The following is the tabular format for course outcomes, content and assessment as per Bloom's taxonomy. Student learning Outcomes: Explain what students will be able to DO as a result of this course. (Use ONLY one active verb per outcome.) Outcomes are directly related to course content and are reflected in assessment processes. Outcomes should be measurable. 300 and 400 level courses should have outcomes that address higher-order thinking and go beyond introductory information. Course Content References: For each outcome, indicate the number of the corresponding section of course content where this outcome is addressed. This section connects student learning outcomes with course content. The numerical code used in this section reflects the topic from the course content table. Assessment: Describe how student learning outcomes are measured in this course. Each of the learning outcomes described must have a corresponding assessment. Assessment should be reflective of and appropriate to student learning outcomes described. Each learning outcome must have a corresponding assessment. Avoid repetitive methods of assessment.
Student Learning Outcomes
1. Summarize the philosophical underpinnings and historical trends in child maltreatment and child advocacy.
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Student Learning Outcomes
2. Explain the effects trauma has on child development, behaviors, and functioning and the importance of trauma-informed care for responses to child maltreatment.
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Student Learning Outcomes
3. Examine students’ biases about who is most likely to experience child maltreatment and the impact those biases could have on their practice.
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Student Learning Outcomes
4. Demonstrate knowledge and awareness about both civil and criminal laws involved in child maltreatment.
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Student Learning Outcomes
5. Compare the complexities in the field of child maltreatment.
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Student Learning Outcomes
6. Identify appropriate responses to child maltreatment