CEHS Outcomes

Knowledge of the historical background and pedagogical rationale of bilingual language.
Effective skills in using both English and the endorsed language as media of instruction in the subject matter areas for which certification is being held or being sought.
Effective skills in the instruction of English and the endorsed language as both first and second languages, as individual classes, or as activities integrated into content areas.
Effective skills in the linguistic analysis of both English and the endorsed language and in the testing and assessment of language skills.

Culture:

Effective skills in utilizing cultural information and activities as means for developing basic skills.
Effective skills in practicing the history and cultures of the geographical area associated with the endorsed language.
Effective skills in presenting the history and culture of the endorsed language groups within the United States.
Effective skills in communicating with parents of children enrolled in the bilingual education program and with members of the bilingual advisory committee.

Bilingual Bicultural Spanish Minor - BS in Ed

Upon graduation, students earning this degree should have:

Administrative Rule 390.1157, Michigan State Board of Education

Linguistics and bilingual methodology:

Knowledge of the historical background and pedagogical rationale of bilingual education.
Effective skills in using both English and the endorsed language as media of instruction in the subject matter areas for which certification is being held or being sought.
Effective skills in the instruction of English and the endorsed language as both first and second languages, as individual classes, or as activities integrated into content areas.
Effective skills in the linguistic analysis of both English and the endorsed language and in the testing and assessment of language skills.

Culture:

Effective skills in utilizing cultural information and activities as means for developing basic skills.
Effective skills in presenting the history and cultures of the geographical area associated with the endorsed language.
Effective skills in presenting the history and culture of the endorsed language groups within the United States.
Effective skills in communicating with parents of children enrolled in the bilingual education program and with members of the bilingual advisory committee.

Gerontology Minor

Upon graduation, students earning this degree should be able to:

describe the processes of normal aging and distinguish them from disease processes;
describe biological theories of aging;
describe psychological theories of aging;
describe social theories of aging;
describe the impact of culture and history on the experience of aging;
depict the ways in which diversity relates to the experience of aging in the U.S.;
iterate the history of past public policy and critique current policy vis a vis; and
read and evaluate research, practice, literary, and pop literature on aging.

Leadership Minor

Upon graduation, students earning this degree should be able to:

Articulate a philosophy and personal style of leadership.
Apply theories, frameworks, and research used to predict human behavior related to leadership.
Identify and adapt to complex patterns of individual and group interactions within organizations and society in general.
Demonstrate a comprehension of the cultural, political, or historical contexts that impact leadership development and effectiveness.
Integrate and apply their conceptual understanding of leadership through practical application of leadership skills.
Model courage, integrity, and high ethical standards in their community and profession.

MA in Education: Core Program

Upon graduation, students earning this degree will be able to:

critically evaluate current issues and trends influencing the field of education;
identify relevant research, read it critically, and evaluate it appropriately;
conduct applied research: formulate a researchable question or identify an organizational problem, design, and conduct a study using appropriate methodologies, analyze data and draw reasonable conclusions, offer sound recommendations based on those conclusions;
design appropriate and effective curricula and instructional strategies that are informed by current theories of learning and pedagogy, including meeting the needs of diverse learners;
select and effectively utilize technologies for professional development and for enhancing student learning; and
write and speak clearly and coherently using correct grammar and sentence structure; communicate ideas and articulate arguments/positions in ways appropriate to reach the intended audience.

MA in Education: Adult Education Concentration

Upon graduation, students earning this degree will be able to:

critically evaluate current issues and trends influencing the field of education;
identify relevant research, read it critically, and evaluate it appropriately;
conduct applied research: formulate a researchable question or identify an organizational problem, design, and conduct a study using appropriate methodologies, analyze data and draw reasonable conclusions, offer sound recommendations based on those conclusions;
design appropriate and effective curricula and instructional strategies that are informed by current theories of learning and pedagogy, including meeting the needs of diverse learners;
select and effectively utilize technologies for professional development and for enhancing student learning;
write and speak clearly and coherently using correct grammar and sentence structure; communicate ideas and articulate arguments/positions in ways appropriate to reach the intended audience;
establish effective professional relationships with a wide range of individuals in their workplace and/or associated with their work;
critically evaluate the current issues and trends influencing the field of adult education; and
develop curricula and instruction that are appropriate to the needs of adult learners and the communities in which they live and work.

MA in Education: Coaching Concentration

Upon graduation, students earning this degree will be able to:

critically evaluate current issues and trends influencing the field of education;
identify relevant research, read it critically, and evaluate it appropriately;
conduct applied research: formulate a researchable question or identify an organizational problem, design, and conduct a study using appropriate methodologies, analyze data and draw reasonable conclusions, offer sound recommendations based on those conclusions;
design appropriate and effective curricula and instructional strategies that are informed by current theories of learning and pedagogy, including meeting the needs of diverse learners;
select and effectively utilize technologies for professional development and for enhancing student learning;
write and speak clearly and coherently using correct grammar and sentence structure; communicate ideas and articulate arguments/positions in ways appropriate to reach the intended audience;
establish effective professional relationships with a wide range of individuals in their workplace and/or associated with their work;
identify and differentiate among various classifications of motor skills and explain the structures and functions of the various neurological and physiological systems;
evaluate instructional and training procedures for motor skills; apply knowledge and experience gained in a practicum situation to teaching, coaching, or administration;
analyze the various roles of a coach and the importance of those roles to interscholastic athletics, team development, and safety of student athletes; and
demonstrate understanding of current trends and philosophies associated with various sports through teaching, developing scouting reports, and developing practice plans and game plans.

MA in Education: Community College Concentration

Upon graduation, students earning this degree will be able to:

critically evaluate current issues and trends influencing the field of education;
identify relevant research, read it critically, and evaluate it appropriately;
conduct applied research: formulate a researchable question or identify an organizational problem, design, and conduct a study using appropriate methodologies, analyze data and draw reasonable conclusions, offer sound recommendations based on those conclusions;
design appropriate and effective curricula and instructional strategies that are informed by current theories of learning and pedagogy, including meeting the needs of diverse learners;
select and effectively utilize technologies for professional development and for enhancing student learning;
write and speak clearly and coherently using correct grammar and sentence structure; communicate ideas and articulate arguments/positions in ways appropriate to reach the intended audience;
establish effective professional relationships with a wide range of individuals in their workplace and/or associated with their work;
critically evaluate current issues and trends influencing the field of community college education; and
analyze the internal and external administrative and organizational environments of higher education/community colleges.

MA in Education: Guidance and Development Concentration

Upon graduation, students earning this degree will be able to:

critically evaluate current issues and trends influencing the field of education;
identify relevant research, read it critically, and evaluate it appropriately;
conduct applied research: formulate a researchable question or identify an organizational problem, design, and conduct a study using appropriate methodologies, analyze data and draw reasonable conclusions, offer sound recommendations based on those conclusions;
design appropriate and effective curricula and instructional strategies that are informed by current theories of learning and pedagogy, including meeting the needs of diverse learners;
select and effectively utilize technologies for professional development and for enhancing student learning;
write and speak clearly and coherently using correct grammar and sentence structure; communicate ideas and articulate arguments/positions in ways appropriate to reach the intended audience;
establish effective professional relationships with a wide range of individuals in their workplace and/or associated with their work;
critically evaluate theories and theoretical approaches to working with people in various settings;
identify and accurately apply strategies, techniques, and tools for working with individuals and groups that are appropriate to their workplace; and
demonstrate a commitment to self-exploration and self-understanding as a means to being a better human being and functioning professional.

MA in Education: Instructional Concentration

Upon graduation, students earning this degree will be able to:

critically evaluate current issues and trends influencing the field of education;
identify relevant research, read it critically, and evaluate it appropriately;
conduct applied research: formulate a researchable question or identify an organizational problem, design, and conduct a study using appropriate methodologies, analyze data and draw reasonable conclusions, offer sound recommendations based on those conclusions;
design appropriate and effective curricula and instructional strategies that are informed by current theories of learning and pedagogy, including meeting the needs of diverse learners;
select and effectively utilize technologies for professional development and for enhancing student learning;
write and speak clearly and coherently using correct grammar and sentence structure; communicate ideas and articulate arguments/positions in ways appropriate to reach the intended audience;
establish effective professional relationships with a wide range of individuals in their workplace and/or associated with their work; and
critically evaluate current issues and trends in the practices of classroom instruction and curriculum development and apply that knowledge appropriately in the development of curricula and instructional strategies.

