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PITTSTATEPATHWAYMISSIONSTATEMENTThe Pitt State Pathway curriculum serves as the heart of the university education by fosteringinterdisciplinary competencies that typify the educated person. It is designed to facilitate thedevelopment of key proficiencies including communication and information literacy. The Pitt StatePathwaycurriculumprovidesatransformationalexperiencethatchallengesstudentstothinkcreativelyandcritically,andtoimmersethemselvesintheproductiveexaminationofhumansintheirglobalsetting.Byencouragingthedevelopmentofskillsthatpromotelife-longlearning,thePittStatePathwayfostersasense of personal responsibility, an appreciation of diversity, and an understanding ofinterconnectednessinourtrulyglobalsociety.COREVALUESThePittStatePathwayisastudent-focusedprogramthatfacilitatesthedevelopmentofskills,knowledge,andvaluesrequiredforcareersuccessandglobalcitizenship.UnderpinningtheentirePittStatePathwayareprogram-widecompetenciesthatinspire:

• CriticalThinking • InterdisciplinaryPerspectives • LifelongLearning

• CreativeandInnovativeThinking• Diversity• Sustainability

COREOBJECTIVES

A. COMMUNICATION1. To express and actively receive meaning in formal and informal manners via visual, oral,

written, verbal, or nonverbal forms (e.g. nonverbal forms are any human response notexpressedinwords);

2. Toprocessandintegrateexistingknowledgetodevelopandcommunicatenewknowledge.

B. GLOBALUNDERSTANDINGANDCIVICENGAGEMENT1. Tounderstand the nature of the human experience, human systems, the naturalworld, and

theirinterconnectednessinlocal,regionalandglobalcontexts;2. Tounderstandtheimportanceofactivecitizenshipthroughtheapplicationoftheconceptsof

equity, inclusiveness, collaboration, service, and building constituency in government, civicinstitutions,business,andthecommunityatlarge.

C. QUANTITATIVE/ANALYTICMETHODSANDSCIENTIFICLITERACY

1. Toapplymethodsofscientificinquiryandproblemsolving;2. Toapplyasetofformaltools(e.g.,logicalorstatisticalinference,probability,ormathematical

analysis)todrawvalidconclusions.

D. INFORMATIONANDDIGITALLITERACY1. Toidentify,access,evaluateandsynthesizediverseformsofinformation;2. To responsibly and effectively apply appropriate technology to access, collect, manage,

integrate,andevaluateinformation.

E. PERSONALANDPROFESSIONALBEHAVIOR1. Tomanagepersonalhealth,wealth,andtimemanagement;2. Toworkona teamanddemonstrate leadershipskillsandethical reasoning inaprofessional

setting.

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The“WritingAcrosstheCurriculumProgram”atPittsburgStateUniversity:• WritingtoLearn(WL)coursesarenotpartofthePittStatePathway.ThoserequirementsfallundertheWritingAcross

theCurriculumProgramandareindependentofthispackage.DefinitionofTerms:• Element……………………….Anassessableskill,competency,orcomponentofknowledge.• CoreElements……………..Elementsidentifiedasbasicskills.• EssentialStudies..............Coursesthathavebeendesignatedasessentialtofulfillingtherequirementsofthe

PittStatePathway,andthoseskills/competencies/componentsofknowledgedeemednecessaryforawell-educatedindividual.EachEssentialStudiescourseislimitedtooneCompanionElement.

• CompanionElements….ElementstobecompletedthroughEssentialStudiesrequirements.• Electives………………………Coursesthathavebeenidentifiedtoincreasethestudent’sdepthofknowledge

basedonthestudent’sinterest(s).• GorillaGateway……………Thisskills-based2credithourclasswillreplacetheFreshmanExperiencecourse.

