow, UNC2010-S Ph.D. Postdoctoral Associate, Smithsonian/National Zoo

Appendix 12Doctoral Program Improvement Plan Request

August 24, 2011To: Academic DeansFr: Joe GloverRe: Doctoral Program Improvement PlansThe Doctoral Education Committee submitted its recent report “The State of Doctoral Educationat UF” to President Machen. He intends to make it a focus of effort beginning in FY 11-12.In the report, the committee recommends several steps to improve doctoral education atUF. These include better funding and the establishment of standards and a monitoring system toevaluate program progress at two year intervals. It also recommends departmental developmentof five-year plans for improving all aspects of graduate training.The purpose of this memo is to propose a university-wide process to address this lastrecommendation. While departments were asked previously to respond to a “Survey of Ph.D.Programs” as input to the committee, the quality and depth of the responses was variable, due inpart to the speed with which the process unfolded.Departments will have an opportunity to re-examine their doctoral programs in light of thecommittee’s report discussing the characteristics of excellent doctoral programs. A doctoralprogram’s current standing and achievements are not as important as the plan to improve itscharacteristics and accomplishments. The plan should reflect the department’s nature andcarefully considered understanding of areas that need improvement, the methodologies to beapplied, and the resources required. In some areas, “resources” equals “dollars”, but this is nottrue of all areas. A plan that simply requests more funds and faculty without addressingseriously issues such as recruitment, retention, and mentoring is unlikely to be favorablyreceived. To invest dollars, the university must have confidence in the plan, in the faculty’sability to execute the plan, and in the likely outcomes.Proposed Process. Each department will be asked to write a document addressing the issuesbelow for each doctoral program it directs. The document will be due November 23, 2011 andshould represent a consensus and the work product of the department’s Graduate Faculty. Thedocument will be reviewed by a standing committee of tenured faculty and administrators in thecollege, which will suggest any changes or revisions for consideration by the department. Thefinal document is due January 6, 2012 to a campus-wide committee that will review thedocuments and make recommendations to the President, the Provost, and the Dean of theGraduate School.Appendix 12 1 University of Florida

Doctoral Program Improvement PlanCompleted draft due in your College Office November 23, 2011.Final document due in 235 Tigert Hall January 6, 2012.The final document is limited to a maximum 10 pages, single-spaced, in 12-point fontProgram Name: _____________________________________________College: ___________________________________________________Contact: _______________________________ Date: _______________Current Program Status:1. In what year did your doctoral program begin?2. Recruitment:a. Average number of applicants per year (average computed over preceding five years)b. Average number of admission offers per yearc. Average number of acceptancesd. Please describe the steps your department takes to recruit students to this program.3. Retention: Number and percentage of students who left the doctoral program in each of thelast five years. Please describe the steps your department takes to encourage retention andprogression.4. Program Productivity: How many students were enrolled in the doctoral program in eachof the last five years?a. Total these students and divide by 5 to obtain the average size of the program.5. How many students received the doctorate in each of the last five years?a. Total these students and divide by 5 to obtain the average degrees per year.6. How many Graduate -Faculty members are in your department who can direct doctoraldissertations in this field? (You may provide the average over the past five years if the numbervaried significantly from year-to-year.)7. Please calculate the average number of Ph.D.s produced per tenure track faculty per year bydividing (5a) by the number in (6).8. Please calculate the percent of students graduated by the program annually by dividing (5a)by (4a) and multiplying by 100%.9. Are the statistics in (7) and (8) typical of those at peer programs?10. Please list the following data:a. Number of faculty who graduated 10 or more doctoral students in last five yearsb. Number of faculty who graduated 5-9 doctoral students in last five yearsc. Number of faculty who graduated 3-4 doctoral students in last five yearsd. Number of faculty who graduated 1-2 doctoral students in last five yearse. Number of faculty who graduated zero doctoral students in last five yearsf. Please comment if there are significant numbers of faculty in categories (d) and (e).11. Program Size: What factors drive the size of this doctoral program? To what extent is thesize driven by the department’s teaching needs? Research/laboratory needs? OtherAppendix 12 2 University of Florida

considerations? If circumstances permitted, would you shrink the program? If more funds wereavailable, would you grow the program?12. Stipends: Please indicate levels of stipends offered to incoming students and their FTEappointments. Assuming appropriate academic progress, for how long is financial supportguaranteed? How does this guarantee compare with the average time-to-degree in thisprogram? How do these statistics compare with those at peer programs?13. Time-to-degree: Do you think the time-to-degree for your doctoral students isexcessive? What is the average time to degree? Is it in line with those at peer institutions?14. Mentoring: What processes are in place to mentor doctoral students, especially before theyselect a dissertation advisor?15. What department programs are in place to encourage professional development of doctoralstudents, such as travel, grant writing, and career development advising?16. How does the department communicate to new graduate students its expectations andstandards for good academic progress and the normal time frame expected?17. What processes are in place to encourage recruitment, retention, and graduation of minoritydoctoral students?18. If your discipline is one that has access to training grants, are faculty members in thedepartment seeking them? How would you characterize your success in obtaining training grantsin comparison with peer institutions?Five-Year Plan:Please describe a coherent and carefully considered five-year plan for improvement of thedoctoral program. In doing this, you should review and address the recommendations in “TheState of Doctoral Education at UF.” The discussion and statistics above were designed to drawyour attention to how well the doctoral program achieves excellence in its outcomes as measuredby the aforementioned report, the NRC report, and the Graduate School metrics.In particular, please address a paragraph each to: Recruitment, Retention, Mentoring, Size ofProgram, Graduation Statistics (Numbers, time-to-degree), Involvement of Graduate Faculty indoctoral education, minority support, internal and external funding, program structure andexpectations, clarity of communications with students, and professional developmentopportunities.Appendix 12 3 University of Florida

Appendix 13UF Program Licensing Test Results

Licensing Test ResultsProgram 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010 2010‐2011Pharmacy: North American PharmacistLicensure ExamExaminees 139 203 300 294 302 297Pass Rate 94% 94% 99% 99% 98% 97%National Benchmark 91% 93% 95% 97% 97% 94%Dentistry: National Dental Board (Part 1)Examinees ‐ ‐ 82 82 77 85Pass Rate ‐ ‐ 99% 98% 100% 100%National Benchmark ‐ ‐ 97% 93% 95% 94%Dentistry: National Dental Board (Part 2)Examinees ‐ ‐ 83 82 81 81Pass Rate ‐ ‐ 100% 98% 89% 99%National Benchmark ‐ ‐ 94% 95% 87% 94%Law: Florida Bar ExamExaminees 347 361 414 365 347 354Pass Rate 84% 85% 89% 84% 86% 89%National Benchmark 77% 81% 84% 79% 79% 82%Medicine: U.S. Medical Licensing Exam (Step1)Examinees 116 127 129 128 129 ‐Pass Rate 99% 98% 98% 97% 98% ‐National Benchmark 95% 94% 93% 93% 92% ‐Medicine: U.S. Medical Licensing Exam (Step2) Clinical KnowledgeExaminees 113 125 117 123 136 ‐Pass Rate 97% 98% 100% 99% 99% ‐National Benchmark 94% 95% 96% 96% 97% ‐Medicine: U.S. Medical Licensing Exam (Step2) Clinical SkillsExaminees 116 124 115 123 133 ‐Pass Rate 100% 98% 99% 98% 99% ‐National Benchmark 98% 97% 97% 97% 97% ‐Veterinary Medicine: North AmericanVeterinary Licensing ExamExaminees 80 76 83 84 89 87Pass Rate 98% 92% 95% 91% 97% 100%National Benchmark 88% 90% 92% 93% 96% 98%Source: University of Florida Board of Govenors Annual Plan 2011Appendix 13 1 University of Florida

Program 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010Nursing: National CouncilLicensure Examination forRegistered NursesExaminees 146 161 181 168 194Pass Rate 93% 96% 97% 95% 98%National Benchmark 87% 88% 86% 88% 90%Source: University of Florida Board of Govenors Annual Plan 2011Program 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010Master in Accounting: CertifiedPublic Accounting ExamPerformancePass Rate ‐ ‐ 61% 79% 65%National Average ‐ ‐ 36% 39% 38%Source: UF College of Business AdministrationProgram 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010Certified Health EducationSpecialists(CHES)Pass Rate ‐ ‐ ‐ 89% 79%National Average ‐ ‐ ‐ 77% 74%Source: UF College of Health and Human PerformanceProgram 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010Athletic Training Licensure ExamPass Rate ‐ ‐ ‐ 58% 83%Source: UF College of Health and Human PerformanceProgram 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010American Institute of CertifiedPlanners (AICP)Pass Rate ‐ ‐ ‐ ‐ 71%National Average ‐ ‐ ‐ ‐ 63%Source: UF College of Design, Construction, and PlanningProgram 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010Professional Engineering (P.E.)Licensure Civil EngineeringStudentsPass Rate 71% 72% 72% 68% 64%National Average 51% 52% 47% 49% 49%Source: National Council of Examiners for Engineering and Surveying (NCEES) Spring & FallAppendix 13 2 University of Florida