Graduate Certificate in Autism

Upon completion of this program, students will be able to:

Taken from Rule 340.1799 of the MDE Revised Administrative Rules for Special Education

1. demonstrate an understanding of the syndrome of autism including its etiology;

2. demonstrate knowledge of child development, with special emphasis on language, communication, and cognitive development;

3. utilize behavioral intervention techniques to address behavioral difficulties;

4. develop and implement a curriculum addressing personal adjustment;

5. develop and implement a curriculum addressing prevocational education;

6. facilitate effective home/school interactions; and

7. utilize family and community support services to best meet the needs of children with autism.

MA in Professional Counseling

Upon graduation, students will demonstrate competence in the following outcomes:

Outcome One: Students will articulate their personal philosophy of counseling, be knowledgeable about the historical perspective of counseling, as well as current critical issues, and have an understanding of past and present legislation and litigation. Students will engage in other professional activities consistent with the requirements of the state and federal legal mandates. (C)

Outcome Two: Students will demonstrate the ability to collaborate with parents and professionals to design assessment plans, gather background data on students, administer formal and informal assessments, and interpret and use assessment data to design comprehensive, longitudinal individual student program. (LEA)

Outcome Three: Students will effectively integrate affective, social, and career/vocational skills within the academic curricula and use strategies for facilitating maintenance and generalization of all skills across learning environments. (R)

Outcome Four: Students will promote and maintain a high level of competence and integrity in the practice of the counseling profession. Students will demonstrate their commitment to the development of the highest educational and quality of life potential of individuals, as well as display positive regard for the culture, religion, gender, and sexuality of students in their educational settings. Students will comply with local, state, and federal monitoring and evaluation requirements and engage in professional activities of benefit to students, families, and colleagues. Students will develop competencies to effect systemic influence beyond their own professional environment. (C)

Outcome Five: Students will develop skills in research design and methodology, descriptive, and inferential data analysis, as well as skills in understanding acceptable testing and evaluation standards. Students will review and critique professional research literature as one component of the process as they write professional articles, a research proposal, and a master's degree paper. (C)

Outcome Six: Students will understand group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches. (C)

Outcome Seven: Students will understand counseling and consultation processes. (C)

Outcome Eight: Students will understand career development and related life factors. (C)

Outcome Nine: Students will understand all aspects of professional functioning including history, roles, organizational structures, ethics, standards, and credentialing related to counseling. (LEA)

MA in School Counseling

Upon graduation, students earning this degree will demonstrate competence in the following:

Outcome One: Guidance services - philosophy, principles and practices.

Outcome Two: Individual and group analysis - nature and range of human characteristics, and appraisal methods.

Outcome Three: Guidance Information - vocational development theory, educational and occupational information.

Outcome Four: Counseling theory and practice - individual and group procedures, administration and coordination relationships, professional relationships and ethics.

Outcome Five: Supervised experiences - laboratory, practicum or internship.

Outcome Six: Evaluation - statistics and research methodology, follow-up evaluation and measurement methods.

MA in Special Education

Upon graduation, students earning this degree should be able to:

demonstrate an understanding of the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, and relevant laws and policies;
understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs;
discuss how beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community;
possess a repertoire of evidence-based instructional strategies to individualize instruction for individual with exceptional learning needs (ELN);
actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN;
discuss typical and atypical language development and the ways in which exceptional conditions can interact with an individual's experience with and use of language;
develop long-range individualized instructional plans anchored in both general and special curricula, and translate these individualized plans into carefully selected shorter-range goals and objectives;
use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress;
engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth;
demonstrate skills necessary for effective collaboration with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways;
effectively consume, conduct, interpret applied and basic research; and
develop an expertise in one or more specific disability area within special education.

Special Education Major: Emotional Impairment - BS in Ed

Upon graduation, students earning this degree should:

MDE Standards - Emotionally Impaired: OUTCOMES OF HUMAN DEVELOPMENT AND THE EDUCATIONAL IMPLICATIONS OF EMOTIONAL IMPAIRMENTS

A. Theoretical foundations as follows:

(i) Discuss human growth and development, which shall include all of the following:

A) Typical and atypical development.

B) Stages from conception to death.

C) Affective, language, cognitive and sensorimotor areas.

D) Factors influencing development, including physiological, social, physical environment, and psychological

(ii) Demonstrate an understanding of learning and teaching theories.

(iii) Demonstrate a knowledge of construction, interpretation, application and limitation of standardized

and non-standardized assessment procedures.

(iv) Demonstrate a knowledge of disabilities and their educational implications.

B. Curriculum and instruction as follows:

(i) Design curriculum and instructional strategies.

(ii) Adapt general and special curriculum and instructional strategies to meet individual learning styles.

C. Special education instructional systems as follows:

(i) Demonstrate knowledge of program delivery systems for reporting and evaluating the effectiveness of an individual student's program.

(ii) Utilize individual and group management structures.

(iii) State effective school and outside resources in creating a positive learning environment.

(iv) Identify a variety of systems for reporting and evaluating the effectiveness of a individual student's

program.

(v) Participate in the child study/team planning process.

(vi) Able to translate comprehensive assessment data reflecting the student's current level of functioning into an individualized education program.

(vii) Discuss how adaptive technology may be used to enhance the education of students with disabilities.

D. Communication/consultation as follows:

(i) Demonstrate a knowledge of institutional and administrative factors that facilitate or impede delivery of services.

(ii) Able to effectively communicate the needs and rights of students with disabilities.

(iii) Use interpersonal skills when working with parents, professionals, agencies, students and other persons or groups.

(iv) Articulate the roles and organizational structures of general and special education and the part they play in providing total service for the student.

(v) Serve in a consultative capacity with individuals and groups, including parents and students.

(vi) Supervise and work with teacher aides, volunteers and paraprofessionals.

E. Organizational, historical and legal factors as follows:

(i) Demonstrate a knowledge of state and federal laws, rules and regulations.

(ii) Demonstrate an understanding of due process and data privacy requirements.

(iii) Discuss the historical and philosophical background of the education of students with disabilities and knowledge of attitudes towards students with disabilities.

(iv) Identify and access resources relevant to students with disabilities.

F. Abilities basic to all special education preparation as follows:

(i) Observe, analyze, and describe the instructional strategies being applied in an educational situation.

(ii) Function as a member of a team in designing appropriate educational programs for students with disabilities.

(iii) Apply team-designed strategies in an educational setting.

(iv) Design and apply instructional strategies in an educational, including times management techniques.

(v) Identify and use non-school resources relevant to students with disabilities.

(vi) Assess results of instruction.

(vii) Recognize personal adjustments of prevocational and vocational needs of and opportunities for students with disabilities.

(viii) Demonstrate an understanding of basic behavioral management concepts and demonstrate ability to develop, implement and incorporate appropriate behavioral management techniques.

(ix) Discuss preadolescent behavior.

(x) Discuss adolescent behavior.

Additional Objectives for Teachers of Emotionally Impaired:

G. Demonstrate an understanding of personality deviation, including abnormal psychology.

H. Articulate theories of maladjustment.

I. Utilize various counseling and interview techniques.

J. Interpret psychological data.

K. Involve parents in the social-emotional programming of children with emotional impairments.

Special Education Major: Cognitive Impairment - BS in Ed

Upon graduation, students earning this degree should be able to:

Theoretical foundations as follows:

Discuss human growth and development, which shall include all of the following:

Typical and atypical development

Stages from conception to death

Affective, language, cognitive, and sensorimotor areas

Factors influencing development, including physiological, social, physical environment, and psychological

Demonstrate an understanding of learning and teaching theories.

Demonstrate a knowledge of construction, interpretation, application, and limitation of standardized and non-standardized assessment procedures.

Demonstrate knowledge of disabilities and their educational implications.

Curriculum and instruction as follows:

Design curriculum and instructional strategies.

Adapt general and special curriculum and instructional strategies to meet individual learning styles.

Special education instructional systems as follows:

Demonstrate knowledge of program delivery systems for reporting and evaluating the effectiveness of an individual student's program

Utilize individual and group management structures.

State effective school and outside resources in creating a positive learning environment.

Identify a variety of systems for reporting and evaluating the effectiveness of an individual student's program.

Participate in the child study/team planning process.

Able to translate comprehensive assessment data reflecting the student's current level of functioning into an individualized education program.

Discuss how adaptive technology may be used to enhance the education of students with disabilities.

Communication/ consultation as follows:

Demonstrate knowledge of institutional and administrative factors that facilitate or impede delivery of services.