PittStatePathwayRequirements CreditHours

CoreElements 12hrsWrittenCommunication* 6VerbalCommunication* 3Quantitative/AnalyticMethods* 3

EssentialStudies@ 23-24hrsTheHumanExperiencewithinaGlobalContext*& 3-6HumanSystemswithinaGlobalContext*& 9-12NaturalWorldwithinaGlobalContext* 4-5WellnessStrategies* 4(3+1)

CompanionElementstobeCompletedinEssentialStudies DiversePerspectiveswithinaGlobalContext* �SocialResponsibilitywithinaGlobalContext* �Non-verbalandCreativeExpression* �ScientificInquiry* �

Electives^ 3AcoursethatcoversanyEssentialStudiesorCompanionElementofthePittStatePathway 3

GorillaGateway 2InformationandDigitalLiteracy(All5Elements)* ProfessionalDevelopment* FinancialLiteracy* LeadershipInitiative* Self-Management*

TotalHoursforthePittStatePathway 40-41*ElementsofthePittStatePathway@CoursesmusthavedifferentprefixesandbedifferentfromthemajortomeettheEssentialStudiesrequirementstoencouragebreadth;exceptionstothisrulearelecture/laboratorycoursepairings.^MayhavesameprefixasacoursetakenforEssentialStudiescategory.&Mustcompleteatleast15hoursbetweenthesetwoElements.

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COMMUNICATIONCommunication includes the exchange of information, which can include the ability to listen,comprehend,andrespondtoothers,aswellasthecreativeexpressionofideasinthevisual,written,andperforming arts. Students must demonstrate a thorough understanding of context relating toappropriate audiences and express their own ideas skillfully and ethically through written, verbal,nonverbal,andintegratedmeansthatconveysaclear,fluentmessageusingdifferentavenuesofdelivery.LearningOutcome:Studentswillcommunicateeffectively.

Elements 4Mastery

3MilestoneII

2MilestoneI

1Benchmark N/A

WrittenCommunication

Composesevidence-basedideasandcreatesanappropriatewrittendocumenttoconveyamessage

Evaluatesevidence-basedideasandcritiquesawrittendocumentusedtoconveyamessage

Explainsevidence-basedideasandreviewsawrittendocumentusedtoconveyamessage

Remembersideasandunderstandsdocumentsusedtoconveyamessage

VerbalCommunication

Createsanddeliversaclearandcompellingmessagethatisappropriateforanintendedaudience,supportedbyavarietyofmaterials

Analyzesamessageintendedfortheappropriateaudience,supportedbyreferencedmaterials

Understandsthemessageintendedfortheappropriateaudience,usinglimitedmaterials

Identifiessamessagenotsupportedorreferenced

Non-verbalandCreativeExpression

Creates,evaluates,andanalyzeseffectivenon-verbaland/orcreativeexpressionviadifferentmodesofdelivery

Demonstrateseffectivenon-verbaland/orcreativeexpression

Understandsthecharacteristicsofeffectivenon-verbaland/orcreativeexpression

Definesthecharacteristicsofeffectivenon-verbaland/orcreativeexpression

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DefinitionsofElements

1. Writtencommunication:Demonstrates a thorough understanding of context relating to appropriate audiences andexpresses thewriter's own ideas skillfully and ethically throughwritten language that conveysmeaningtoreaderswithclarityandfluency,andisvirtuallyerrorfree.Studentswilldemonstratewritten communication through comprehension and reading proficiency. Competency in thiselementmeans:• Clearly outlining the main idea using appropriate sentence structure that connects all

paragraphs to the overall point of the paper while organizing ideas effectively. Ideas arepresented in a logical sequence that supports development of the main point (Focus,Development,andOrganization);

• Supporting claims with appropriate evidence and valid reasoning. Opinions are clearlydistinguished. Main ideas are developed through evidence-based sources that clearlydistinguish the source material from the writer's own ideas and distinctly indicates theprovenanceofallsourcematerial(DevelopmentandUseofSources);

• Creatingeffectiveandcoherentsentences.Writtenlanguageconveysmeaningtoreaderswithclarity and fluency. Word choice and vocabulary shows attention to audience (Style andEditing);

• Writingshowsaudienceawareness.Intendedpurposeofthedocumentisclear.Thecontextforthe communication is understood and articulated appropriately (Focus, Development,Organization,Style,Editing,andUseofSources);

• Document demonstrates visual and textual design elements that are appropriate for theaudience,purpose,andcontext(Style).