Program 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010Occupational TherapyPass Rate ‐ ‐ 100% 85% 91%National Average ‐ ‐ 85% 78% 82%Physical TherapyPass Rate ‐ ‐ ‐ 98% 88%National Average ‐ ‐ ‐ 88% 88%AudiologyPass Rate ‐ ‐ ‐ 92% 92%National Average ‐ ‐ ‐ 87% 90%Speech‐Language PathologyPass Rate ‐ ‐ ‐ 100% 100%National Average ‐ ‐ ‐ 85% 86%Source: UF College of Public Health and Health ProfessionsProgram 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010School of Forest Resources andConservation Geomatics ProgramPass Rate ‐ ‐ 100% 75% 94%National Average ‐ ‐ 825% 65% 78%Source: National Council of Examiners for Engineering and Surveying (NCEES)Appendix 13 3 University of Florida

Florida Teacher Certification Examination Results (Source: OSS Title II Report)ProgID114444202212285398288289291293299BASIC SKILLSProfEdSAESAE2Individual SummaryProgramName #Taking #Passing Status #Taking #Passing Status #Taking #Passing Status #Taking #Passing Status #Taking #Passing Status2007-2008 3 3 100% 3 3 100% 3 3 100% 0 0 0% 3 3 100%ART K-12ElementaryEducation/ESOL2008-2009 3 3 100% 3 3 100% 3 3 100% 0 0 0% 3 3 100%2009-2010 11 11 100% 11 11 100% 11 11 100% 0 0 0% 11 11 100%2007-2008 104 104 100% 104 104 100% 104 104 100% 0 0 0% 104 104 100%2008-2009 94 94 100% 93 93 100% 94 94 100% 0 0 0% 94 94 100%2009-2010 119 119 100% 120 120 100% 120 120 100% 0 0 0% 120 120 100%2007-2008 11 11 100% 11 11 100% 11 11 100% 0 0 0% 11 11 100%MUSIC K-12 2008-2009 8 8 100% 8 8 100% 8 8 100% 0 0 0% 8 8 100%READING K-12EducationalLeadershipEnglish/ESOLBIOLOGY 6-12CHEMISTRY 6-12PHYSICS 6-12SOC SCI 6-12AGRICULTURE 6-122009-2010 13 13 100% 13 13 100% 13 13 100% 0 0 0% 13 13 100%2007-2008 2 2 100% 2 2 100% 2 2 100% 0 0 0% 2 2 100%2008-2009 3 3 100% 3 3 100% 4 4 100% 0 0 0% 4 4 100%2009-2010 2 2 100% 2 2 100% 5 5 100% 0 0 0% 5 5 100%2007-2008 3 3 100% 3 3 100% 5 5 100% 0 0 0% 5 5 100%2008-2009 0 0 0% 0 0 0% 8 8 100% 0 0 0% 8 8 100%2009-2010 2 2 100% 3 3 100% 25 25 100% 0 0 0% 25 25 100%2007-2008 27 27 100% 28 28 100% 28 28 100% 0 0 0% 28 28 100%2008-2009 17 17 100% 19 19 100% 19 19 100% 0 0 0% 19 19 100%2009-2010 20 20 100% 20 20 100% 21 21 100% 0 0 0% 21 21 100%2007-2008 7 7 100% 7 7 100% 7 7 100% 0 0 0% 7 7 100%2008-2009 4 4 100% 4 4 100% 4 4 100% 0 0 0% 4 4 100%2009-2010 4 4 100% 4 4 100% 4 4 100% 0 0 0% 4 4 100%2007-2008 1 1 100% 1 1 100% 1 1 100% 0 0 0% 1 1 100%2008-2009 0 0 0% 0 0 0% 0 0 0% 0 0 0% 0 0 0%2009-2010 1 1 100% 1 1 100% 1 1 100% 0 0 0% 1 1 100%2007-2008 0 0 0% 0 0 0% 0 0 0% 0 0 0% 0 0 0%2008-2009 0 0 0% 0 0 0% 0 0 0% 0 0 0% 0 0 0%2009-2010 1 1 100% 1 1 100% 1 1 100% 0 0 0% 1 1 100%2007-2008 26 26 100% 29 29 100% 29 29 100% 0 0 0% 29 29 100%2008-2009 30 30 100% 30 30 100% 30 30 100% 0 0 0% 30 30 100%2009-2010 25 25 100% 25 25 100% 25 25 100% 0 0 0% 25 25 100%2007-2008 7 7 100% 7 7 100% 7 7 100% 0 0 0% 7 7 100%2008-2009 15 15 100% 15 15 100% 15 15 100% 0 0 0% 15 15 100%2009-2010 11 11 100% 11 11 100% 11 11 100% 0 0 0% 11 11 100%304330449493600GUID/COUNSELINGPK-12SCHOOLPSY PK-12ElementaryEd/ExceptStudentEd/ESOLPre-School/Pre-KPrimaryEd/Pre-KDisabilities/ESOL2007-2008 10 10 100% 11 11 100% 11 11 100% 0 0 0% 11 11 100%2008-2009 16 16 100% 15 15 100% 15 15 100% 0 0 0% 15 15 100%2009-2010 19 19 100% 19 19 100% 20 20 100% 0 0 0% 20 20 100%2007-2008 7 7 100% 8 8 100% 8 8 100% 0 0 0% 8 8 100%2008-2009 12 12 100% 12 12 100% 12 12 100% 0 0 0% 12 12 100%2009-2010 9 9 100% 12 12 100% 12 12 100% 0 0 0% 12 12 100%2007-2008 40 40 100% 40 40 100% 41 41 100% 39 39 100% 41 41 100%2008-2009 48 48 100% 49 49 100% 49 49 100% 49 49 100% 49 49 100%2009-2010 34 34 100% 34 34 100% 34 34 100% 34 34 100% 34 34 100%2007-2008 22 22 100% 22 22 100% 22 22 100% 22 22 100% 22 22 100%2008-2009 24 24 100% 24 24 100% 24 24 100% 24 24 100% 24 24 100%2009-2010 21 21 100% 21 21 100% 21 21 100% 21 21 100% 21 21 100%2007-2008 24 24 100% 24 24 100% 24 24 100% 0 0 0% 24 24 100%Ed Prep Inst 2008-2009 29 29 100% 29 29 100% 29 29 100% 0 0 0% 29 29 100%2009-2010 17 17 100% 20 20 100% 20 20 100% 0 0 0% 20 20 100%Summary of IndividualAssessments906 906 100.00% 921 921 100.00% 961 961 100.00% 189 189 100.00% 961 961 100.00%2007 – 2010Appendix 13 4 University of Florida

Appendix 14UF Office of Research Annual Report

SpoRTechT2001tonge, FL94SummSpoRAAnnual Report2001* Trusopt PatenuAppendix 14 1 University of Florida

Summary ofSponsoredResearchActivity2010Proposals Submitted 5,645Awards Received 6,549New Awards Received 2,838Continuations or Supplementals 3,711Grant and Contract Dollars Awarded $657,653,829Gifts for Research $20,572,678Total Sponsored Research Funding $678,226,507Projects Active During the Fiscal Year 7,152Faculty Receiving Awards 1,704Sponsors 994$700$678MSponsoredResearchAwards2001 — 2010MILLIONS$600$500$400$300$380M$437M$458M$470M$494M$519M$583M$562M$574M$200$100StimulusFederal000-0101-0202-0303-0404-0505-06FISCAL YEAR06-0707-0808-0909-10Non-Federal$60TechnologyTransferIncome2001 — 2010MILLIONS$50$40$30$20$29M$32M$35M$37M$40M$43M$48M$52M$50M$24.5M$10* Trusopt Patent expired in 2008.000-0101-0202-0303-0404-0505-0606-0707-0808-0909-10FISCAL YEARAppendix 14 2 University of Floridais