Able to effectively communicate the needs and rights of students with disabilities.

Use interpersonal skills when working with parents, professionals, agencies, students, and other persons or groups.

Articulate the roles and organizational structures of general and special education and the part they play in providing total service for the student.

Serve in a consultative capacity with individuals and groups, including parents and students.

Supervise and work with teacher aides, volunteers, and paraprofessionals.

Organizational, historical, and legal factors as follows:

Demonstrate a knowledge of state and federal laws, rules, and regulations.

Demonstrate an understanding of due process and data privacy requirements.

Discuss the historical and philosophical background of the education of students with disabilities and knowledge of attitudes towards students with disabilities.

Identify and access resources relevant to students with disabilities.

Abilities basic to all special education preparation as follows:

Observe, analyze, and describe the institutional strategies being applied in an educational situation.

Function as a member of a team in designing appropriate educational programs for students with disabilities.

Apply team-designed strategies in an educational setting.

Design and apply instructional strategies in an educational, including time management techniques.

Identify and use non-school resources relevant to students with disabilities.

Access results of instruction.

Recognize personal adjustment of, prevocational and vocational needs of, and opportunities for students with disabilities.

Demonstrate an understanding of basic behavioral management concepts and demonstrate ability to develop, implement, and incorporate appropriate behavioral management techniques.

Discuss preadolescent behavior.

Discuss adolescent behavior.

Additional Objectives:

Provide instruction and guidance to students with cognitive impairment in self-help skills, prevocational and vocational skills training, and recreation and leisure activities.
Demonstrate an understanding of physical, sensory, and health-related problems and their impact on learning and development, including the appropriate use of medical information.
Guide and counsel students with cognitive impairment regarding sexuality, home, family, and community living, and use of local, state and national resources.
Utilize basic behavioral management concepts and techniques to meet the unique needs of students with cognitive impairment.
Organize and manage an educational environment and schedule for a group of students with cognitive impairment.
Instruct and reinforce a program of communication skills and techniques, both verbal and nonverbal, as deemed appropriate for the student
Utilize community resources and a variety of community settings and activities in the planning and implementation of an educational program for a student with cognitive impairment.

Educational Leadership, EdD

Upon graduation, students earning this degree should be able to:

Critique research that uses both quantitative and qualitative methods; undertake research and practical inquiry using various research methods.
Recognize their own leadership orientations, understanding strengths and weaknesses of various leadership theories and assume leadership roles as appropriate to advance in the profession.
Apply a holistic organizational perspective in practice that focuses on a vision of learning. (ISLLC Standard 1)
Distinguish among different organizational cultural elements that impact student learning and staff professional growth. (ISLLC Standard 2)
Engage in critical analysis of organizational issues arising from professional practice and from alternative solutions to pressing institutional problems, including issues of diversity. (ISLLC Standard 3)
Demonstrate an understanding of various communication theories and the impact of different models in practice on organizational outcomes, particularly as they relate to meeting diverse community interests and needs and how they aid in mobilizing community resources. (ISLLC Standard 4)
Identify elements of personnel administration and the dynamic interaction among various components, including supervision and motivation from an ethical foundation. (ISLLC Standard 5)
Identify important issues in the field, in particular issues related to relevant laws, finance, policies, and politics. (ISLLC Standard 6)

MA in Educational Leadership

Upon graduation, students earning this degree should be able to:

Critique research that uses both quantitative and qualitative methods; undertake research and practical inquiry using various research methods. (a, b, c)
Identify important issues in the field, in particular issues related to relevant laws, finance, and policies. (a, b, c)
Engage in critical analysis of organizational issues arising from professional practice and form alternative solutions to pressing institutional problems, including issues of diversity. (a, b, c)
Recognize their own leadership orientations, understanding strengths and weaknesses of various leadership theories and assume leadership roles as appropriate to advance in the profession. (a, b, c)
Demonstrate an understanding of various communication theories and the impact of different models in practice on organizational outcomes. (a, b, c)
Distinguish between decision-making models. (a, b, c)
Identify elements of personnel administration and the dynamic interaction between various components, including supervision and motivation. (a)
Apply a holistic organizational perspective in practice. (a, b, c)
Recognize different student learning orientations and teaching pedagogies. (b, c)

a = General Educational Administration b = Higher Education Administration c = Student Affairs Administration

Educational Administration and Community Leadership

This program covers students earning the:

MA in Community Leadership
Specialist in General Educational Administration

Upon graduation, students earning any of these degrees should:

demonstrate competence in the performance domains (functional, programmatic, interpersonal and contextual) as identified by the National Policy Board for Educational Administrators;
have the knowledge necessary to be eligible for the administrator certificate appropriate for the specific degree program completed;
develop an appropriate professional portfolio;
develop the professional and ethical behavior necessary to provide leadership to educational and other human service organizations;
have established an interest in and made a commitment to continuing education;
develop a respect for and an understanding of people of all ages and from diverse backgrounds.

MA in School Principalship

Upon graduation, students earning this degree should be able to:

Demonstrate knowledge, dispositions and performance abilities that reflect understanding and grasp of the six Interstate School Leaders Licensure Consortium Standards for School Leaders; viz:

A school administrator is an educational leader who promotes the success of all students by:

Facilitating the development of a vision of learning that is shared and supported by the school community:
1. articulate a vision and philosophy of the role of technology in the teaching and learning process (EAD 615);
2. prepare collaboratively and transmit a school vision for school improvement (EAD 670); and
3. articulate a vision of the role of today's school in American society (EAD 672).
Advocating nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth:
1. conduct research analysis and interpretation of quantitative and qualitative methods (EAD 600);
2. understand options for supervising personnel (EAD 663);
3. engage in multiple ways of motivating staff (EAD 663);
4. undertake research and practical inquiry using various research methods (EAD 600, 690);
5. demonstrate an understanding of important issues in the filed, particularly issues related to relevant laws and policies (EAD 660);
6. apply results of research and theory to personal practice (EAD 600, 690);
7. explain and perform the duties of an administrator, including evaluation, staff development, scheduling, and establishing relationships with stakeholder groups inside and outside the school (EAD 672, 692);
8. articulate current issues in school curriculum at the state and national levels (EAD 692);
9. identify strengths and weaknesses in an existing curriculum and make defendable recommendations (EAD 692);
10. develop a systematic and goal-oriented curriculum adoption procedure (EAD 692);
11. study, analyze, and apple administrative principles to the development, implementation, and evaluation of the school curriculum (EAD 690);
12. identify current issues in curriculum and recommend solutions in relation to the effect they will have on regular and special needs students as well as culturally diverse student bodies (EAD 690);
13. develop a curriculum innovation for a school utilizing various components of a curriculum change process (EAD 690);
14. demonstrate the capability of applying administrative skills to challenges in managing and leading a school (EAD 670);
15. analyze case studies indicating the problem, possible solutions, and potential positive and negative outcomes of each (EAD 670);
16. distinguish between decision-making models (EAD 670);
17. articulate the essential role and structure of today's middle school (EAD 671);
18. describe and discuss middle level programs (EAD 671);
19. explain and perform the duties of a middle school administrator (EAD 671);
20. differentiate between subject-centered and student-centered curriculum and instruction (EAD 691);
21. discuss the intellectual, physical, and social learning need of early adolescents (EAD 691);
22. develop a plan to bring about curricular change to middle school (EAD 691); and
23. articulate the relationship between taught curriculum, tested curriculum, standards, benchmarks, and state-mandated test (EAD 691).
Ensuring management of the organization, operations and resources for a safe, efficient, and effective learning environment:

collaborate with stakeholder groups inside and outside the school to enhance student achievement and organizational effectiveness (EAD 661);

understand and use technology to efficiently manage student data and manage school operations (EAD 615);

understand the dynamics of personnel administration (EAD 663);

understand various communication theories and the impact of different models in practice on organizational outcomes (EAD 660);

engage in critical analysis or organizational issues and form alternative solutions to pressing problems (EAD 660); and

be knowledgeable about legal issues involving personnel (EAD 663).

Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources:

generate various forms of communication to the school community, considering cultural needs, racial and ethnic sensitivities (EAD 661); and

integrate the school with the greater community (EAD 661, 670, 690).

Acting with integrity, fairness, and in an ethical manner:

identify effective characteristics of leadership through an interview process of principals (EAD 670);

discuss ethical characteristics of principals through NASSP standards (EAD 672); and

be reflective of their own leadership orientations, understanding strengths and weaknesses of various leadership theory (EAD 660).