2. Verbalcommunication:

Demonstrates the effective ability to engage others in order to increase knowledge and fosterunderstanding.Competencyinthiselementmeans:• Organizing formal presentations (introduction, bodywith clear and concise transitions, and

conclusion)sothatthecentralideaisclear,memorable,andstronglysupported;• Creating a cooperative, civilized dialogue based on asking and answering questions to

stimulatecriticalandcreativethinkingviainformalpresentations;• Demonstrating languagechoicesthatareimaginativeandcompellingwhileusingappropriate

vocabularyfortheaudience;• Employing supporting claims with appropriate evidence and valid reasoning. Opinions are

clearlydistinguished. Main ideasaredevelopedthroughevidence-basedsourcesthatclearlydistinguishthesourcematerialfromthewriter’sownideas;

• Analyzingpresenter’scredibility/authoritythroughethicalmeans.

3. Non-verbalandCreativeExpression:Competentlyutilizesanddemonstrateshumanresponsenotexpressedinwords.Theseresponsesmayormaynotcomplementwrittenandverbalinformation.Competencyinthiselementmeans:• Interpretinganddeliveringnonverbalcommunicationasitappliestospecificcontextssuchas

art,music, illustrations,theater,dance,digitalmedia,orotherformsofcontextnotidentifiedabove,asappropriate.

• Demonstrating effective and appropriate delivery/presentation including, but not limited to,facialexpression,eyecontact,bodymovement,andvocalvariety;

• Demonstratingprofessionalism;

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GLOBALUNDERSTANDINGANDCIVICENGAGEMENTAsglobal citizens, studentsneed a comprehensiveunderstandingofwhere they live andof the larger,interconnected global system of which they are part, and on which they depend. While identifyingcommonalities among people and places is important, it is crucial that students understand andappreciate the diverse cultural, social, political, economic, and environmental contexts that createdifferences.Understandingtheroleofresponsiblecitizensintheirowncommunityandbeyondensureseffectiveandethicalparticipationatalllevels.Studentsalsoneedtounderstandhowbiological,physical,and chemical systems work, how they change naturally, and how they can change due to humaninvolvement. Understanding the implications of the interaction between humans and non-humansystemsisessentialforlong-termdecision-making.

LearningOutcome:Students will explore global systems conscientiously.

Elements 4Mastery

3MilestoneII

2MilestoneI

1Benchmark N/A

HumanExperiencewithinaGlobal

Context

Analyzeshowvariousartformsrespondtoandinfluencesocietyandculture

Interpretshowvariousartformsrespondtoandinfluencesocietyandculture

Explainshowvariousartformsrespondtoandinfluencesocietyandculture

Recognizesthatvariousartformsrespondtoandinfluencesocietyandculture

HumanSystemswithinaGlobal

Context

Evaluateshumanorganizationalsystemsusingavarietyofdisciplinaryandinterdisciplinaryperspectives

Analyzeshumanorganizationalsystemsusingavarietyofdisciplinaryandinterdisciplinaryperspectives

Explainshumanorganizationalsystemsusingavarietyofdisciplinaryandinterdisciplinaryperspectives

Describeshumanorganizationalsystemsusingavarietyofdisciplinaryandinterdisciplinaryperspectives

NaturalWorldwithinaGlobal

Context

Evaluatesbiological,physicaland/orchemicalprocessesandhowhumanactivitiesalterthem

Analyzesbiological,physicaland/orchemicalprocessesandhowhumanactivitiesalterthem

Explainsbiological,physicaland/orchemicalprocessesandhumanactivitiesthatalterthem

Describesbiological,physicaland/orchemicalprocessesandhumanactivitiesthatalterthem

DiversePerspectiveswithin

aGlobalContext

Evaluatestheroleofmultipleworldviewsandpowerstructuresinaddressingsignificantglobalproblems

Analyzestheroleofmultipleworldviewsandpowerstructuresinaddressingsignificantglobalproblems

Explainstheroleofworldviewsandpowerstructuresinaddressingsignificantglobalproblems

Describestheroleofworldviewsandpowerstructuresinaddressingsignificantglobalproblems