All Other Academic UnitsTotal $63MEducation $14MOffice of Research $14MAcademic Affairs $7MBusiness Administration $5MDesign, Construction &Planning $5MFlorida Museum ofNatural History $5MHealth & HumanPerformance $5MCenters & Institutes $2MJournalism &Communications $2MGraduate Programs $2MOther $2M9%6%12%58%15%Health Science Center$394MMedicine $335MDentistry$18.5MPublic Health $18.5MPharmacy $11MVeterinary Medicine $9MNursing $2MCollege of LiberalArts & Sciences$42MCollege ofEngineering$78MIFAS$101MResearch Awardsby Academic Unit2010Federal$487MOther$16MIndustry$45MFoundations$69M2%7%10%9%72%NIH $195MHHS $74MNSF $48MUSDA $47MDOD $33MEducation $21MEnergy $13MCommerce $13MVA $11MHRSA $9MDOT $5MNASA $5MInterior $4MOther $4MUSAID $3MEPA $2MState/Local$61MResearch Awardsby Sponsor2010an economicf orceAppendix 14 3 University of Florida

is WDR. WIN PHILLIPS, VICE PRESIDENT FOR RESEARCHOFFICE OFRESEARCHOver the past decade, the University of Florida has movedinto the top tier of research universities using a formula for success that providesworld-class faculty from many disciplines with state-of-the-art tools to producegroundbreaking research and useful new products.During fi scal year 2009-2010, these faculty produced nearly 6,000 researchproposals that resulted in more than 2,800 new awards supported by a record $678million in public and private funding.To maintain this growth, the university creates an environment in whichour faculty can succeed by facilitating the pursuit and management of researchcontracts and grants; providing the facilities needed to pursue new discoveries; andpromoting transfer of the university’s intellectual property to the marketplace.As we move into an era when the demand for interdisciplinary science growsever more important, the University of Florida is particularly well positioned tocontinue its growth into a national research powerhouse. Virtually nowhere else inthe country can scientists from so many diverse disciplines collaborate in such aseamless environment. From medicine to agriculture, engineering to art, UF has it allon one campus.Our faculty are leading the way in developing treatments for genetic diseasesand identifying emerging pathogens before they reach our shores. They are trainingthe next generation of K-12 teachers and helping the Baby Boomers stay active.We pursue research across the spectrum, from gaining an understanding aboutthe nature of the universe to developing a new drug to treat a specifi c disease. Forthe most commercially promising research, we seek partners who can help us moveit quickly into the marketplace. In the last decade we have created more than 100new companies which employ more than a thousand people.We have the people and the resources to continue our ascendency into the toptier of universities, nationally and internationally. We invite you to join us on this journey.3Appendix 14 4 University of Florida

orld-Classfaculty12544 The $26 million Clinical Translational ScienceAward from NIH brings together researchers from adozen colleges in efforts to speed the transformation ofscientific discoveries into medical advances for patients.5 Electrical engineering Professor Martin Uman is leading a $9.8 millionproject funded by the Defense Advanced Research Projects Agency (DARPA)to probe the basic science of lightning using rockets to trigger strikesAmong the things the grant will support is a camera capable of photographingtriggered lightning at 3 million frames each second.3 Developmental biologist Martin Cohn was among only 50 researchers nationally to be nameda Howard Hughes Medical Institute Early Career Scientist, an honor that includes more than $1.5million in research support. Cohn’s interest in embryonic development and evolution led him todiscover the molecular building blocks that shape appendages ranging from feet to flippers.Appendix 14 5 University of Florida

1 The U.S. Department of Energy awarded plant geneticist Matias Kirst $873,000 over fiveyears to conduct a radically new genetic analysis of poplar trees — which may help harness thetrees as a sustainable and economical fuel source. The grant is on top of an earlier $643,000grant. Kirst and his colleagues hope to create trees with qualities ideal for use as fuels such ascellulosic ethanol.2 With a $64 million grant from the National Institutes of Health, Dr. Marco Pahor and hiscolleagues at the UF Institute on Aging are seeking to determine the role exercise and ahealthy lifestyle play in mobility of older Americans.is High-Techf acilitiesBiomedical Sciences BuildingInstitute on Aging Clinical Translational Research Building (rendering)Appendix 14 6 University of Florida

State-of-the-artlaboratories, animal care facilities andequipment are vital to the success ofour scientists. Over the past decadethe university has invested more than$400 million in nearly 900,000 squarefeet of new scientific infrastructure.UF Academic and Research Center at Lake Nona (rendering)Innovation Square (rendering)Innovation Hub (rendering)is our economy’sf utureProducts like Gatorade and Trusoptillustrate the value of moving our research from thelaboratory to the marketplace. UF‘s technology transferexperts work closely with inventors and entrepreneurs tocommercialize ideas, create companies and contribute tothe new Florida economy.Appendix 14 7 University of Florida

P.O. Box 115500Gainesville, FL 32611-5500Non-ProfitOrganizationU.S. PostagePAIDGainesville, FLPermit No. 94OFFICE OF RESEARCHWinfred M. Phillips, D.ScVice President for Research223 Grinter HallP.O. Box 115500Gainesville, Florida 32611(352) 392-1582wphil@ufl.eduD ivision of Sponsored ResearchThomas Walsh, Ph.D.Director(352) 392-3516twalsh@ufl.eduProposal Processing(352) 392-9267Awards Administration(352) 392-5991Research SupportSobha Jaishankar, Ph.D.Asst. Vice President for Research(352) 392-4804sjaishan@ufl.eduUF Research Foundation, Inc.George KolbBusiness Manager(352) 392-5221gkolb@ufl.eduOffice of Technology LicensingDavid DayDirector(352) 392-8929dlday@ufl.eduOffice of ResearchCommunicationsJoseph KaysDirector(352) 392-8229joekays@ufl.eduresearch.ufl.eduAppendix 14 8 University of Florida

Appendix 15Economic Impacts of the University of Florida2009-10

Economic Impacts of the University of Florida in2009-10By Alan W. Hodges, Thomas J. Stevens, and Mohammad RahmaniUniversity of Florida, Food & Resource Economics DepartmentCorresponding author contact: awhodges@ufl.edu; tel. 352-392-1881 x312March 1, 2011

Economic Impacts of the University of Florida in 2009-10Table of ContentsSummary Highlights ........................................................................................................................................... 2Acknowledgements ............................................................................................................................................ 3Introduction ........................................................................................................................................................ 4Methods and Information Sources ...................................................................................................................... 4Revenues to the University of Florida and Affiliated Organizations ................................................................. 7Expenditures by the University of Florida, Affiliated Organizations, Students and Visitors ............................. 8Economic Impacts of the University of Florida, Affiliated Organizations, Students and Visitors................... 11Employment Impacts .................................................................................................................................... 13Output Impacts ............................................................................................................................................. 15Total Value Added Impacts .......................................................................................................................... 16Labor Income Impacts .................................................................................................................................. 17Indirect Business Tax Impacts ...................................................................................................................... 18Student Attendance and Spending .................................................................................................................... 19Visitor Attendance and Spending ..................................................................................................................... 21Athletic Events ............................................................................................................................................. 21Cultural and Academic Venues and Events.................................................................................................. 22Comparison of Economic Impacts for FY 2005-06 and FY 2009-10 .............................................................. 23Appendix 8 1 University of Florida

Economic Impacts of the University of Florida in 2009-10Summary HighlightsEconomic impacts of the University of Florida and affiliated organizations on the Florida economy for thefiscal year 2009-10 included:Total revenues of $4.27 billion, with $2.00 billion from sources outside of Florida;Total spending of $5.83 billion for University operations, personnel, capital outlays, healthcareservices, technology spin-off businesses, direct support organizations, students, and campus visitors;Total spending within Florida of $4.92 billion and $2.51 billion in spending from sources outside thestate;Direct employment of 41,434 jobs for faculty, staff and other non-permanent personnel at theUniversity of Florida, Shands Healthcare, and associated Direct Support Organizations;Total employment impacts of 106,118 fulltime and part-time jobs in Florida including regionalmultiplier effects of spending from outside revenues;Total output or revenue impacts of $8.76 billion;Total value added impacts of $5.17 billion, equivalent to 0.71 percent of Florida’s 2009 Gross StateProduct.Output impacts of $2.88 billion for healthcare services provided by Shands hospitals and FacultyPractice Clinics;Output impacts of $1.43 billion from University technology spin-off businesses located in the State;Output impacts of $290 million from visitors to academic, athletic and cultural events facilities;Labor income (employee compensation and proprietor income) impacts of $3.46 billion;Indirect business tax impacts to local, state, and federal governments of $410 million.Total output impacts increased by 14.6 percent between FY 2005-06 and FY 2009-10 in inflationadjustedterms, and total employment impacts increased by 30.9 percent (excluding technology spinoffcompanies).Appendix 8 2 University of Florida