Understanding, responding to, and influencing the larger political, social, economic, legal and cultural context:

understand political dynamics of communities (EAD 661);

articulate the current status, relevance and purpose of state-mandated tests (EAD 672); and

identify the various stakeholders in education and develop effective ways to influence them (ED 670).

Apparel Merchandising and Design Major - BA, BAA, BS

Upon graduation, students earning any of these degrees will:

Goal 1: Students will have the academic foundation necessary for success in their chosen profession.

Objectives

demonstrate basic skills in textiles, design, or merchandising in their internship experience; and
be able to apply basic skills in textiles, design, or merchandising for their first career option.

Goal 2: Students will acquire theoretical and practical knowledge in apparel design and merchandising.

Objectives

be able to articulate a philosophy of apparel design and/or merchandising practices;
be knowledgeable of the major concepts and theories used in apparel design and merchandising;
be knowledgeable about the practical skills that are useful in testing, merchandising and/or designing apparel products and/or services;
be able to demonstrate an understanding of the role of the apparel/textile sector in the global economy;
have a professional portfolio; and
be able to demonstrate knowledge of textile fibers, fabrics, and evaluation of their use in apparel products.

Goal 3: Students will acquire practical experience in design and merchandising.

Objectives

have acquired relevant work experience in the profession during their undergraduate education; and
be able to demonstrate ethical and professional behavior and practice.

Goal 4: Program will provide students with opportunities for team leadership and professional activities.

Objectives

be able to demonstrate the ability to work cooperatively in a team; and
will be exposed to relevant professional activities.

Goal 5: Program will encourage and promote sensitivity and concern for diverse people.

Objectives

have an understanding of the cultural and ethnic diversities that exist among individuals and groups; and
be able to demonstrate sensitivity to the special needs of user groups.

Goal 6: Program will provide interested students with the opportunity to become involved in the generation and/or application of knowledge through research experiences and creative endeavors in design and merchandising.

Objectives

have opportunities to work on research and/or creative endeavors; and
have opportunities to present at SRCEE as well as fashion exhibitions and productions.

Goal 7: Students will be proficient in industry specific technology and computer applications.

Objectives

demonstrate competence in the use of CAD software applications;
demonstrate competence in the use of visual merchandising software applications;
demonstrate competence in the use of ASTM and AATCC textile testing standards
demonstrate computer literacy; and
have an electronic portfolio and web page.

Child Development - BS in Ed

Upon graduation, students earning this degree should:

MDE Standards - Early Childhood Education

#

Guideline/Standard

1.

Child Development and Learning

1.1

Use knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, language, cognitive, and aesthetic development of all young children from birth through age eight.

1.2

Use knowledge of how young children differ in their development and approaches to learning to support the development and learning of individual children.

1.2.1

Demonstrate understanding of the conditions that affect children's development and learning including risk factors, developmental variations, and developmental patterns of specific disabilities.

1.2.2

Create and modify environments and experiences to meet the individual needs of all children including children with disabilities, developmental delays, and special abilities.

1.3

Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society.

1.3.1

Demonstrate understanding of the interrelationships among culture, language, and thought and the function of the home language in the development of young children.

1.3.2

Affirm and respect culturally and linguistically diverse children, support home language preservation, and promote anti-bias approaches through the creation of learning environments and experiences.

2.

Curriculum Development and Implementation

2.1

Plan and implement developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, and curriculum goals and content.

2.1.1

Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.

2.1.2

Use a variety of strategies to encourage children's physical, social, emotional, aesthetic, and cognitive development.

2.1.3

Demonstrate current knowledge of and ability to develop and implement meaningful, integrated learning experiences, using the central concepts and tools of inquiry in curriculum content areas including language and literacy, mathematics, science, health, safety, nutrition, social studies, art, music, drama, and movement.

2.1.4

Develop and implement an integrated curriculum that focuses on children's needs and interests and takes into account culturally valued content and children's home experiences.

2.1.5

Create, evaluate, and select appropriate developmentally appropriate materials, equipment, and environments.

2.1.6

Evaluate and demonstrate appropriate use of technology with young children including assistive technologies for children with disabilities.

2.1.7

Develop and evaluate topics of study in terms of conceptual soundness, significance, and intellectual integrity.

2.1.8

Adapt strategies and environments to meet the specific needs of all children including those with disabilities, developmental delays, or special abilities.

2.2

Use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children, to encourage positive social interaction among children, to promote positive strategies of conflict resolution, and to develop personal self-control, self-motivation, and self-esteem.

2.3

Incorporate knowledge and strategies from multiple disciplines (for example, health, social services) into the design of intervention strategies and integrate goals from IEP's and IFSPS's into daily activities and routines.

2.4

Establish and maintain physically and psychologically safe and healthy learning environments for children.

2.4.1

Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experience to promote children's development and learning.

2.4.2

Demonstrate understanding of the developmental consequences of stress and trauma, protective factors and resilience, and the development of mental health, and the importance of supportive relationships.

2.4.3

Implement basic health, nutrition, and safety management practices for young children including specific procedures for infants and toddlers and procedures regarding childhood illness and communicable diseases.

2.4.4

Use appropriate health appraisal procedures and recommend referral to appropriate community health and social services when necessary.

2.4.5

Recognize signs of emotional distress, child abuse, and neglect in young children and know responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities.

3.

Family and Community Relationships

3.1

Establish and maintain positive, collaborative relationships with families.

3.1.1

Respect parents' choices and goals for children and communicate effectively with parents about curriculum and children's progress.

3.1.2

Involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities.

3.1.3

Support parents in making decisions related to their child development and parenting.

3.2

Demonstrate sensitivity to differences in family structures and social and cultural backgrounds.

3.3

Apply family systems theory, knowledge of the dynamics, roles, and relationships within families and communities.

3.4

Link families with a range of family-oriented services based on identified resources, priorities, and concerns.

3.5

Communicate effectively with other professionals concerned with children and with agencies in the larger community to support children's development, learning, and well-being.

4.

Assessment and Evaluation

4.1

Use informal and formal assessment strategies to plan and individualize curriculum and teaching practices.

4.1.1

Observe, record, and assess young children's development and learning and engage children in self-assessment for the purpose of planning appropriate programs, environment, and interactions, and adapting for individual differences.

4.1.2

Develop and use authentic, performance-based assessments of children's learning to assist in planning and to communicate with children and parents.

4.1.3

Participate and assist other professionals in conducting family-centered assessments.

4.1.4

Select, evaluate, and interpret formal, standardized assessment instruments and information used in the assessment of children, and integrate authentic classroom assessment data with formal assessment information.

4.1.5

Communicate assessment results and integrate assessment results from others as an active participant in the development and implementation of Individual Education Plan (IEP) and Individual Family Service Plan (IFSP) goals for children with special developmental and learning needs.

4.2

Develop and use formative and summative program evaluation to ensure comprehensive quality of the total environment for children, families, and the community.

5.

Professionalism

5.1

Reflect on their practices, articulate a philosophy and rationale for decisions, continually self-assess and evaluate the effects of their choices and actions on others (young children, parents, and other professionals) as a basis for program planning and modification, and continuing professional development.

5.2

Demonstrate an understanding of conditions of children, families, and professionals; current issues and trends; legal issues; and legislation and other public policies affecting children, families, and programs for young children and the early childhood profession.

5.3

Demonstrate an understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice.

5.4

Demonstrate awareness of and commitment to the profession's code of ethical conduct.

5.5

Actively seek out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources, and experiences to inform and improve practice.

5.6

Establish and maintain positive, collaborative relationships with colleagues, other professionals and families, and work effectively as a member of a professional team.

5.7

Serve as advocates on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood educators.

5.8

Demonstrate an understanding of basic principles of administration, organization, and operation of early childhood programs including supervision of staff and volunteers and program evaluation.

6.

Field Experiences

6.1

Observe and participate under supervision of qualified professionals in a variety of settings in which young children, from birth through age eight, are served (such as public and private centers, schools, and community agencies).

6.2

Work effectively over time with children of diverse ages (infants, toddlers, preschoolers, or primary school-age), with children with diverse abilities, with children reflecting culturally and linguistically diverse family systems.

6.3

Demonstrate ability to work effectively during full-time (totalling at least 300 clock hours) supervised student teaching and/or practical experiences in at least two different settings, serving children of two different age groups (infant/toddler, preprimary, or primary age) and with varying abilities.

6.4

Analyze and evaluate field experience, including supervised experience in working with parents, and supervised experience in working with interdisciplinary teams of professionals.