SocialResponsibilitywithinaGlobal

Context

Evaluatestherolesandresponsibilitiesofcitizensatalllevels

Analyzestherolesandresponsibilitiesofcitizensatalllevels

Explainstherolesandresponsibilitiesofcitizensatalllevels

Describestherolesandresponsibilitiesofcitizensatalllevels

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DefinitionsofElements

1. HumanExperiencewithinaGlobalContext:Understandingthediversenature,meanings,orfunctionsofcreativeendeavorsthroughthestudyof literature, music, theater, visual arts, or related forms of expression helps us understandourselves.Competencyinthiselementmeans:• Applyingculturalconceptsand/ormethodologiesintheanalysisofliterary,performing,visual,

orotherartforms;• Analyzinghowliterature,performance,thevisualarts,orothercreativeendeavorsrespondto

andinfluencesocietyandculture;• Analyzing creative endeavors in a contextual framework, such as critical theory, aesthetics,

philosophyofart,orrhetoric;• Demonstrating concepts that characterize a polycentric view of the world in contrast to an

ethnocentricperspective.

2. HumanSystemswithinaGlobalContext:Humanshavedevelopedcomplexsystemsthatstructureinteraction.Itisimportanttounderstandhow and why these systems developed, change through time, vary by location, and areinterconnected at all levels (local/regional/global), and the implications of thatinterconnectedness.Competencyinthiselementmeans:• Analyzingthestructure,development,andchangeofhumaneconomic,political,socialand/or

culturalsystemsovertime;• Analyzingtheindividual’sroleandresponsibilitytosocietyatalllevels;• Evaluatinghowhumansystemsareinterconnectedatalllevels.

3. NaturalWorldwithinaGlobalContext:

Biological,physical,andchemicalsystemsformthecontextforlife.Studentsneedtounderstandhow these systemswork, how these changenaturally, andhow these can change as a result ofhumanactivities. Theimplicationsofthesechangesareessentialforlong-termdecision-making.Competencyinthiselementmeans:• Analyzingbiological,physical,and/orchemicalsystems;• Evaluating the implications of changes that result from interactions between natural and

humansystems.

4. DiverseperspectiveswithinaGlobalContext:Valuingdifferentperspectivesandanalyzingtheinterrelationshipsbetweenthemleadstoglobalrespectandunderstanding.Competencyinthiselementmeans:• Applyingmultipleperspectives topersonal, social, cultural,disciplinary, environmental, race,

ethnicity,gender,nationhood,religion,orclassinteractions;• Analyzing connections between worldviews, power structures, or experiences of multiple

culturesinahistoricalorcontemporarycontext;• Analyzingissuesofdiversity(i.e.religious,racial,sexualorientations,gender,ordisabilities).

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5. SocialResponsibility:Social responsibility within a global context is the ability to recognize one’s accountability tosociety – locally, nationally, and globally. This incorporates the importanceof active citizenshipthrough the application of concepts such as equity, inclusiveness, collaboration, and buildingconstituency ingovernment,civic institutions,business,andcommunityat large.Competency inthiselementmeans:• Applyingtheconceptsassociatedwithactive,responsiblecitizenship;• Analyzing the ethical, social, and environmental consequences of local, national, and global

organizations;• Analyzingthehistoricalconsequencesoflocalornationaldecisionsonglobalsystems.

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QUANTITATIVE/ANALYTICMETHODSANDSCIENTIFICLITERACY

Studentswillbeabletoapplyquantitativeandscientificmethodstoanswerquestionsandtoeffectivelycommunicate the results in a variety of formats (e.g. tables, graphs, statistical inference, andmathematicalequations).Quantitativeliteracyistheabilitytorecognizeandanalyzenumericalproblemsthroughtheuseofformaltools(e.g.logicalorstatisticalinference,probability,ormathematicalanalysis)to draw valid conclusions using higher-order thinking skills. Scientific literacy is the ability to applysystematicmethodsofinquirytosolveobjectivequestionsusingevidence-basedreasoning.

LearningOutcome:Studentswillanalyzedatalogically.