AcknowledgementsThe study was sponsored by the University of Florida, Office of University Relations, at the request of JaneAdams and Janine Sikes. Valuable assistance and information used in preparation of this report was providedby the following persons: Ted Griswold, University Accounting Services; Catherine Joiner, Office ofFinance and Administration; Gary Hartge and Carol Huang, Office of Institutional Planning and Research;Paul Lipori, Shands Health Care; Christine Brown, Patti Breedlove and Jane Muir, Office of TechnologyLicensing; Mary Howard, Melissa Stuckey, Tim Caruthers, Mark Gajda and Sherri Bowdoin, UniversityAthletic Association; Adia Rhodes, Office of Human Resource Services; Leslie Bram, UF Foundation;Rebecca Johnson and Adam Smith, Lynn King, Milan Savic, UF Division of Continuing Education; BethMiller-Tipton, UF/IFAS Office of Conferences and Institutes; Yanmei Zhang, Department of Housing andResidence Education. Jaime A. Gresley, New Student and Family Programs; Jeremy Cynkar, Stephen C.O'Connell Center; Paul Ramey, Florida Museum of Natural History; Amy Douglas, UF Performing Arts; andJohn Pritcher, Alachua County Visitors and Convention Bureau.Appendix 8 3 University of Florida

Economic Impacts of the University of Florida in 2009-10IntroductionThe University of Florida (UF) is one of the largest comprehensive public universities in the United States, withan enrollment of approximately 50,000 students. In addition to the main campus in Gainesville, the Universityhas statewide operations at numerous Research and Education Centers, Shands Hospitals and clinics, andExtension Offices in all 67 counties of the state. UF has a significant economic impact to the state through itsacademic and physical operations, capital outlays, allied organizations, healthcare services, spending by faculty,staff, students, and visitors, and technology spin-off business enterprises. The purpose of this report is to providean economic impact assessment of UF on the state of Florida in the 2009-10 fiscal year (FY), and to compareresults to a previous study for FY 2005-06 1 . A new feature of this updated analysis is to evaluate the regionaleconomic impacts of University-related technology spin-off companies. It should be noted that this studyaddresses only the monetary and employment impacts of UF on State’s economy; it does not assess theUniversity’s benefits to the human capital and earnings of the State’s workforce. A recent study by the Centerfor Fiscal and Economic Policy addressed some of these issues for the Florida State University System (SUS) asa whole 2 .Methods and Information SourcesThis economic impact analysis was based on information provided by a variety of sources. Information onUniversity revenues and expenditures for FY2009-10 (ending June 30, 2010), including operating and nonoperatingexpenditures, personnel salaries and benefits, and capital outlays were provided by the UF Division ofFinance and the University of Florida Annual Financial Report. Operating revenues and expenditures forShands Hospital, Health Science Center Faculty Practice Associates, Direct Support Organizations such as theAthletic Association and Research Foundation, and other minor business enterprises were obtained from theirrespective annual financial statements as well as the UF Division of Finance. Data on employment wereobtained from the UF Division of Human Resources and the Office of Institutional Planning and Research.Expenditures for UF construction projects were treated as new final demand for the State of Florida, as isconventional for economic impact analysis. The proportion of UF expenditures for operations, payroll, and nonconstructioncapital outlays designated as new final demand was determined by the overall share of UF revenues1 Economic Impacts of the University of Florida and Affiliated Organizations in 2005-06, UF Office of UniversityRelations, available at http://www.urel.ufl.edu/communityRelations/economic.html2Florida’s State University System: An Investment that Creates Jobs! Alex Krivosheyev and Michael Walsh, FloridaCenter for Fiscal and Economic Policy, May, 2010. Available at: http://www.fcfep.org/attachments/20100505--StateUniversities Are Proven Job Creators.pdfAppendix 8 4 University of Florida

originating from outside the State based on analysis of the source of funds. Estimated retail spending bystudents was based on “Cost of Attendance” data provided by the Office of Institutional Planning and Research,and was assumed to occur 100 percent inside the State. The proportion of nonlocal funding for studentexpenditures was determined by the aggregate sources of financial aid utilized by students for tuition and livingexpenses and their home residence. Total spending by visitors to University facilities and functions wasestimated from visitor counts provided by various UF organizations and average per-visitor-day spendingestimates provided by VISIT FLORIDA® and the Alachua County Visitors and Convention Bureau.Total economic impacts of spending by UF, affiliated organizations, students, visitors, and spin-off technologyenterprises were estimated with a regional economic input-output model for the state of Florida constructedusing IMPLAN Version 3 software and associated databases 3 . This procedure models the specific structure ofthe state’s economy in terms of its particular mix of industries, and the typical linkages between such industries,employees, households, and governments, with respect to commodity production, purchases or consumption,and domestic and foreign trade. It also accounts for taxes paid to local state and federal governments, andtransfer payments such as welfare and retirement, and capital investment. Regional input-output models enablethe derivation of economic multipliers which capture the effects of input purchases (indirect effects), andhousehold spending by employees (induced effects) for new final demand to the state’s economy, as well as thedirect spending and employment associated with all sources of revenue for UF. These economic multipliers areused to estimate economic impact measures of output or revenue, employment (fulltime and part-time jobs),value added, labor-income, and indirect business taxes to local state and federal governments. Total economicimpacts in this case were estimated with the direct effects multipliers applied to in-state spending amounts, andindirect and induced multipliers applied to in-state spending that was derived from sources outside of Florida,with each expense item assigned to the appropriate IMPLAN sector.For economic impact analysis, it is important to distinguish the ultimate source of revenues and the destinationof expenditures with regard to the study region, in this case is the State of Florida. Revenues that originatefrom outside the State represent new resources the generate multiplier effects in the economy throughsubsequent rounds of spending. The share of spending that occurs outside the State for imported goods andservices represents a leakage and generates no impacts for the state’s economy. In general, the share ofspending inside of Florida was based on the state average percentage of total purchases of the particularcommodity or service being purchased. These percentages are called regional purchase coefficients and wereeconometrically estimated within the IMPLAN modeling software.Once the source and destination of spending is determined for the University, and its related organizations,employees, students and visitors, total impacts can be calculated. In each case, the total impact consists of four3 MIG, Inc. IMPLAN Version 3, Social Accounting and Impact Analysis Software, and 2009 regional data file for Florida,Hudson, Wisconsin, 2010.Appendix 8 5 University of Florida

distinct parts: 1) direct spending inside the state by all UF entities from revenues derived from in-state sources,2) direct spending within the state by UF from revenues derived from out-of-state sources, 3) indirect spendingby University vendors for inputs needed to provide purchases the University made with out-of-state revenues,and 4) induced spending by households of University employees whose earnings were funded with out-of-staterevenues.The estimated economic impacts of spending by UF employees were based upon typical household expenditurepatterns for income brackets representative of UF Faculty, staff, and temporary employees. Impacts of spendingby employees of Shands Hospital and other University component units were estimated as part of the overalloperating expenses for those units. Expenses for Shands and health-science faculty medical practices wereassigned to the IMPLAN sectors for Hospitals and Offices of Healthcare Practitioners respectively. Depreciationexpenses on fixed assets were excluded from the analysis since this does not represent a cash transaction whichhas a current local economic impact.Student spending on tuition and on-campus housing was not included in the analysis since these dollars werecaptured by University revenues and spending. Sales by UF vendors for campus food services, bookstores, andvending concessions were not included in this analysis since their activity is captured in the spending ofemployees, students and visitors. Some program expenditures and transfers from Direct Support Organizations(DSO) to the University were included under operating expenses in the UF Annual Financial Report. Afterreviewing financial reports for each DSO, these operating expenditures were adjusted to remove any amountsfor support, transfers, grants or aid for UF or its students or faculty. Operating expenditures by theseorganizations were assigned to the IMPLAN sector for Grantmaking, Giving and Social AdvocacyOrganizations, with the exception of the University Athletic Association expenditures, which were assigned tothe sector for Spectator Sports. Spending by visitors was only included for unaffiliated persons, i.e., excludingUniversity faculty, staff and students.To evaluate the economic impacts of UF technology based spin-off businesses started by UF employees orstudents, or, from patents and copyrights developed at UF, data on the number jobs created by these businesseswas collected for Progress Park in Alachua, Florida and from the UF TechConnect Program, provided by the UFOffice of Technology Licensing. These job numbers were converted into revenues using national averagesavailable for each type of business within the IMPLAN industrial sector scheme. The estimated revenues ofthese fifty companies were allocated between 16 different IMPLAN sectors. Most of these spin-off businesseswere involved in biological or medical technology. Among Spin-offs that had begun manufacturing activities,the most common types were Biological Product (except diagnostic) Manufacturing (IMPLAN sector 135);Surgical and Medical Instrument Manufacturing, (sector 305); and, Custom Computer Programming Services,(sector 371). Spin-off businesses that had not yet begun production activities were classified as ScientificResearch and Development Services (IMPLAN sector 376).Appendix 8 6 University of Florida