Child Development Major (non-teaching) - BA, BAA, BS

Upon graduation, students earning any of these degrees will be able to:

Students will acquire the academic foundation required to secure a position in their chosen profession:
1. demonstrate basic skills in child development in their internship experience; and
2. apply child development principles in a variety of settings with children.
Students will be able to identify major theories used to explain and predict human and family development across the life cycle:
1. understand the conceptual/theoretical basis of child development theories;
2. have gained knowledge of the diverse theories which explain the development process through the lifespan; and
3. demonstrate the ability to examine child development theory from a critical perspective, recognizing the strengths and weaknesses in each theoretical perspective.
Students will gain the ability to apply the theoretical concepts to be used in assisting individuals and families through the process of development:
1. develop the ability to apply theories to real life situations and to know the implications of each theory for children, adolescents, parents, and teachers;
2. analyze the principles of human growth and development pertaining to the parenting strategies;
3. analyze the complex role of parenthood and the nature of parent-child relations from a variety of views/perspectives;
4. gain knowledge of a variety of parenting skills and strategies; and
5. analyze how personality differences influence developmental interaction between parents and children.
Students will be able to demonstrate skills that are useful in assisting humans and families through the process of development:
1. demonstrate the range of skills required for effective functioning in their professional roles;
2. explain the mission and the organizational structure of their placement setting;
3. identify the professional research and resources most often utilized by professionals in their placement setting; and
4. assess the effectiveness of their own professional practice.
Students will be able to articulate the diversity that exists among families and humans from a wide array of cultural and ethnic backgrounds:
1. identify the origins, heritage, culture and lifestyle of diverse groups that are represented in the United States;
2. acknowledge the cultural and family dynamics in various contexts and the contributions of each group towards human development;
3. gain the knowledge that all forms of oppression are rooted in institutional power and different forms of privilege;
4. understand that all forms of oppression are learned, thus can be unlearned; and
5. analyze different methods for eliminating oppression.
Students will be able to apply critical thinking skills in order to critique and understand research in the field of human development and family studies:
1. articulate the main steps in social research methods;
2. demonstrate the strengths and weaknesses of different research designs;
3. demonstrate the range of skills required for effective functioning in their professional roles;
4. demonstrate the ability to provide information about children's development, in a professional manner, to parents and families;
5. explain the mission and organizational structure of their placement setting;
6. explain how theoretical models of individual development, family functioning, and contextual processes are applied in their placement setting; and
7. utilize active listing skill in their relationship with colleagues and/or clients.

Child Development Major - Early Childhood Concentration - BA, BAA, BS

Upon graduation, students earning any of these degrees will be able to:

Students will acquire the academic foundation required to secure a position in their chosen profession:
1. demonstrate basic skills in child development in their lead teaching experience; and
2. articulate their philosophy of early childhood education/development.
Students will be able to identify major theories used to explain and predict human and family development across the life cycle:
1. describe different theoretical orientations which explain the human development process in the student's chosen focus;
2. evaluate the strengths and weaknesses of teach theoretical perspective; and
3. explain human development theories from a critical perspective.
Students will gain the ability to apply the theoretical concepts to be used in assisting individuals and families through the process of development:
1. demonstrate various methods of objective observational recording of children's behavior and actions; and
2. utilize their knowledge of child development to translate observational records into an evaluation of the development of young children.
Students will be able to demonstrate skills that are useful in assisting humans and families through the process of development:
1. demonstrate an ability to provide information about children's development, in a professional manner to parents and families;
2. demonstrate appropriate direct and indirect guidance techniques;
3. plan and implement appropriate curricular experiences for young children;
4. demonstrate the ability to integrate guidance, curriculum, and classroom and program management skills;
5. demonstrate an ability to evaluate their own and other adult's performance in the classroom;
6. explain the importance of early childhood education and care standards: such as state licensing requirements and national accreditation standards; and
7. demonstrate professional behavior appropriate for early childhood professional as outlined in the NAEYC Code of Ethical Conduct.
Students will be able to articulate the diversity that exists among families and humans from a wide array of cultural and ethnic backgrounds:
1. demonstrate an ability to support children in the process of affirming unity in diversity through anti-bias practices, including culturally diverse backgrounds, family styles, ability levels, needs, interests and all areas of diversity; and
2. demonstrate and communicate the role of family, school, community and culture on children's growth and development.
Students will be able to apply critical thinking skills in order to critique and understand research in the field of human development and family studies:
1. synthesize research in early childhood education through various course assignments; and
2. interpret published research in child development and early childhood education and relating this information to programs serving young children and their families.

Dietetics Major - BA, BS

Upon graduation, students earning any of these degrees should be able to:

I. Demonstrate the ability to communicate effectively

IA. Graduates will have knowledge of public speaking (E)

IB. Graduates will have demonstrated the ability to counsel individuals on nutrition (R)

IC. Graduates will have demonstrated the ability to work effectively as a team member (E)

ID. Students will have knowledge of lay and technical writing (E)

II. Demonstrate an understanding of physical and biological sciences

IIA. Graduates will have knowledge of microbiology (I)

IIB. Graduates will have knowledge of nutrient metabolism (R)

IIC. Graduates will have demonstrated the ability to interpret medical terminology (R)

IID. Graduates will have knowledge of pharmacology: nutrient-nutrient and drug-nutrient interaction (E)

III. Develop an understanding of public health issues.

IIIA. Graduates will have knowledge of public policy development (E)

IIIB. Graduates will have knowledge of health behaviors and educational needs of diverse populations (E)

IV. Have knowledge of food and nutrition-related research issues.

IVA. Graduates will have knowledge of the scientific method (E)

IVB. Graduates will have knowledge of quality improvement methods (E)

IVC. Graduates will have demonstrated the ability to interpret current research (R)

V. Demonstrate the knowledge of food and of pleasurable eating.

VA. Graduates will have knowledge of culinary techniques (I)

VB. Graduates will have knowledge of socio-cultural and ethnic food consumption and trends (E)

VC. Graduates will have knowledge of food safety and Sanitation (R)

VI. Demonstrate the ability to understand nutritional issues.

VIA. Graduates will have knowledge of assessment and treatment of nutritional health risks (E)

VIB. Graduates will have knowledge of complementary and alternative nutrition and herbal therapies (E)

VIC. Graduates will have demonstrated the ability to determine nutrient requirements across the lifespan (R)

VII. Have knowledge of management issues.

VIIA. Graduates will have knowledge of management theories (E)

VIIB. Graduates will have knowledge of human resource management, including labor relations (E)

VIIC. Graduates will have knowledge of financial management, including accounting principles (E)

VIID. Graduates will have demonstrated the ability to determine costs of services/operation (E)

VIII. Demonstrate working knowledge of health care delivery systems (E)

VIIIA. Graduates will have knowledge of health care delivery systems (E)

Family Studies Major - BA, BAA, BS

Upon graduation, students earning any one of these degrees will be able to:

1.0 Individual and Family Life:

1.2 identify changes in family composition and configuration.

1.3 analyze changing needs and responsibilities of all family members as they progress through the lifespan.

1.4 demonstrate and apply strategies to understand the general issues, consequences, and coping strategies needed to assist individuals and families in dealing with stress and crisis.

1.5 analyze the affects of family development needs, values, and resources on choice of housing environments.

1.6 demonstrate a knowledge and understanding of families with special needs.

1.7 demonstrate the capacity to empathize with others based on multiple perspectives, needs, and characteristics that may effect personal and family relationships.

1.8 analyze how personal needs and characteristics influence relationships.

1.9 demonstrate communication skills that contribute to positive relationships.

1.10 demonstrate an understanding of strategies to prevent and manage conflict.

1.11 analyze the characteristics of strong, healthy families.

1.12 demonstrate how a personal life plan reflects family, career, learning, leisure, and community goals.

1.13 exhibit knowledge of legal issues pertaining to individuals and families.

1.14 demonstrate knowledge of how to access services for individuals or families.

1.15 analyze principles of human growth and development across the life span.

1.16 demonstrate an ability to understand physiological changes as normal.

1.17 demonstrate an ability to understand the consequences of various sexual behaviors.

1.18 demonstrate an ability to understand peer and cultural pressures to become sexually involved.

1.19 demonstrate an ability to understand and accept people with different values, orientations, and experiences.

1.20 use knowledge of the key physiological, psychological, and social aspects of sexual development to facilitate achievement of healthy adjustment for self and others.

