In this alignment document, we show how required elements of our curriculum meet each objective, with a minimum of one course listed in support of each. We note that most of the Entomology courses that are not listed also support several of these objectives, such that the learning outcomes will be reinforced as students take the required number of elective courses. 

• Agricultural and Environmental Education
• Animal Biology
• Animal Science
• Animal Science and Management
• Atmospheric Science
• Biotechnology

• Attain a basic knowledge of the principles and practices of plant growth, development, production and utilization.
• Attain an understanding of landscape management processes involving plants and people in urban and natural settings.
• Attain a basic understanding of the interrelationships among the various components of the managed landscape ecosystem, including plants, people, animals, soil, water, air, and microorganisms.
• Apply the fundamental principles to their area of emphasis (f

• Illustrate the use of the scientific method to solve problems in wildlife and fish research and make informed conservation decisions.
• Evaluate and apply ecological and quantitative concepts in wildlife and fish ecology and conservation.
• Create and evaluate written, oral, and multimedia materials to communicate the discipline to other scientists, interested stakeholders, and the public.

updated: 2018 

• Demonstrate fundamental knowledge in the basic sciences (biology, chemistry, computer sciences, mathematics, physics, statistics)
• Demonstrate core breadth knowledge in the specific sciences of viticulture and enology
• Demonstrate specialized depth knowledge in plant sciences, microbiology and food science, economics and business, foreign language fluency, production practices
• Generate, collect, analyze and interpret data
• Apply principles of scientific inquiry to resolve problematic situations

• Demonstrate understanding of the fundamental concepts in, the physical and social sciences while employing textiles and clothing as a meaningful context; 
• Foster connections between the physical and social sciences using textiles and clothing as a meaningful context. 
• Integrate knowledge among micro (e.g., fiber properties), meso (e.g., consumer behavior and interaction), and macro (e.g., cultural, environmental, and global economic) levels of analysis; 
• Think critically and creatively abo

• Identify and engage with a range of sustainability issues
• Identify stakeholders and their perspectives
• Understand contexts at different scales and evolving over time
• Understand and articulate interrelationships between different professions & stakeholders

• Understand design, planning, policy, and organizing strategies for problem-solving
• Identify alternative courses of action for a give

• Demonstrate critical thinking skills to analyze data and interpret results in the nutritional sciences. 
• Determine nutritional status of individuals in various life-cycle stages and/or with nutrition-related chronic diseases by applying knowledge of metabolism and nutrient functions, food sources and physiologic systems. 
• Search for, critique and effectively communicate nutrition information. 
• Describe social, multiethnic or environmental dimensions within nutrition and the life sciences.

• Understand and integrate fundamental principles, including: development and evolution of modern ocean/earth systems; distribution, diversity and abundance of marine life, and special adaptations to ocean environments; impact of ocean circulation on climate, atmosphere and biosphere; biogeochemical cycles, ocean productivity; processes at terrestrial-marine interface and in the coastal zone; and anthropogenic impacts and management of ocean resources
• Utilize the scientific method to answer questions and investigate the