Revenues to the University of Florida and Affiliated OrganizationsTotal revenues to the University of Florida and its affiliated organizations in FY 2009-10 are summarized inTable 1 and Figure 1. Revenues for FY 2009-10 totaled over $4.27 billion, and of this amount, an estimated$2.00 billion, or 46.9 percent, originated from sources outside the State of Florida. Shands Healthcare wasresponsible for $1.69 billion or 39.6 percent of total revenues, of which 47 percent were estimated to come fromoutside Florida (primarily Medicare and Medicaid). Grants and contracts for sponsored research activitiestotaled $672 million, of which nearly 74 percent, or $496 million, came from outside the State. Stateappropriations to UF for the 2009-10 fiscal year amounted to $593 million including nearly $41 million infederal government (American Recovery & Reinvestment Act) funds, which represented 13.9 percent of totalUniversity revenues. Transfers from component units (mostly Direct Support Organizations) totaled nearly$473 million. Student tuition and fees net of scholarships together with federal and state financial aid receivedtotaled $388 million for fiscal year 2009-10. Sales and services for auxiliary enterprises, educationaldepartments and component units totaled $130 million. Dormitory and housing revenues from on-campusstudent residents totaled $50 million. Interest and investment income amounted to $31 million, andmiscellaneous other revenues were $11 million for FY 2009-10 (Table 1 and Figure 1).Table 1. Revenues to the University of Florida and Affiliated Organizations in FY 2009-10SourceTotal Amount(million $)Amount fromOutsideFlorida(million $)Percentfrom OutsideFloridaShands Healthcare $1,692.5 $795.5 47.0%Contracts and Grants $672.2 $496.1 73.8%State Appropriations $593.1 $40.9 6.9%Transfers from Direct Support Organizations $472.8 $236.4 50.0%Tuition & Fees net of Scholarship $245.4 $164.7 67.1%Faculty Clinical Practices net of transfers $233.4 $109.7 47.0%Fed & State Student Financial Aid $142.2 $74.1 52.1%Sales and Services $130.3 $28.0 21.5%Dorm, Housing & Other Rentals $50.1 $26.3 52.6%Other Revenues $42.2 $1.8 4.2%Total $4,274.1 $2,003.8 46.9%Sources: UF Finance and Accounting; UF Annual Financial Report, 2009-10; Shands Hospital, UF Foundation.Appendix 8 7 University of Florida

Figure 1. Summary of Revenues to the University of Florida and Affiliated Organizations in FY 2009-10Expenditures by the University of Florida, Affiliated Organizations, Students and VisitorsExpenditures by the University of Florida, affiliated organizations, students, and visitors in FY 2009-10 aresummarized in Table 2 and Figure 2. Excluding certain non-cash transactions such as depreciation, theseUniversity related expenditures totaled $5.83 billion for the fiscal year, of which an estimated $4.92 billionoccurred inside the state of Florida (Table 2). This spending generates direct economic impacts for the State.Purchases or spending by Florida businesses, government agencies, and residents that occurs outside the Staterepresent an economic leakage that does not generate economic impacts for Florida. Based on the estimatedsources of revenues for the University, its affiliated organizations, students, and visitors, a total of $2.51 billion,or 42.9 percent of total UF related expenditures inside Florida, were funded from out-of-state sources. Thisspending is important because it generates secondary indirect and induced economic impacts for the State.Spending for University operations, including personnel expenditures, totaled $1.75 billion for FY 2009-10(Table 2). Nearly 72 percent, or $1.25 billion, of these operational expenditures consisted wages, salaries,benefits and taxes for employees. The next largest category of operational expenditures was forMiscellaneous/Other at $96 million, followed by nearly $82 million for Professional Services. The UniversityAppendix 8 8 University of Florida

spent $79 million on supplies and nearly $57 million on utilities. Almost $1.58 billion of Operations spendingoccurred within the State, with $731 million of this spending being funded from out-of-state sources. Capitaloutlays by the University and affiliated organizations totaled $406 million for FY 09-10, including $321 millionin building construction and renovation, and $36 million in purchases of laboratory, scientific and technicalequipment.Expenditures related to Healthcare Services totaled $2.03 billion for FY 09-10, with the bulk of theseexpenditures being made by Shands Hospitals ($1.53 billion), Florida Clinical Practice Associates ($292million), and Jacksonville Physicians ($170 million). A total of $725 million of in-State healthcare spendingwas funded from out-of-state sources (Table 2).Direct support organizations (DSO) had operating expenses of $179 million, excluding transfers supporting theUniversity. Most of these expenditures were made by the University Athletic Association ($83 million), theUniversity of Florida Foundation ($30.2 million), and the UF Research Foundation ($13.7 million). A total of$38.6 million of in-State spending by these DSOs was funded from out-of-state sources (Table 2).Estimated revenues/expenditures of $543 million for UF spin-off enterprises were based on employment data.Most of these spin-offs are associated with bio-medical research, resulting in $476 million of these dollars beingutilized in bio-tech related industry sectors. It was assumed that 100 percent of these revenues/expenditureswere derived from out-of-State sources, either because these firms are funded with venture capital or becausethey provide unique products or services that are marketed world-wide.Total student spending was estimated at $727 million, with $279 million for off-campus housing, $157 millionfor food and beverages, $104 million for Personal items and Health Insurance, $115 million for Books, Suppliesand Computers, $40 million for clothing, and $33 million for transportation. A total of $174 million in studentspending was sourced from outside the state of Florida (Table 2).Spending by unaffiliated visitors to University related venues or events was estimated to total $233 million forFY 2009-10. About 62 percent ($144 million) of this spending was associated with academic, healthcare orcultural related functions throughout the State. The remaining thirty-eight percent of visitor spending ( $88.7million) was associated with various University athletic activities, mostly on the main campus in Gainesville.In contrast, the distribution of almost $50 million in spending by out-of-State visitors, which generatedsecondary impacts, was approximately evenly divided between athletic and non-athletic venues (Table 2).Appendix 8 9 University of Florida

Table 2. Expenditures by the University of Florida, Affiliated Organizations, Students and Visitors in FY2009-10Activity or EntityTotal Expenditures(million $)ExpendituresIn-State(million $)Expenditures fromOutside Sources (million$)Operations 1,750.71 1,577.81 731.07Personnel 1,254.02 1,254.02 581.05Miscellaneous/Other 96.11 50.79 23.54Professional Services 81.74 73.09 33.87Supplies 79.13 32.87 15.23Utilities 56.77 45.25 20.97Building Maintenance & Repair 40.20 39.14 18.14Travel 37.83 15.61 7.23Finance & Insurance 36.59 24.59 11.39Equipment 28.94 18.77 8.70Asset Purchases 405.93 349.36 236.80Building/Structures 321.45 319.82 222.02Lab/Science/Tech 35.83 10.17 4.71Office equipment 24.84 8.05 3.73Library 7.61 2.42 1.12Furniture 5.49 1.74 0.81Other Capital Outlay 10.71 7.16 4.41Healthcare Services 2,027.46 1,541.60 724.55Shands Hospitals 1,533.67 1,072.50 504.07Florida Clinical Practice Associates 292.29 277.68 130.51Jacksonville Physicians 170.13 161.62 75.96Faculty Dentistry Associates 16.22 15.40 7.24Public Health Professions 7.13 6.77 3.18Veterinary Medicine Associates 5.93 5.63 2.65Other Faculty Practices 2.10 1.99 0.94Direct Support Organizations 143.10 106.40 38.58University Athletic Association 82.84 66.09 13.22UF Foundation 30.16 20.18 15.34UF Research Foundation 13.75 9.20 6.99UF Alumni Assoc. 5.29 3.54 0.98UF Leadership & Ed. Foundation 2.83 1.89 0.53Gator Boosters 2.61 1.75 0.49Other Direct Support Organizations 5.62 3.76 1.04Florida Spin-off Companies 543.24 543.24 543.24Biological/Medical Technology 475.51 475.51 475.51Electronics 9.91 9.91 9.91Telecommunications 4.36 4.36 4.36Computers and Networking 10.71 10.71 10.71Scientific research and development services 29.35 29.35 29.35Other 13.40 13.40 13.40Student Spending 727.30 598.77 173.59Housing 279.05 195.33 56.63Food 156.47 143.99 41.74Personal & Health Insurance 103.77 83.80 24.30Books, Supplies and Computer 115.62 109.18 31.65Clothing 39.70 37.71 10.93Transportation 32.70 28.75 8.34Visitor Spending 232.90 198.35 49.97Cultural & academic venues 144.23 123.19 24.93Athletic events 88.67 75.16 25.04Grand Total 5,830.63 4,915.53 2,507.61Note: Expenditures by healthcare services, direct support organizations, and other enterprises, are for operations, net of transfers to the University.Depreciation was also excluded from University Operations and Shands Healthcare expenditures. Florida Spin-off company expenditures wereassumed to equal revenues, which were estimated from IMPLAN output per employee data.Appendix 8 10 University of Florida