1.21 communicate effectively about issues across the life cycle.

1.22 demonstrate respect for the rights of everyone.

1.23 apply gender equity skills in appropriate and respectful ways (rights).

1.24 analyze behaviors and practices that constitute sexual harassment and identify appropriate responses.

1.25 exhibit an ability to distinguish different types of love relationships.

1.26 demonstrate knowledge of the principles and practices of family planning, and responsibilities of sexual behavior.

2.0 Parenting/Human Development:

2.1 analyze principles of human growth and development pertaining to the parenting process.

2.2 evaluate strategies to met the individual needs and promote healthy development at different stages of development.

2.3 examine roles, rewards, demands, and responsibilities of parenting.

2.4 analyze parent/child communication.

2.5 examine the parenting process.

2.6 assess parenting skills and child-rearing practices needed to support physical, economic, social, intellectual, and emotional well-being.

2.7 demonstrate teaching life skills to children including self-sufficiency, safety, and decision-making.

2.8 review policies, agencies, and services that impact parenting.

2.9 examine and describe family conflict and construction resolution strategies.

2.10 identify prevention and recovery strategies for problems of family violence, abuse and neglect.

2.11 evaluate the preparation necessary to promote a healthy environment for parents and children.

2.12 identify strategies for adapting to various parenting situations.

2.12 examine family differences and influences on parenting styles.

4.0 Family, Community and Career Environments:

4.1 demonstrate knowledge of the interrelationship of family, career, and community roles and responsibilities.

4.2 identify transferable employability skills in relation to individual, family, community, and career goals.

4.3 analyze the application of a personal life plan on family, career, learning, leisure, and community goals.

4.4 demonstrate leadership skills and abilities in support of family, career, workplace, and community.

4.5 use technology to manage individual, family, career, and community roles and responsibilities.

4.6 analyze and respond to family, workplace, and community issues in a socially responsible manner.

4.7 evaluate the needs of individuals and families in diverse environments.

4.8 analyze the importance of aesthetics in meeting human environmental needs.

4.9 analyze work and career in relationship to individual and family needs and desires.

5.0 Consumer Education and Resource Management:

5.1 analyze the interrelationship between the economic system and consumer behaviors.

5.2 evaluate the role of values and standards in family resource management.

5.3 analyze family resource management as a means of enhancing human potential and the quality of life.

5.4 demonstrate skills in developing an individual and family budget, with emphasis on short- and long-term financial management.

5.5 examine differing views about use of family resources and in influences on consumer decision-making.

Family Studies Major: Life Management Education - BS in Ed

Upon graduation, students earning this degree will be able to:

MDE Standards - Family and Consumer Sciences

#	Guideline/Standard
1.0	INDIVIDUAL AND FAMILY LIFE
1.1	demonstrate an understanding of the meaning of family, knowledge of diverse family structures and differences, and influence/ effects of cultural diversity.
1.2	identify changes in family composition and configuration.
1.3	analyze changing needs and responsibilities of all family members as they progress through the life span.
1.4	demonstrate and apply strategies to understand the general issues, consequences, and coping strategies needed to assist individuals and families in dealing with stress and crisis.
1.5	analyze the affects of family development needs, values, and resources on choice of housing environments.
1.6	demonstrate a knowledge and understanding of families with special needs.
1.7	demonstrate the capacity to empathize with others based on multiple perspectives, needs, and characteristics that may affect personal and family relationships.
1.8	analyze how personal needs and characteristics influence relationships.
1.9	demonstrate communication skills that contribute to positive relationships.
1.10	demonstrate an under-standing of strategies to prevent and manage conflict.
1.11	analyze the characteristics of strong, healthy families.
1.12	demonstrate how a personal life plan reflects family, career, learning, leisure, and community goals.
1.13	exhibit knowledge of legal issues pertaining to individuals and families.
1.14	demonstrate knowledge of how to access services for individuals or families.
1.15	analyze principles of human growth and development across the life span.
1.16	demonstrate an ability to understand physiological changes as normal.
1.17	demonstrate an ability to understand the consequences of various sexual behaviors
1.18	demonstrate an ability to understand peer and cultural pressures to become sexually involved.
1.19	demonstrate an ability to understand and accept people with different values, orientations, and experiences.
1.20	use knowledge of the key physiological, psychological, and social aspects of sexual development to facilitate achievement of healthy adjustment for self and others.
1.21	communicate effectively about issues across the life cycle.
1.22	demonstrate respect for the rights of everyone.
1.23	apply gender equity skills in appropriate and respectful ways (rights).
1.24	analyze behaviors and practices that constitute sexual harassment and identify appropriate responses.
1.25	exhibit an ability to distinguish different types of love relationships.
1.26	demonstrate knowledge of the principles and practices of family planning, and responsibilities of sexual behavior.
2.0	PARENTING/HUMAN DEVELOPMENT
2.1	analyze principles of human growth and development pertaining to the parenting process.
2.2	evaluate strategies to meet the individual needs and promote healthy development at different stages of development.
2.3	examine roles, rewards, demands, and responsibilities of parenting.
2.4	analyze parent/child communication.
2.5	examine the parenting process.
2.6	assess parenting skills and child-rearing practices needed to support physical, economic, social, intellectual, and emotional well-being.
2.7	demonstrate teaching life skills to children including self-sufficiency, safety, and decision-making.
2.8	review policies, agencies, and services that impact parenting.
2.9	examine and describe family conflict and constructive resolution strategies.
2.10	identify prevention and recovery strategies for problems of family violence, abuse and neglect.
2.11	evaluate the preparation necessary to promote a healthy environment for parents and children.
3.0	INDIVIDUAL AND FAMILY HEALTH, NUTRITION, AND WELLNESS
3.1	analyze the relationship between all life choices and wellness, including such issues as physical activity and fitness.
3.2	identify sources and function of nutrients.
3.3	identify reliable resources for use in making wellness decisions.
3.4	demonstrate healthy food selection, storage and preparation to meet nutritional needs.
3.5	demonstrate knowledge of food choices needed in disease prevention and diet therapy.
3.6	demonstrate understanding of the role of the digestive process in nutrition and wellness.
3.7	analyze causes and effects of malnutrition on individuals, families, and society.
3.8	plan and evaluate a personal weight management program through diet and exercise.
3.9	analyze drug (including tobacco and alcohol) and nutrient interaction on health and wellness.
3.10	identify varying nutritional needs throughout the life cycle.
3.11	use technology to assess and evaluate wellness.
3.12	demonstrate awareness of stress management in relationship to wellness issues.
3.13	examine options to care for persons with special needs across the life cycle.
3.14	identify health problems, disease prevention strategies, and determine appropriate responses.
3.15	identify strategies for effective communication with health care providers.
3.16	demonstrate an understanding of health insurance issues.
3.17	demonstrate knowledge of individual and institutional responsibility for global health and safety.
3.18	accept personal responsibility for wellness.
4.0	FAMILY, COMMUNITY AND CAREER ENVIRONMENTS
4.1	demonstrate knowledge of the inter-relationship of family, career, and community roles and responsibilities.
4.2	identify transferable employability skills in relation to individual, family, community, and career roles.
4.3	analyze the application of a personal life plan on family, career, learning, leisure, and community goals.
4.4	demonstrate leadership skills and abilities in support of family, career, workplace, and community.
4.5	technology to manage individual, family, career, and community roles and responsibilities.
4.6	analyze and respond to family, workplace, and community issues in a socially responsible manner.
4.7	evaluate the needs of individuals and families in diverse environments.
4.8	analyze the importance of aesthetics in meeting human environmental needs.
4.9	analyze work and career in relationship to individual and family needs and desires.
5.0	CONSUMER EDUCATION AND RESOURCE MANAGEMENT
5.1	analyze the interrelationship between the economic system and consumer behaviors.
5.2	evaluate the role of values and standards in family resource management.
5.3	analyze family resource management as a means of enhancing human potential and the quality of life.
5.4	demonstrate skills in developing an individual and family budget, with emphasis on short- and long-term financial management.
5.5	examine differing views about use of family resources and influences on consumer decision-making.
5.6	use technology to manage resources and make financial decisions.

