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MLL-Chinese Section Learning Goals for Majors and Minors Language acquisition — students will be able to communicate at second year level according to the ACTFL Proficiency Guidelines; they will also integrate targeted language training courses, such as advanced reading, conversation, and Classical Chinese towards their professional and personal goals.
Critical textual engagement — students will develop close reading skills and learn to use theoretical frameworks to analyze a range of source materials.
Fieldwork — through practicum and attachment courses, students will have the opportunity to interact with Chinese-speaking cultural and community organizations in the greater Philadelphia area and abroad.
MLL- German Studies 1. This level requires a conversation on topics that are both concrete and abstract and fluent responses on a wide range of subjects, including explanations of personal viewpoints and a description of the advantages and disadvantages of those viewpoints.
A third semester intensive language class aims to prepare students for study abroad at a German University. Content Knowledge In addition to the language sequence, German Studies offers students a wide variety of courses in language, literature, film, and culture taught in German.
Stressing the interrelatedness of linguistic competency and broad cultural literacy, German Studies classes cover a wide range of literary periods, intellectual history, and film and visual culture.
The diverse approaches to German culture s prepare students for graduate work in several academic disciplines, as well as for a variety of international careers. Students are expected to develop analytical skills to interpret and appreciate different forms of cultural production, including literature, media and visual arts, and other cultural practices, using various critical and theoretical approaches.
In addition to familiarity with historical and literary periods, students should acquire a deeper appreciation of the diverse cultural, political, and socio-historical processes that define the German-speaking countries Germany, Austria, and Switzerland.
Japanese minors should be able, to a limited extent, to integrate more advanced cultural knowledge of Japan with their study of language. Students should have knowledge of Japanese history, society and culture, and be able to navigate basic social and practical situations with their Japanese.
Objectives for Japanese special majors Japanese special majors should have attained the objectives of language learning outlined in the three levels of Japanese courses. Through at least two lower-level and two upper-level courses taught in English, they should have considerable experience with the analytic and presentational skills.
Japanese majors should be able to integrate cultural, historical, and social knowledge about Japan with their study of Japanese language.
Many special will pursue advanced individual study with an advisor through a senior thesis or translation project. Others will revisit course work and further hone their writing and analytic skills through paper rewrites under an advisor.
Students will then prepare a written abstract in Japanese, and present and defend their work orally in Japanese.
Through the senior work, students will be able to explain their work in Japanese, and learn to integrate both the linguistic and topical aspects of their course of study.
Back to Top MLL-Russian Section Students in culture and literature classes will learn and practice techniques for reading or writing in English or Russian, as appropriate that will be broadly useful in their future education and lives.
Students will become familiar with the broad history and achievements of Russian culture, while focusing on individual course topics in greater depth. Students in language classes and advanced seminars will achieve appropriate levels of proficiency in all four modalities listening, speaking, reading and writing at the end of each language course, allowing them concrete practical and intellectual use of the language as well as serving to scaffold future gains in proficiency.
Students will achieve an advanced level of communication in Spanish using a variety of linguistic registers, acquiring a more idiomatic use of the language, and writing accurately and effectively in academic Spanish. Students will develop analytical skills to interpret and appreciate different texts including literature, media and visual arts, and other cultural practices, using various critical and theoretical approaches.
Students will gain an informed appreciation of the complex and diverse cultural, political, and socio-historical processes that shape the Spanish-speaking world. Music Revised General Statement Our program has a large and vibrant community of students engaged in music in various ways.
This might be more simply understood as musical engagement in the broadest sense. To give students the tools to engage actively and critically with music and dance of varying genres.
We also expect music majors to develop appreciation and insight into at least one non-European tradition such as Jazz, African drumming, or Indonesian Gamelan.
We also expect music majors to explore ethnographic field methods and oral histories in Music and Dance. Majors should be able to identify some important dance genres. To teach students the foundational vocabulary of musical form, structure, and history with which they can fluently contextualize, analyze, and discuss musical works, analytical writings, and music-historical literature.
Students in the first year of our program: We expect all students enrolled in the first year of music theory to compose a work in late 18th-century style in a standard form e. We also expect them to become familiar with standard song form AABA and the twelve-bar blues. We require all students enrolled in the first year of theory to have concurrent musicianship training in sight-singing melodies with scale degrees, performing and conducting rhythms, hearing vertically and horizontally through melodic and harmonic dictation, and playing harmonic progressions and simple figured bass at the piano.
We expect students enrolled in the music program's entry-level courses to be able to write and speak coherently and eloquently about music. Specifically, students should be able to find the key points of an article or primary source and be able to discuss them orally or in a written response.
What is the difference between course objectives and learning outcomes? Much confusion exists about the definition of goals, objectives, and learning outcomes. Unit 8 Assignment 1: Organized Cybercrimes Learning Objectives and Outcomes You will be able to review the given case scenario to analyze why information theft has become popular in organized crime. SAMPLE LEARNING OUTCOMES FOR UNDERGRADUATE MAJORS IN THE HUMANITIES • Second-year Art History majors can, during an essay test, comprehensively For discussion of learning outcomes assessment in Asian Languages and Cultures at the University of Michigan, see.
Students in upper level courses: We expect students enrolled in the second year of music theory to develop facility writing and analyzing chromatic harmony.Unit 8 Assignment 1: Organized Cybercrimes Learning Objectives and Outcomes You will be able to review the given case scenario to analyze why information theft has become popular in organized crime.
The HSC syllabus and performance band descriptors for the Stage 6 Exploring Early Childhood Board Endorsed Course (CEC). Programming Implementation Table of objectives and outcomes Course structure and requirements.
What is the difference between course objectives and learning outcomes? Much confusion exists about the definition of goals, objectives, and learning outcomes. To do this, this essay will be exploring the definition of lifelong learning and what lifelong learning means to a professional.
In the case of this essay, the professional that will be referred to is a nurse. Degree Programs. Call MVCC Admissions () Apply to MVCC. Students will develop problem solutions using a variety of programming languages; 2c) Students will utilize a variety of software productivity tools used in the computer analysis world Student Learning Outcomes: 1) Demonstrate the ability to communicate ideas in a.
As graduates are expected to be proficient software developers, the CS degree also provides the greatest breadth and depth of experience related to software development, which includes the ability to utilize multiple programming languages, paradigms, and platforms when implementing the computational solutions they design.