Figure 2. Summary of Expenditures by the University of Florida, Affiliated Organizations, Students andVisitors in FY 2009-10Economic Impacts of the University of Florida, Affiliated Organizations, Students and VisitorsThe estimated total employment, output, value added, labor income and indirect business tax impacts associatedwith the University of Florida for fiscal year 2009-10 are shown in Table 3, and Figures 3, 4, 5, 6 and 7. Theseimpacts represent not only the direct effects of University related expenditures, but also the indirect and inducedeffects calculated using regional economic multipliers for in-state spending funded by revenues from outsidesources (see methods).Appendix 8 11 University of Florida

Table 3. Total Economic Impacts in the State of Florida by the University of Florida, AffiliatedOrganizations, Students and Visitors in FY 2009-10Activity or EntityEmploymentImpactsOutputImpactsValueAddedImpactsLaborIncomeImpactsIndirectBusinessTaxesImpactsJobs* ----------------------------------Million $--------------------------Operations 45,901 2,340.18 1,459.17 887.48 128.30Personnel 41,503 1,780.40 1,117.43 676.84 99.54Miscellaneous 1,303 149.55 92.76 55.95 7.71Professional Services 774 94.66 56.14 42.10 2.82Utilities 399 81.01 53.84 24.05 6.94Building Maintenance & Repair 655 69.24 39.51 29.12 2.08Supplies 499 58.81 34.13 21.78 2.90Finance & Insurance 286 45.20 28.93 15.26 2.26Equipment 255 33.09 20.06 12.98 2.18Travel 227 28.20 16.37 9.41 1.88Asset Purchases 6,458 720.22 404.02 292.45 22.71Building/Structures 6,138 668.69 378.58 276.35 20.67Lab/Science/Tech 90 17.50 8.03 5.16 0.43Office equipment 37 12.02 3.97 2.07 0.20Library 25 4.05 1.99 1.18 0.09Vehicles 45 3.97 2.97 2.22 0.44Furniture 18 2.92 1.43 0.85 0.07Other Capital Outlay 104 11.08 7.06 4.61 0.81Healthcare Services 28,888 2,877.44 1,663.85 1,278.13 80.74Shands Hospitals 21,350 1,995.20 1,113.92 846.02 56.03Florida Clinical Practice Associates 4,432 522.37 325.76 255.98 14.54Jacksonville Physicians 2,579 304.05 189.61 148.99 8.46Faculty Dentistry Associates 246 28.98 18.07 14.20 0.81Public Health Professions 108 12.74 7.94 6.24 0.35Veterinary Medicine Associates 142 10.37 6.21 4.86 0.45Other Faculty Practices 32 3.75 2.34 1.84 0.10Direct Support Organizations 2,125 180.49 112.85 91.83 9.57University Athletic Association 1,215 92.57 62.66 52.80 6.66UF Foundation 511 48.97 28.12 21.36 1.68UF Research Foundation 219 22.32 12.82 9.74 0.77UF Alumni Assoc. 56 5.39 2.92 2.50 0.13UF Leadership & Ed. Foundation 30 2.88 1.56 1.33 0.07Gator Boosters 35 2.66 1.68 1.45 0.11Other Direct Support Organizations 59 5.72 3.10 2.65 0.14Florida Spin-off Companies 8,098 1,433.98 666.94 431.54 47.66Biological/Medical Technology 6,776 1,255.32 568.83 361.02 166.18Electronics 155 24.59 12.19 8.08 3.27Telecommunications 56 11.07 4.87 3.27 1.25Computers and Networking 245 28.86 17.22 13.09 3.06Scientific research and development services 686 84.07 49.24 36.40 9.93Other 180 30.07 14.59 9.67 4.04Student Spending 10,795 918.01 656.74 350.91 91.37Housing 2,267 296.58 211.79 60.67 27.88Food 3,101 219.29 148.67 95.91 20.86Personal & Health Insurance 1,435 129.52 87.19 55.56 10.01Books, Supplies & Computer 2,545 169.64 130.67 89.67 19.10Clothing 878 58.41 45.38 24.77 8.38Transportation 569 44.57 33.05 24.33 5.13Visitor Spending 3,853 289.85 201.47 129.44 29.83Cultural & academic venues 2,320 168.84 118.78 76.46 18.19Athletic events 1,533 121.01 82.69 52.98 11.64Grand Total 106,118 8,760.19 5,165.04 3,461.79 410.18Note: total impacts represent direct effect multiplier applied to in-state spending, plus indirect and induced effects multipliers applied to in-stateexpenditures funded from sources outside Florida. * Employment impacts represent fulltime, part-time, and seasonal jobs.Appendix 8 12 University of Florida

Employment ImpactsDirect employment by the University of Florida and affiliated organizations in the Fall semester of 2010 wascalculated to total 41,434 fulltime and part-time jobs (Table 4). The University itself has an employment of26,271 jobs, 13,484 of which are permanent, and 12,787 temporary. Shands healthcare accounts for anadditional 13,500 jobs at all its hospitals and clinics. Another 1,663 jobs are involved in the operation of variousDirect Support Organizations. The multiplier (indirect and induced) employment impacts resulting fromspending by the University and related organizations are estimated to have generated an additional 64,648 jobsfor Florida’s economy in 2010. Thus, the estimated total employment impact of the University and its affiliatedorganizations for the State in 2009-10 was 106,118 fulltime and part-time jobs (Table 3 and Figure 3). Thisrepresents an implied employment multiplier of 2.56 total jobs, per direct job.Total employment impacts of University Operations were 45,901 jobs (43 percent) followed by Shands andother University related healthcare services at 28,888 jobs, or 27 percent of the total. Job impacts from spendingby UF students led to 10,795 jobs for the State. Technology spin-off company spending created 8,098 jobs.University asset purchases created 6,458 jobs for the State. Job impacts from spending by University visitorswere estimated at 3,853 jobs for the State, and operational expenditures by Direct Support Organizationsgenerated 2,123 jobs.Table 4. Direct Employment at the University of Florida and Affiliated Organizations in 2010Entity / Type of EmployeeFull andPart-time JobsUniversity of Florida 26,271Regular Faculty 2,980Administrative Faculty 133Clinical Faculty 923Librarians 81Extension Agents 302PK Yonge Lab School 76Career Faculty 233Post Doc/Research Associates 590TEAMS 6,698USPS 1,468Total Regular UF Employees 13,484Other Personal Services * 12,787Shands Hospitals 13,500Direct Support Organizations 1,663University Foundation 255University Athletic Association 1,408Total UF and Affiliated Organizations 41,434* Non-Permanent Employees, mainly studentsAppendix 8 13 University of Florida

Figure 3. Summary of Employment Impacts of the University of Florida, Affiliated Organizations,Students and Visitors in FY 2009-10Appendix 8 14 University of Florida

Output ImpactsOutput or revenue impacts on the State of Florida from UF related activities were estimated to total $8.76 billiondollars for FY 2009-10 (Table 3 and Figure 4). Among specific UF entities, some $2.88 billion in outputimpacts, or 33 percent of the total, resulted from activities associated with Shands Healthcare and Faculty ClinicPractices. University Operations, including personnel expenditures, generated $2.34 billion (27 %) of these totaloutput impacts. UF technology spin-off companies contributed $1.43 billion (16%) to these output impacts.Eleven percent of the total output impacts ($918 million) were generated by student spending, not includingtuition and campus housing. Asset purchases by UF led to $720 million in output impacts for the State, whilevisitor spending and direct support organizations created $290 and $180 million in output impacts respectively(Figure 4).Figure 4. Summary of Output Impacts of the University of Florida, Affiliated Organizations, Studentsand Visitors in FY 2009-10Appendix 8 15 University of Florida

Total Value Added ImpactsTotal value added is comprised of labor income to individuals, business profits, other property-related incomeand taxes. The total value added impact of the University of Florida on the State was estimated to equal $5.17billion for FY 2009-10. This represented approximately 0.71 percent of the Florida’s $729.5 billion Gross StateProduct (GSP) for 2009. 4GSP is the broadest measure of economic activity, which is equivalent to the GrossDomestic Product at the national level. Value added impacts for the major components of the University onFlorida were $1.66 billion for Healthcare services, $1.46 billion from UF Operations, $667 million fortechnology spin-offs, $657 million for student spending, $404 million due to Asset Purchases, $201 millionfrom Visitor Spending, and $113 million for Direct Support Organizations (Table 3 and Figure 5).Figure 5. Summary of Value-added Impacts of the University of Florida, Affiliated Organizations,Students and Visitors in FY 2009-104 Bureau of Economic Analysis, Regional Economic Accounts, “Gross Domestic Product by State”,http://www.bea.gov/regional/gsp/Appendix 8 16 University of Florida