Food Service Administration Major - BA, BAA, BS

Upon graduation, students earning any of these degrees should:

be prepared academically for admission into supervised practice programs, graduate schools or entry level food service management position;
have successfully completed practicum field experiences, internships, case studies and laboratory experiences;
have opportunities for supervised extra curricular activities related to the professions;
be able to review, critique and/or implement research related to their field;
be knowledgeable of the impact which culture and socioeconomic has on the food patterns of individuals and groups.

and

Food Service Administration Major - BA, BAA, BS

Upon graduation, students earning any of these degrees should:

be prepared academically for entry level foodservice management positions;
have and "above average" grade in the senior experience course (HEV 468);
have opportunities for supervised extra curricular activities related to the profession;
be able to review, critique, and/or implement research related to their field;
be prepared academically for entry level hospitality management positions which emphasize a foodservice component (e.g. food and beverage director, manager of hotel foodservice, etc.).

Interior Design Major - BA, BAA, BS

Upon graduation, students earning any of these degrees should:

be well prepared for their first career position;
acquire a relevant work experience in the profession during their undergraduate education;
be able to write and articulate their overall philosophy of Interior Design;
be able to write and articulate the varied theories incorporated into their applied studio design projects;
demonstrate an ability to work cooperatively in a team and evidence of team;
understand and address the needs of diverse cultural, ethnic, or low-income groups and individuals and evidence of this will be clear in every student's portfolio work;
have opportunities to work on research or creative endeavors beyond the classroom setting and with faculty supervision;
apply computer-aided design software applications and utilize the digital computer as a design tool in their studio design projects;
have opportunity and interest to acquire some extracurricular activities such as service learning, field trips, study abroad, outside consulting, volunteer activities, or student organizations.

MA in Human Development and Family Studies

Upon graduation, students earning this degree should be able to:

Describe the major theoretical models used to explain human development and family functioning.
Describe how contextual forces and diversity issues impact human development and family processes.
Evaluate the merits of applied and scholarly research activities in HDFS related fields.
Critically analyze contemporary challenges impacting human development and family functioning using theoretical models and contemporary research drawn from Human Development and Family Studies disciplines.
Synthesize theoretical insights with current research to develop strategies to promote positive human development and family functioning.
Design a research project that informs important questions in either questions in either professional practice or applied scholarship.
Demonstrate professional or scholarly expertise in one or more specific areas within the Human Development and Family Studies Disciplines.

MS in Nutrition and Dietetics

Upon graduation, students earning this degree will be able to:

explain a variety of research statistics, study designs and methodologies specific to nutrition.
integrate biochemical, assessment, diagnostic and new research concepts into advanced practice.
integrate nutritional epidemiology, public health and public policy into advance practice.
evaluate emerging concepts in nutritional science, clinical nutrition, nutrition assessment and behavioral sciences related to nutrition.
evaluate emerging concepts in specialty areas of dietetics (geriatrics, obesity, eating disorders, pediatrics, etc.).
synthesize merging concepts in nutrition for improved outcomes using new research techniques for outcome based measurement.
synthesize best practice concepts in dietetics.
demonstrate proficiency in written modes of communication, both in scholarly and technical formats.

Nutrition Minor- BA, BAA, BFA, BS, BS in BA

Upon graduation, students earning any of these degrees will have:

Domain I. Graduates will demonstrate the ability to communicate effectively

Objective I. A. demonstrated the ability to write effectively in nutrition

Objective I. B. demonstrated the ability to perform nutritional computations effectively

Domain II. Graduates will demonstrate the ability to understand nutritional issues

Objective II. A. knowledge of assessment and treatment of nutritional health risks

Objective II. B. knowledge of nutrition as it relates to athletic performance

Objective II. C. an understanding of public health issues in nutrition

Domain III. Graduates will have knowledge of nutrition-related research

Objective III. A. knowledge of the scientific method

Objective III. B. demonstrated the ability to interpret current research

Recreation, Parks, and Leisure Services Administration

This program covers students earning the:

Commercial Recreation and Facility Management - BAA
Community Leisure Services Administration - BA and BS
Community Leisure Services Administration - BAA
Outdoor and Environmental Recreation - BA and BS
Outdoor and Environmental Recreation - BAA

Upon graduation, students earning any of these degrees should:

demonstrate a foundation understanding of the Arts, Humanities, and Social and Behavioral Sciences;
demonstrate an understanding of the conceptual foundations of play, recreation, and leisure
demonstrate knowledge of the Leisure Services Profession;
demonstrate understanding of the Leisure Services Delivery System;
demonstrate understanding and ability in leisure programming strategies;
demonstrate knowledge and ability in assessment, planning, and evaluation;
demonstrate knowledge and ability in administration and management;
demonstrate understanding of legislation and legal aspects of leisure services;
demonstrate ability to integrate and execute knowledge and abilities within a culminating internship experience.

Child Development Major - BS in Ed

Upon graduation, students earning any of these degrees should:

continue to expand their knowledge of human development and family studies subject matter by formally and informally continuing to acquire knowledge in the field;
be well prepared for their entrance into graduate school and/or first career position;
be aware of the social policies that influence the lives of humans and families;
be actively involved in professional associations that seek to improve the well beings of humans and families at all stages of the life cycle;
be knowledgeable of the major theories used to explain and predict human and family development across the life cycle;
be skilled in application of theoretical concepts to be used in assisting individuals and families through the process of normal development;
be knowledgeable about the practical skills that are useful in assisting humans and families through the processes of normal development;
have the interest and opportunity to acquire some volunteer/work experience in the profession;
be involve in volunteering their knowledge and skills to assist humans and families across the life span;
understand the diversity that exist among families and humans from a wide array of cultural and ethnic backgrounds;
have the interest and opportunity to work with faculty on research projects;
be capable of reading, critiquing, and understanding research in the field of human development and family studies;
be aware of the body of knowledge on normal human and family development.

Elementary Education - BS in Ed

MDE Standards - Elementary Education

LANGUAGE ARTS

Understand the development of reading competence, including interactions among reader, text, and context.
Use vocabulary skills (e.g., structural analysis, contextual analysis) to determine meaning in given passages, and apply knowledge of vocabulary skills to reading.
Use literal and inferential comprehension skills in reading.
Use interpretive and evaluative comprehension skills in reading.
Understand literature from various world cultures and regions and recognize characteristic features of various genres of literature (including fiction, nonfiction, and poetry).
Understand genres of children's literature and issues related to children's literature (including equity issues).
Understand communication through the writing process.
Use knowledge of English grammar and mechanics to revise writing.
Analyze and revise written work in relation to style, clarity, organization, and intended audience and purpose.
Understand communication through the listening process.
Understand communication through the speaking process.
Understand study and research skills and strategies.

MATHEMATICS

Apply a variety of approaches to interpret and solve mathematical problems in real-world contexts.
Understand mathematical communication and use mathematical terminology, symbols, and representations to communicate information.
Understand concepts and skills related to whole numbers, number theory, and numeration, and apply this knowledge in problem-solving contexts.
Understand and apply concepts and sills related to rational numbers and the fraction, decimal, ratio, and percent interpretations.
Understand and apply algebraic concepts and methods.
Understand and apply principles, concepts, and procedures related to measurement.
Understand and apply principles and properties of geometry.
Understand concepts and skills related to statistics and probability, and apply this knowledge to evaluate and interpret data and solve problems in real-world contexts.
Understand and apply formal and informal mathematical reasoning processes in a variety of contexts.
Understand the use of calculators and computers for mathematical exploration and problem solving.

SOCIAL STUDIES

Understand democratic principles, practices, values, and beliefs, and the rights and responsibilities of citizenship in the United States.
Understand cultural diversity and the historical and contemporary role of cultural diversity in shaping Michigan, the United States, and world areas.
Understand global interdependence and social, political, economic, and environmental issues that affect world citizens.
Understand major geographic concepts and issues and analyze interrelationships among geography, culture, and society in Michigan, the United States, and world regions.
Understand major historical developments in Michigan and the United States and analyze their significance from a variety of perspectives, including multicultural perspectives.
Understand basic economic concepts in the United States and the world, including the role of the producer and the consumer.
Understand and apply knowledge of various political systems and the structures, functions, and principles of local and state governments, including the role and function of law in a democratic society.
Understand and apply skills and procedures related to locating, organizing, and interpreting social studies information and using social studies concepts and processes.

SCIENCE

Understand and apply basic concepts and principles of life science.
Understand and apply basic concepts and principles of physical science.
Understand and apply basic concepts and principles of earth science.
Understand materials, equipment, mathematical tools, technology, and safety issues and procedures related to classroom and other science investigations.
Understand and apply principles and procedures of experimental design.
Understand principles and procedures for gathering, organizing, interpreting, evaluating, and communicating data in the life, physical, and earth sciences.
Understand interrelationships among the life, physical, and earth sciences and among science, mathematics, and technology.
Understand the foundations of scientific thought, the historical development of major scientific ideas, and relationships between science, technology, and society.