Elements 4Mastery

3MilestoneII

2MilestoneI

1Benchmark N/A

Quantitative/AnalyticMethods

Synthesizetoolsofanalysisandcommunicateresults

Comparestoolsofanalysisandcommunicateresults

Appliestoolsofanalysisandcommunicateresults

Recognizestoolsofanalysis

ScientificInquiry Evaluatesaproblembyusingscientificmethods

Interpretsaproblembyusingscientificmethods

Appliesthescientificmethodstoaproblem

Identifiesstepsofscientificmethods

DefinitionofElements

1. QuantitativeorAnalyticMethods:

Quantitative literacy and its methods refer to competency in working with numerical data.Studentswithstrongquantitativeskillspossess theability toreasonandsolveproblems fromawide array of contexts and everyday life situations. They can create sophisticated argumentssupportedbyobjective evidence and can communicate those arguments in a variety of formats(e.g.text,tables,graphs,mathematicalequations,etc.)asappropriate.Competencyinthiselementmeans:• Applyingasetofformaltoolstointerpret,represent,calculate,andanalyzequantitativedata;• Explaining assumptions and rationale for selecting a mathematical approach to solve a

problem;• Explainingassumptionsandrationaleforselectingamathematicalorformallogicalapproach

tosolveaproblem;• Drawingandcommunicatingconclusionstosupportdecisions.

2. ScientificInquiry:

Thescientificmethodisthesystematicapproachtounderstandingtheworldaroundus.Throughexperimentation and hypothesis testing, students will apply analytical skills and appropriatemethods of scientific inquiry (i.e. qualitative and quantitative) to solve a variety of researchquestions.Competencyinthiselementmeans:• Composing appropriate research questions and hypotheses, drawing from experts, reliable

sources,orpreviouslycollecteddata;• Collecting,synthesizing,andanalyzingdatafrommultiplesources;• Drawing logical conclusions, assessing for gaps or weaknesses, and addressing potential

consequencesandimplications;• Communicatingresultsusingappropriatedeliverymethodsorformats.

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INFORMATIONANDDIGITALLITERACYInformation literacy and digital literacy are foundational to student success. The information literatestudentmustdemonstrateproficienciesinfinding,using,andanalyzinginformationanddatatoanswerquestions, develop new questions, and create new knowledge through ethical participation incommunitiesoflearningandscholarship.Thedigitalliteratestudentmustuseappropriatetechnologiestolocate,access,evaluate,manage,andshareinformationinappropriatewaysforvariousdisciplines.LearningOutcome:Studentswillevaluateinformationcompetently.

Elements 4Mastery

3Milestone2

2Milestone1

1Benchmark N/A

ResearchasDiscovery

Evaluatesinformationsourcesforappropriateuseinformulatingresearchquestionsandapplyingresearchmethods

Analyzesinformationsourcesforappropriateuseinformulatingresearchquestionsandapplyingresearchmethods

Explainsinformationsourcesforappropriateuseinformulatingresearchquestionsandapplyingresearchmethods

Describesinformationsourcesforappropriateuseinformulatingresearchquestionsandapplyingresearchmethods

InformationValidity

Evaluatestheinformationneedandthecontextsinwhichinformationiscreatedanddisseminated

Analyzestheinformationneedandthecontextsinwhichinformationiscreatedanddisseminated

Explainstheinformationneedandthecontextsinwhichinformationiscreatedanddisseminated

Describestheinformationneedandthecontextsinwhichinformationiscreatedanddisseminated

InformationDesignProcess

Formulatesanappropriateresearchscope,effectivelyorganizingandsynthesizingideasfrommultiplesources,drawingreasonableconclusions

Evaluatesanappropriateresearchscope,effectivelyorganizingandsynthesizingideasfrommultiplesources,drawingreasonableconclusions

Explainsthenatureofanappropriateresearchscope,andhowtoeffectivelyorganizeandsynthesizeideasfrommultiplesources

Describesthenatureofanappropriateresearchscope,andhowtoeffectivelyorganizeandsynthesizeideasfrommultiplesources

UseInformationEthically

Evaluatestheethicalandlegalrestrictionsontheuseofpublished,confidential,and/orproprietaryinformation

Analyzetheethicalandlegalrestrictionsontheuseofpublished,confidential,and/orproprietaryinformation

Explainstheethicalandlegalrestrictionsontheuseofpublished,confidential,and/orproprietaryinformation

Describestheethicalandlegalrestrictionsontheuseofpublished,confidential,and/orproprietaryinformation