Labor Income ImpactsLabor Income is a major component of value-added that represents all forms of employee compensation as wellas self-employed (proprietor) income. Total labor income impacts to the State from University related activitieswere estimated at $3.46 billion for FY 2009-10 (Table 3, Figure 6). Healthcare Services generated $1.28 billionin these impacts, or 37 percent of the total. This is the highest share of all types of impacts for HealthcareServices because healthcare tends to be both labor intensive and have above average employee compensation.Labor income impacts from University operations were estimated at $887 million for FY 2009-10, representing26 percent of the total. The ranking of the remaining University components in terms of Labor Income impactswas identical to those for value-added, with spin-offs contributing $432 million (12%), student spendingcontributing $351 million (10%), asset purchases generating $292 million (8%), visitor spending creating $129million (4%), and direct support organizations contributing $92 million (3%) (Figure 6).Figure 6. Summary of Labor Income Impacts of the University of Florida, Affiliated Organizations,Students and Visitors in FY 2009-10Appendix 8 17 University of Florida

Indirect Business Tax ImpactsIndirect Business Taxes (IBT) are another component of value-added that includes sales, excise, and propertytaxes as well as fees and licenses paid by businesses during normal operations, but does not include taxes onprofits or income. These types of impacts were included in the analysis to help compare State support to taxesgenerated by the University. Total IBT impacts from University related activities in FY 2009-10 were estimatedat $410 million (Table 3, Figure 7). Thirty-one percent of IBT impacts were generated by regular Universityoperations. In contrast to the other types of impacts, Student Spending was the second largest source of impacts,at $91 million or 22 percent of the total. The importance of student spending for IBT impacts is primarily due tosales taxes generated through student retail purchases. University technology spin-off businesses generated $48million in IBT impacts for the State, representing 12 percent of total impacts. The contribution to IBT impactsby the remaining University activities included $23 million for asset purchases, $30 million from visitorspending, and $10 million from direct support organizations.Figure 7. Summary of Indirect Business Impacts of the University of Florida, Affiliated Organizations,Students and Visitors in FY 2009-10Appendix 8 18 University of Florida

Student Attendance and SpendingData on University of Florida student enrollment is shown in Table 5. Enrollment for the fall 2009 semester was50,844 students, of which 43,115 were Florida residents and 7,729 were non-residents. Total cumulativeenrollment for the fall, spring, and summer semesters in FY 2009-10 was 128,374 student-semesters. Overall,74 percent (107,730) of enrolled student semesters were Florida residents and 16 percent (20,644) were out-ofstate.About two-thirds (85,697) of the University’s total student-semesters consisted of undergraduate students,with 24 percent (31,415) graduate student-semesters and 9 percent (11,262) professional student semesters.Nearly 95 percent (81,106) of undergraduate student-semesters were Florida residents compared to 55 percent(17,436) of graduate student-semesters and 82 percent (9,188) of professional student-semesters.Table 5. UF Student Enrollment by Residency and College Level in FY 2009-10Level2009 Fall Semester 2009-10 Fall, Spring, & Summer SemestersIn-State Out-of-State Total In-State Out-of-State TotalUndergraduate 32,808 1,738 34,546 81,106 4,591 85,697Gradate 6,577 5,246 11,823 17,436 13,979 31,415Professional 3,730 745 4,475 9,188 2,074 11,262Total 43,115 7,729 50,844 107,730 20,644 128,374Sources: Office of Institutional Planning and Research, http://www.ir.ufl.edu/factbook/enroll.htm, and Division of Student Affairs, Housing andResident Education.Student expenditures were calculated from cost of attendance data together with enrollment numbers for residentand non-resident students of each classification for FY 2009-10. Student living expenditures were discountedby 25 percent for the summer semester since the length of this term is 12 weeks instead of 16. Universityrevenues from on-campus student housing and commissions paid by food, vending, and bookstore serviceproviders were deducted from student expenditures to avoid double-counting. The proportion of studentspending designated as new dollars was determined by the proportion of non-resident students and theproportion of student financial aid that originated from outside the State. The geographic source of funds forstudent aid and loans was determined from data provided by the UF Office of Institutional Planning andResearch 5 . Financial aid designated for University tuition and fees was used to determine the proportion ofthose payments that originated from outside the State of Florida, but was not otherwise reflected in the impactanalysis since these monies were captured by University revenues and spending. Financial aid was assumed tobe distributed uniformly among all classifications of students, and aid in the form of loans, grants orscholarships was treated identically.The Fall 2009 semester student budget is shown in Table 6. The average cost per in-state undergraduate studentsemesterwas $8,361, with housing ($2,430) and tuition ($2,186) being the largest items. The semester budget5 Office of Institutional Planning and Research, University of Florida Fact Book - Summary of Student Aidehttp://www.ir.ufl.edu/oirapps/factbooktest/tuition/stu_aide.aspx.Appendix 8 19 University of Florida

for out-of-state undergraduate students was $9,686 higher, due exclusively to higher out-of-state tuition rates.Tuition costs dominated budgets of both graduate and professional students. Tuition costs for professionalstudents shown in Table 6 are a weighted average for all types. The other primary difference in semester cost ofattendance for graduate and professional students was higher housing costs (Table 6). Total FY 2009-10 studentspending, excluding tuition, was estimated at $727 million, of which $606 million was by Florida residents and$121 million by non-residents (Table 7). When accounting for the share of student aid that came from in-stateand out-of-state sources, student non-tuition expenditures of in-state (local) dollars totaled $522 million, andnon-tuition spending of out-of-state (nonlocal) dollars totaled $205 million.Table 6. Spending Per UF Student by Residency and Classification, Fall Semester 2009Budget ItemIn-stateUndergraduateOut-of stateUndergraduateIn-stateGraduateOut-of-stateGraduateIn-stateProfessionalOut-of-stateProfessionalDollarsTuition & Fees 2,186 11,872 4,738 13,435 9,367 19,171Books & Supplies 495 495 495 495 495 495Housing 2,430 2,430 3,104 3,104 3,104 3,104Food 1,320 1,320 1,320 1,320 1,320 1,320Transportation 270 270 270 270 270 270Computer 474 474 474 474 474 474Clothing 328 328 328 328 328 328Personal, Health Insurance 859 859 859 859 859 859Total $8,361 $18,047 $11,587 $20,284 $16,216 $26,020Source: Office of Institutional Planning and Research, University of Florida Common Data Set (CDS) Annual Expenseshttp://www.ir.ufl.edu/OIRAPPS/commondataset/g_annexpense.aspxTable 7. Total Fiscal Year 2009-10 (Fall, Spring and Summer Semesters) Student Expenditures byResidence Adjusted for University RevenuesBudget ItemIn-StateStudentsOut-of-StateStudentsTotalStudentsLocal*Non-local*Million DollarsTuition & Fees 326.85 263.76 590.60 221.96 368.64Books & Supplies 50.38 9.56 59.94 43.29 16.65Housing 229.50 49.55 279.05 198.08 80.96Food 130.11 24.69 154.80 111.80 43.00Transportation 27.48 5.21 32.70 23.61 9.08Computer 48.20 9.15 57.34 41.41 15.93Clothing 33.37 6.33 39.70 28.67 11.03Personal/health Insurance 87.22 16.55 103.77 74.94 28.83Subtotal excluding tuition $606.26 $121.04 $727.30 $521.81 $205.49Total $933.11 $384.79 $1,317.90 $743.77 $574.13* Combined local and nonlocal expenditures account for student residency and the proportion of student aid dollars that originate from in-state and out-ofstatesources for each type of student.Appendix 8 20 University of Florida

Visitor Attendance and SpendingAthletic EventsUF Visitor expenditures were estimated from the number of unaffiliated (not UF employee, student, or family)visitor days to UF events, facilities or attractions, and average travel expense data for Florida in 2009 providedby VISIT FLORIDA 6 . Data on attendance to various athletic events were provided by the University AthleticAssociation and the management of the O’Connell Center. Visitor attendance and spending for UF athleticevents is detailed in Table 8. Overall, about 64 percent of the estimated 1.3 million athletic visitors wereestimated to be unaffiliated with UF, and about 9.4 percent of total visitors were estimated to come from outsidethe State. Football was the dominant venue for athletic visitors, accounting for 770,550, or 59 percent of totalattendance, and nearly 88 percent of athletic visitor spending. Total visitor spending for athletic events wasestimated at $88.7 million, including $30.6 million by out-of-state visitors. This is a substantially higher valuethan estimated in the 2005-06 study because the out-of-state visitor attendance to home football games wasrevised upward, and one-half of the attendees to the Georgia game in Jacksonville, Florida were also treated asout-of-state visitors.Table 8. University of Florida Athletic Event Attendance and Expenditures by Spectators, FY 2009-10.SportOverallAttendanceNon-AffiliatedAttendanceOut-of-stateAttendanceIn-stateVisitorSpendingOut-of-stateVisitorSpendingTotalSpendingPerson-nightsThousand DollarsFootball 770,550 559,387 114,185 48,677 29,066 77,743Basketball 216,181 108,091 3,243 2,099 321 2,421Baseball 126,195 63,098 1,893 3,596 550 4,147Gymnastics 47,507 23,754 713 790 121 911Volleyball 44,294 22,147 664 297 45 343Softball 27,633 13,817 414 460 70 530Soccer 17,867 8,934 268 233 36 269Swimming/Diving 14,025 7,013 210 57 9 65Track, Indoors 3,400 1,700 51 737 113 850Lacrosse 7,539 3,770 113 125 19 145Tennis 5,497 2,749 82 91 14 105Track & Field 14,400 10,080 1,440 706 244 951Other 10,000 5,000 150 166 25 192Total 1,305,088 829,536 123,427 58,037 30,634 88,671Sources: University Athletic Association, Stephen C. O'Connell Center, www.gatorzone.com.6 VISIT FLORIDA ® , Alachua County Visitors and Convention Bureau, “2009 Estimates of Florida Visitors”, Tallahassee,and Gainesville, FL.Appendix 8 21 University of Florida

