UNIVERSITY OF REDLANDS STUDENT LEARNING OUTCOMES
School of Education
Leadership for Educational Justice
Graduates are able to:
1) Employ a sophisticated understanding of social justice theories to identify and propose responses to educational inequities.
2) Demonstrate understanding of transformative leadership practices.
3) Analyze how judicial decisions, policy, and educational finance systems address educational justice issues.
4) Effectively advocate for equitable human rights for the disenfranchised.
5) Critically analyze a range of scholarship to inform professional practice and applied research activity.
6) Design and implement inquiry relevant to educational justice practices/principles.
Students graduating with an MA in Counseling should be able to
1) Evaluate client academic, personal, and vocational functioning using appropriate assessment techniques.
2) Demonstrate knowledge of how a range of individual, group, and family treatment models might be used with diverse populations.
3) Demonstrate self awareness and sensitivity to his/her impact on other by having a working knowledge of ethical standards.
4) Analyze research to inform their professional practice.
5) Demonstrate identity as a professional counselor through (a) appropriate integration of the roles of counselor, consultant, and client advocate, and (b) participation in professional organizations.
Students graduating with an M.A. in Educational Administration should be able to
1) Demonstrate the facilitation of the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
2) Master the ability to advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth.
3) Demonstrate mastery of ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
4) Master the skill of collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
5) Model a personal code of ethics and develop professional leadership capacity.
6) Analyze, understand, respond to, and influence the larger political, social, economic, legal, and cultural context.
Students graduating with an M.A. in Higher Education should be able to:
1) Competently describe, understand and analyze concepts, research and theories related to the study of higher education.
2) Proficiently describe, understand and analyze research and theories exposing inequities in educational access, opportunities and practices in institutions of higher education.
3) Adeptly evaluate and create solutions to professional problems in institutions of higher education.
5) Demonstrate strong and effective communication skills through well-organized written and oral forms.
Curriculum and Instruction
Candidates for a Master of Arts degree in Education with an emphasis in Language & Culture of the Curriculum and Instruction program will be able to:
1) Summarize and critique historical and contemporary perspectives regarding cultural diversity by synthesizing core elements with reasonable facility in written work, class presentations, and methodological teaching approaches;
2) Analyze and explain the impact of cultural and cross-cultural variables on communication styles, learning and educational outcomes by designing effective curricular approaches facilitating successful learning for a diverse range of students;
3) Describe and interpret the impact of phonology, syntax and semantics on English Language Learners’ language development and production by completing in-class and field-based study of linguistic practices of varied learners with relative comprehensiveness;
4) Design and conduct theoretically grounded qualitative and quantitative research and assessments as well as report and interpret results by judiciously locating and synthesizing an appropriate range of scholarly literature and implementing a research investigation that sets forth an argument with due consideration for a theoretical framework and research data.
5) Design, implement and assess culturally responsive practices and educational environments to improve learning for all students by comprehensively reviewing recommended resources and structuring a standards-sensitive curricular framework that can be implemented for a diverse range of students;
6) Demonstrate evidence-based ethical decision-making aligned with goals of educational justice by effectively augmenting curricular planning and pragmatics with respect to the diverse needs of student populations.