EvidenceofDigital

Competency

Createseffectivesearchstrategieswithindigitalsystemsthroughskillfulapplicationofappropriatetechnologiestolocate,access,manage,interpretandpresentinformationwithclarityandinsight

Analyzeseffectivesearchstrategieswithindigitalsystemsthroughskillfulapplicationofappropriatetechnologiestolocate,access,manage,interpretandpresentinformationwithclarityandinsight

Explainseffectivesearchstrategieswithindigitalsystems

Describeseffectivesearchstrategieswithindigitalsystems

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DefinitionofElements

1. ResearchasDiscovery:

Research is iterative and depends upon asking increasingly complex or new questions. Theanalysis of the answers may lead to additional questions or lines of inquiry in any field.Competencyinthiselementmeans:• Evaluating a range of information sources and pursue alternate research strategies as new

understandingdevelops;• Formulatingresearchquestionsbasedonexistinginformation;• Applying various research methods based on the need, context, and type of inquiry as

appropriate;• Managingandassessingthegatheredinformation.

2. InformationValidity:

Information resources reflect the author’s expertise and credibility. These resources shouldbeevaluatedbasedonthe informationneedandthecontext inwhichthe informationwillbeused.Authority and relevance stems from expertise and the practice of various intellectual andscholarlycommunities.Competencyinthiselementmeans:• Understandinghowinformationfromdifferentsourcesisvaluedinvariouscontexts;• Recognizingthatinformationmaybeperceivedorinterpreteddifferentlybasedontheformat

inwhichitisdisseminated;• Articulatinghowinformationiscreatedanddisseminatedwithinaparticulardiscipline;• Assessingthefitbetweenaninformationresourceandaparticularinformationneed.

3. InformationDesignProcess:

Informationisproducedtoconveyamessageandissharedthroughaselectedformatordeliverymethod.Theprocessesofresearching,creating,revising,anddisseminatinginformationvarywiththeresultingproductreflectingthesedifferences.Competencyinthiselementmeans:• Determininganappropriatescopeforinvestigation;• Organizinginformationinmeaningfulways;• Synthesizingideasgatheredfrommultiplesources;• Drawingreasonableconclusionsbasedonanalysisandinterpretationofinformation.

4. UseInformationEthically:

Information possesses several dimensions of value, including as a commodity, as a means ofeducation,asameansof influence,andasameansofnegotiatingandunderstanding theworld.Ethical and legal interests influence information production and dissemination. The value ofinformationismanifestinvariouscontexts,includingpublishingpractices,accesstoinformation,thecommodificationof information,andintellectualpropertylaws. Competencyinthiselementmeans:• Making informed decisions about how to ethically access, use, produce, and disseminate

information;• Givingcredittotheoriginalideasofothersthroughproperattributionandcitation;• Understanding that intellectualproperty isa legalandsocial construct thatvariesbyculture

andthedistinguishingcharacteristicsofcopyright,fairuse,openaccess,andpublicdomain;• Understandingtheimplicationsofthecommodificationofpersonalinformationandtheeffects

ofinformationtheyproduceordisseminateonline.

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5. EvidenceofDigitalCompetency:

Locating,accessing,organizing,anddisseminatinginformationrequiresanunderstandingofhowinformation systems are ordered and themental flexibility to pursue alternate avenues as newunderstandingdevelops.Competencyinthiselementmeans:• Matchinginformationneedsandsearchstrategiestoappropriatesearchtools;• Using different types of search language such as controlled vocabulary and keywords

appropriately;• Managingsearchprocessesandresultseffectively;• Understanding that emerging methods of information creation and dissemination with

differingpurposesareavailablefortheiruse.

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PERSONALANDPROFESSIONALBEHAVIOR

Toleadproductivelives,studentsmustdeveloppersonalandprofessionalbehaviors,withinandacross disciplines. This will develop the aptitude tomake informed choices regarding generalwellness, fiscal decision-making, the development of personal and professional behaviors, andleadership skills. With these abilities, studentswill be better prepared andmore confident intheirabilitiestoactivelyengageandeffectivelyperforminsociety.LearningOutcome:Studentswillmodelproductivebehaviorspurposefully.

