School Learning Goals and Objectives

Curriculum & Learning Objectives Matrix (pdf)

Curriculum & Learning Objectives Matrix – Fitness Specialist (pdf)

Curriculum & Learning Objectives Matrix – Pre-Physical Therapy (pdf)

Curriculum & Learning Objectives Matrix  – Exercise Science Generalist (pdf)

School Learning Goals

1.  Demonstrate core critical thinking skills and dispositions to ask and answer questions relevant to exercise, nutrition, and rehabilitation sciences.
2.  Demonstrate effective oral, written, and other interpersonal skills to help communicate knowledge and promote health, wellbeing, and rehabilitation in diverse communities.
3. Demonstrate understanding of scientific concepts, principles, and methods used in the study of exercise, nutrition, and rehabilitation sciences.
4.  Use an array of technologies to support inquiry and professional practice.
5.  Demonstrate ethical decision making, cultural competency, and civic responsibility when applying knowledge of exercise, nutrition, and rehabilitation science.
6. Use biological, behavioral, psychosocial, and ecological theory-based perspectives to design and evaluate behavior change interventions in exercise, nutrition, and rehabilitation sciences.
7. Use principles of assessment to evaluate a variety of measurement tools in exercise, nutrition, and rehabilitation sciences.
8. Demonstrate an ability to integrate and apply knowledge and skills through experiential learning opportunities.

School Learning Objectives

1.  Critically evaluate published research in the discipline. (G1)
2. Evaluate alternative solutions to a discipline-based problem. (G1)
3. Present opposing viewpoints and alternative hypotheses on issues in exercise, nutrition, and rehabilitation sciences. (G1)
4. Critically evaluate current trends and practices using disciplinary knowledge. (G1)
5. Actively seek out discipline-based questions as opportunities to apply core critical thinking skills. (G1)
6. Use effective technical writing skills to communicate information about exercise, nutrition, and rehabilitation sciences. (G2)
7. Use effective oral presentation skills to present information to peers and other professionals. (G2)
8. Use effective interpersonal skills as part of an ongoing and guided dialogue with individuals who may benefit from modifying their health behavior. (G2)
9. Identify and explain the underlying assumptions of different research paradigms used in exercise, nutrition, and rehabilitation sciences. (G3)
10. Identify the steps in the scientific method of research. (G3)
11. Select and apply appropriate methods to maximize internal and external validity and reduce the plausibility of alternative explanations. (G3)
12. Articulate the strengths and limitations of various research designs. (G3)
13. Design a research study and collect, analyze, and evaluate findings in relation to a proposed hypothesis. (G3)
14. Use the internet and e-mail to communicate with others and find valid information. (G4)
15. Use various technology instrumentations to measure phenomena of interest. (G4)
16. Use software programs appropriate to discipline to organize, analyze and interpret findings. (G4)
17. Use presentation software to report project findings. (G4)
18. Identify and explain components of ethical decision making, cultural competency and civic responsibility applied to exercise, nutrition, and rehabilitation sciences. (G5)
19. Use non-discriminatory/inclusive language when working with peers and clients in on-campus and off-campus settings. (G5)
20. Design an exercise, nutrition, or rehabilitation prescription or lesson plan that considers cultural differences that may influence implementation. (G5)
21. Participate in a student/professional organization or community service activity related to exercise, nutrition, or rehabilitation sciences. (G5)
22. Differentiate between biomedical and biopsychosocial explanations of health and wellness or rehabilitation. (G6)
23. Describe the biological, psychological, social, and environmental correlates and determinants of behavior change relevant to physical activity and diet. (G6)
24. Integrate multilevel determinants into behavior change interventions for individuals, communities, and populations. (G6)
25. Evaluate the efficacy and effectiveness of behavior change interventions in exercise, nutrition, and rehabilitation sciences. (G6)
26. Explain the various kinds of validity evidence necessary to determine the quality of objective and subjective measures used in exercise, nutrition, and rehabilitation sciences. (G7)
27. Evaluate the validity and reliability coefficients for a variety of tools to determine their quality. (G7)
28. Evaluate the responsiveness, sensitivity, and specificity of measurement devices used in exercise, nutrition, and rehabilitation sciences. (G7)
29. Collect data to examine the reliability or objectivity of common measurement tools in exercise, nutrition, and rehabilitation sciences. (G7)
30. Evaluate the feasibility of different measurement tools in various settings. (G7)
31. Describe ways to implement a measure or test to increase its reliability. (G7)
32. Implement a physical activity, rehabilitative, or nutritional plan in an applied setting and assess its effectiveness. (G8)
33. Administer assessments in a variety of healthy and chronic disease populations across the lifespan. (G8)
34. Organize and structure learning and research environments to maximize their quality and safety. (G8)