Cultural and Academic Venues and EventsThe University of Florida provides an array of events and facilities that draw visitors for healthcare,educational, and cultural purposes including Shands healthcare, commencements, orientations, conventions,continuing education, lectures, presentations, recitals and concerts. Estimated visitation and spending at theseUF related venues and events are shown in Table 9. For FY2009-10, it is estimated that there were a total of 3.4million non-athletic visitor-days to University related venues and events, of which 2.4 million were by nonaffiliatedpersons. Total spending by in-state visitors was estimated at $114 million, and spending by out-ofstatevisitors was estimated at over $30 million. All together, there was $144 million in spending associatedwith non-athletic related visits to University related events and facilities. Visits and spending associated withShands healthcare dominated this class of visitation , followed by visitation to the Florida Museum of NaturalHistory and University commencement exercises (Table 9).Table 9. University of Florida Non-Athletic Event Attendance and Visitor Expenditures in FY 2009-010Venue / Facility / EventOverallVisitor-DaysNon-AffiliatedVisitor-DaysIn-StateVisitor-DaysOut-of-StateVisitor-DaysIn-StateVisitorSpendingOut-of-StateVisitorSpendingTotal VisitorSpendingO'Connell CenterConcerts & other non-athletic events 67,470 33,735 33,398 337 $2,598,805 $57,248 $2,656,053UF Commencements (grads & guests) 97,883 65,582 55,744 9,837 $4,623,995 $1,669,380 $6,293,375Local High School Commencements 11,800 11,800 824 118 $68,914 $20,025 $88,939Harn Museum of Art 88,195 44,098 43,657 441 $3,406,431 $74,833 $3,481,265University Auditorium 22,650 8,291 8,208 83 $640,480 $14,070 $654,550Phillips Performing Arts and Baugham CenterPhillips Commencement 15,723 10,534 8,954 1,580 $742,755 $268,153 $1,010,908Phillips HS Graduation 3,952 3,952 3,912 40 $305,283 $6,707 $311,990Phillips Unaffiliated local 33,562 6,712 6,377 336 $497,567 $56,955 $554,522Phillips Affiliated local 20,737 2,074 1,970 104 $153,716 $17,595 $171,312Baugham Center 4,713 2,357 2,121 236 $165,486 $39,990 $205,475Florida Museum of Natural History 188,544 143,293 78,811 64,482 $6,368,749 $10,942,604 $17,311,352Career Resource CenterEmployer participants in events 709 709 355 355 $65,923 $120,317 $186,240Student Interviews 220 220 110 110 $20,456 $37,334 $57,790PreviewFreshmen Prospective Students 6,400 6,400 6,144 256 $1,179,525 $86,886 $1,266,412Freshmen family members 7,900 7,900 7,584 316 $1,410,321 $107,250 $1,517,571Transfer students 2,400 2,400 2,304 96 $188,652 $16,291 $204,943Family weekend 2,300 2,300 2,208 92 $410,600 $31,225 $441,824Athletic camps (All costs in tuition) 8,262 7,436 0Band Camp (All cost in tuition) 200 180 0UF Conferences & Continuing Ed. 14,967 13,470 10,523 2,982 $2,174,931 $1,811,887 $3,986,818IFAS Conferences & Continuing Ed. 9,073 8,166 6,730 1,480 $1,936,790 $705,833 $2,642,623Shands HealthcareAdmissions 85,450 64,088Emergency Room Visits 211,449 158,587 152,085 6,502 $1,505,638 $1,103,399 $2,609,037Outpatient Visits 1,116,312 837,234 802,907 34,327 $7,948,783 $5,825,223 $13,774,006Accompanying Admissions 85,450 64,088 61,460 2,628 $6,619,233 $891,803 $7,511,036Accompanying Emergency Rm. Visits 105,725 79,293 76,042 3,251 $5,982,251 $551,700 $6,533,951Accompanying Outpatient Visits 1,116,312 837,234 802,907 34,327 $63,164,726 $5,825,223 $68,989,949College of Veterinary Medicine Hospitals 16,000 12,000 10,800 1,200 $907,416 $203,640 $1,111,056Totals 3,367,008 2,442,423 2,194,344 165,597 $113,727,906 $30,499,642 $144,227,548Appendix 8 22 University of Florida

Comparison of Economic Impacts for FY 2005-06 and FY 2009-10A comparison between 2005-06 and 2009-10 University expenditures and economic impacts is presented inTable 10. Revenues/expenditures by UF technology spin-off companies were excluded from this comparisonbecause these were not evaluated in the earlier study. Spending and impact values in Table 10 were inflated toJanuary 2010 price levels using the Consumer Price Index. 7Overall University-related expenditures increased by 11.3 percent in inflation-adjusted terms between FY 05-06and FY 09-10. Employment impacts increased nearly 31 percent from 2005-06 estimates to 98,021 jobs(excluding technology spin-off jobs). Output or revenue impacts on the State increased by 14.6 percent to $7.3billion, excluding technology spin-off impacts. Spending categories with the largest increases were AssetPurchases, Visitor Spending, and Operations. Asset Purchases and Visitor spending also saw the largestpercentage increases in employment, output impacts. Healthcare spending saw a relatively small decline inspending and monetary economic impacts.Table 10. Comparison of UF-Related Expenditures and Economic Impacts for FY2005-06 and FY2009-10EntityFY05-06*Spending (million $) Employment Impact (jobs) Output (Revenue) Impact (million $)FY09-10PercentChangeFY05-06FY09-10PercentChangeFY05-06*FY09-10PercentChangeOperations + Other 473.1 773.4 63.5% 4,850 4,399 -9.3% 552.5 559.8 1.3%Personnel 1,232.2 1,254.0 1.8% 31,232 41,503 32.9% 1,615.9 1,780.4 10.2%Asset Purchases 197.6 405.9 105.5% 2,883 6,458 124.0% 308.3 720.2 133.6%Healthcare Services 1,924.7 1,750.7 -9.0% 25,863 28,888 11.7% 2,967.3 2,877.4 -3.0%Direct Support Org. 111.6 143.1 28.2% 1,301 2,125 63.4% 120.9 180.5 49.3%Student Spending 688.1 727.3 5.7% 7,422 10,795 45.5% 725.9 918.0 26.5%Visitor Spending 122.2 232.9 90.7% 1,344 3,853 186.8% 103.9 289.9 178.9%Total 4,749.4 5,287.4 11.3% 74,894 98,021 30.9% 6,394.6 7,326.2 14.6%* Adjusted to January, 2010 CPI Price Levels; Conversion factor = (CPI, Jan. 2010) / (CPI, Jan. 2006) = 216.681/ 98.3 = 1.0927.Excludes spending and impacts by UF technology spin-off enterprises in FY 2009-10.There are a variety of issues that complicate the comparison of the values estimated in this study with those ofthe study for fiscal year 2005-06. First, the IMPLAN modeling software had a significant revision in 2009, aswell as the annual economic database updates that reflect changes in the mix of industries in the state and tradeflows. These changes can alter estimated trade-flows and impact multipliers from one year to the next. Also, agreater proportion of revenue and expenditure data were acquired from supplemental financial spreadsheetsprovided by the UF Finance and Accounting Department for this year’s study. In contrast, there was a greaterreliance on the University’s annual financial report for the 2005-06 study. Finally, there were significantincreases in visitor expenditure budgets as provided by VISIT FLORIDA.7 Bureau of Labor Statistics, U.S. Department of Labor, CPI - All Urban Consumers - U.S. city averageftp://ftp.bls.gov/pub/special.requests/cpi/cpiai.txtAppendix 8 23 University of Florida