Elements

4Mastery

3MilestoneII

2MilestoneI

1Benchmark N/A

WellnessStrategies

Createswellnessstrategiesforlifelonghealth

Evaluateswellnessstrategiesforlifelonghealth

Analyzeswellnessstrategiesforlifelonghealth

Understandswellnessstrategiesforlifelonghealth

FinancialLiteracy

Createsfinancialstrategiesforlifelongfinancialsecurity

Evaluatesfinancialstrategiesforlifelongfinancialsecurity

Analyzesfinancialstrategiesforlifelongfinancialsecurity

Understandsfinancialstrategiesforlifelongfinancialsecurity

Self-Management

Developsethicalmanagement,respectfulengagement,andcriticalthinkingskills

Analyzesethicalmanagement,respectfulengagement,andcriticalthinkingskills

Understandsethicalmanagement,respectfulengagement,andcriticalthinkingskills

Definesethicalmanagement,respectfulengagement,andcriticalthinkingskills

ProfessionalDevelopment

Developsstrategiesforlife-longlearning,andtheproblem-solving/decision-makingprocesses

Analyzesstrategiesforlife-longlearning,andtheproblem-solving/decision-makingprocesses

Understandstheneedforlife-longlearning,andtheproblem-solving/decision-makingprocesses

Identifiesthestrategiesforlife-longlearning,andtheproblem-solving/decision-makingprocesses

LeadershipInitiative

Createseffectiveleadershipmethods

Evaluateseffectiveleadershipmethods

Analyzeseffectiveleadershipmethods

Understandseffectiveleadershipmethods

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DefinitionsofElements

1. WellnessStrategies:Wellnessencompasses the conceptsand importanceofphysical fitnessand/oractivityover thelifetime, chronic disease prevention/management, nutritional knowledge, mental healthawareness,andcontinuousinvolvementinanexerciseorphysical/leisuretimeactivityprogramtoensure students createahealthy lifestyleplan throughout their lifetime. Competency in thiselementmeans:• Understandingchronicdiseaseprevention/management;• Understandingtheprinciplesofbehaviorandmentalprocesses;• Evaluatinghealthylifestylehabits;• Analyzingthebenefitsofexerciseandphysical/leisuretimeactivityonmentalhealth;• Creatingahealthynutritionalregimen;• Creatingapersonalizedexerciseorphysical/leisuretimeactivityprogram;• Completinganexerciseorphysical/leisuretimeactivitycourse.

2. FinancialLiteracy:

Financial literacy includes the ability tomanage personal finances. The ability to analyze andevaluate financial decisions, and develop strong financial habits, will enable students to createpositivelifelongfinancialplans.Competencyinthiselementmeans:• Creatingpersonalfinancialmanagementpractices;• Developingaworkingknowledgeofbasicconsumerfinanceprinciples;• Investigatingglobaleconomicissuesthatmayimpactpersonalfinancialmanagement.

3. Self-Management:

To master the concept of self-management, students must develop responsible habits andpersonalbehaviors.Competencyinthiselementmeans:• Makingindependentdecisions;• Applyingethics,values,self-awareness,andresponsibility;• Developing skills for time management, meeting deadlines, task prioritization, and

organization.

4. ProfessionalDevelopment:Professional development includes the interrelated components of behavioral, attitudinal, andintellectualskillsandaptitudesexhibitedbysuccessfulprofessionals.Competencyinthiselementmeans:• Developingeffectivejobseekingskills(e.g.resumewriting,interviewskills,etc.);• Demonstrating professional workplace behaviors (e.g. punctuality, dress code, lifelong

learning,etc.);• Applyingeffectivenegotiationandconflictmanagementtechniques;• Formulatingsuccessfulprojectmanagementpracticesandactivities.

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5. LeadershipInitiative:

Leadership initiative is recognizing multiple approaches to leadership and cultivating theknowledge required to apply these approaches. Leaders understand the need for individualinitiativeinplaceofdirectsupervision.Competencyinthiselementmeans:• Demonstratingsuccessfulorganizationalskillsincludingplanning,logistics,anddelegation;• Fosteringaccountabilityandresponsibility;• Modelingteamskillsincludingrespectfulengagement(complementarytoleadership);• Implementingeffectiveleadershipstylesandtechniques.

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