THE ARTS

Understand historical, cultural, and societal contexts for the visual and performing arts (art, music, drama/theatre, dance).
Understand concepts and skills for creating, viewing, and evaluating visual art.
Understand concepts and skills for producing, listening to, and responding to music.
Understand concepts and skills related to creative drama.
Understand and promote the aesthetic and personal dimensions of the arts.

HEALTH AND PHYSICAL EDUCATION

Understand principles and practices related to nutrition, growth and development, personal health, and safety.
Understand principles and practices related to family health, community health, and consumer health.
Understand principles and practices related to disease prevention and control and substance use and abuse.
Understand principles and practices of physical education as applied to individual development.
Understand principles and practices of health and physical education as applied to the development of personal and social skills.

Central Michigan University - Teacher Education CLEAR Conceptual Framework

Goal 1: CONCEPT and KNOWLEDGE DRIVEN – A professional educational practice that is concept and knowledge- driven has, as its foundation, content knowledge. This knowledge base is acquired through serious study and developed through research.

Subject Matter Objective: Demonstrate the integration of central concepts, principles, and processes of inquiry and structures of the discipline.

Outcome 1 - Knowledge of content and technology appropriate for the content areas.

Outcome 2 - Ability to identify central concepts, principles, processes, and structures of the discipline.

Outcome 3 - Ability to present subject matter to others in effective concrete and conceptual terms.

Pedagogy/Technology Objective: Design and implement instruction that demonstrates central concepts, principles, and processes of inquiry and structures of the discipline using various technologies.

Outcome 1 - Ability to identify, explain, and apply new methods and strategies in teaching and in other professional roles.

Outcome 2 - Ability to design learning based on identified central concepts, principles, processes, and structures of the discipline.

Outcome 3 - Ability to integrate a variety of instructional technologies and strategies appropriate for the depth of learning (analytical thinking, critical thinking, evaluative thinking, intuitive thinking, and divergent thinking) and type of content (cognitive, psychomotor, affective).

Outcome 4 - Ability to use a variety of effective instructional skills.

Professionalism Objective: Demonstrate competencies in the professional roles(s) in which they plan to practice.

Outcome 1 - Knowledge of common information, concepts, principles and perspectives needed to be a professional educator.

Outcome 2 - Commitment to the educational process.

Outcome 3 - Openness to the evaluative comments of others.

Outcome 4 - Disposition of a mature and rational professional educator.

Assessment Objective: Evaluate the central concepts, principles, and processes of inquiry and structures of the discipline that actually occur as a result of instructional efforts.

Outcome 1 - Ability to assess the extent students meet target learning outcomes.

Outcome 2 - Ability to identify individual differences in the context of learning subject matter.

Outcome 3 - Effective application of assessment tools and techniques.

Goal 2: LEARNER CENTERED – A professional educational practice that is learner-centered focuses on the cognitive, affective and physical needs, and characteristics of each learner. It is based on the belief that all learners grow and develop throughout life and that all students can learn.

Subject Matter Objective: Demonstrate an understanding of individual differences in learning abilities and needs.

Outcome 1 - Ability to design lessons in the content areas reflective of state and national curriculum standards.

Outcome 2 - Knowledge of cognitive, social and environmental factors that affect individual student’s engagement in the learning process.

Outcome 3 - Ability to diagnose the individual needs of the learner and groups of learners.

Pedagogy/Technology Objective: Plan, structure, and implement instruction using various technologies that reflect an understanding of the cognitive, affective, and physical needs and characteristics of each learner.

Outcome 1 - Ability to apply principles of human development and learning to lesson design and implementation.

Outcome 2 - Ability to implement and modify instructional strategies and use of technologies that meet the needs of a wide range of individual differences in learning abilities and needs.

Outcome 3 - Acceptance and use of student ideas and questions.

Outcome 4 - Ability to incorporate alternate points of view, opinions, and beliefs in instruction.

Outcome 5 - Ability to identify, encourage, and develop responsibility and leadership abilities in students.

Outcome 6 - Ability to guide students to demonstrate learning by using appropriate technologies and methods of instruction.

Professionalism Objective: Demonstrate the understanding that those who teach must be committed to learning from and with their students and colleagues.

Outcome 1 - Attitudes of acceptance and respect for individual differences.

Outcome 2 - Positive, ethical, responsible, and collegial interactions with students, colleagues, and other educators.

Assessment Objective: Assess the relationship between instruction and student learning and adopt assessment practices that result in meaningful feedback and student accountability for learning.

Outcome 1 - Application of principles of human development and learning in the assessment of instruction and learning.

Outcome 2 - Ability to record assessments of student learning using multiple performance measures.

Outcome 3 - Use of assessment records of student learning using multiple performance measures to show the impact of instruction over time.

Outcome 4 - Use of assessment records to make instructional decisions to reflect on those decisions and to make changes that help students meet target outcomes.

Goal 3: REFLECTIVE PRACTICE in DIVERSE ROLES and SETTINGS – Educators will work in diverse settings – from the large, urban high school to the small, rural school. Communities and schools are comprised of diverse people from a wide variety of cultural, ethnic, racial and socioeconomic backgrounds. Best educational practice requires recognition of and provisions for these differences.

Subject Matter Objective: Demonstrate understanding of reflective practices and diverse roles of an educator.

Outcome 1 - Respect for the rights and responsibilities of individuals in a free society.

Outcome 2 - Ability to share ideas and provide support for other learners.

Outcome 3 - Ability to carry out the diverse roles of educators.

Outcome 4 - Openness to, and an appreciation for, a wide variety of perspectives and ideas.

Pedagogy/Technology Objective: Develop positive school climates that reflect openness, mutual respect, support, and encourage inquiry by using various technologies.

Outcome 1 - Ability to plan instruction reflective of student needs.

Outcome 2 - Ability to plan and implement instruction that is free of bias and stereotypes.

Outcome 3 - Ability to plan and implement cooperative learning strategies.

Professionalism Objective: Contribute to the good of the profession and engage in other roles related to education.

Outcome 1 - Ability to reflect on the multiple roles of an educator through journals, portfolios, and other professional records.

Outcome 2 - Ability to use inquiry strategies to expand knowledge and understanding of educational research findings and their applications.

Outcome 3 - Behaviors, attitudes and activities congruent with the expectations of students as members of a community of learners.

Outcome 4 - Professional Behaviors and attitudes appropriate for the profession.

Outcome 5 - Self-identity as an educator that leads to participation and leadership in professional activities.

Outcome 6 - Communication and collaboration with PK-12 students, colleagues, parents, agencies, and the larger community.

Assessment Objective: Demonstrate that curriculum and assessment are inter-related and that assessment must inform curricula and instructional decision-making if the learner is to be successful.

Outcome 1 - Knowledge of a variety of assessment strategies and tools and the ability to assess student progress in appropriate ways.

Outcome 2 - Ability to use assessment records to reflect upon the effectiveness of instruction and to plan future instruction based upon students' progress.

Outcome 3 - Ability to use assessment records to reflect upon the effectiveness of courses and programs; and to modify courses and programs based upon students’ progress.

MA in Educational Technology

Upon graduation, students earning this degree should be able to:

Perf. Area	Advanced Level Outcomes for Professional Education Unit Programs	Program Specific Outcomes for Candidates participating in the MA in Educational Technology:
Subject Matter	Demonstrate a thorough knowledge of their subject matter by successfully completing an approved program of study at the graduate level.	Teachers plan and design effective learning environments and experiences supported by technology.
Pedagogy	Demonstrate advanced knowledge of professional practice, and learner characteristics, sufficient to mentor or supervise others (e.g., student teachers, colleagues or staff).	Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.
Assessment	Model a comprehensive evaluation process based on assessments and reflection to improve learning and professional practices.	Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Technology	Integrate instructional technology throughout the professional practice.	Teachers demonstrate a sound understanding of technology operations and concepts.
Diversity	Model an understanding of diverse populations throughout the professional practice.	Teachers use technology to enhance their productivity and professional practice.
Professionalism	Demonstrate the dispositions and knowledge of the professional practice communities necessary to be successful in the field.	Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.

MA in Elementary Education: Classroom Teaching

Upon graduation, students earning this degree should:

Perf. Area

Advanced Level Outcomes for Professional Education Unit Programs

Program Specific Outcomes for
Candidates participating in the MA in Elementary Education: Classroom Teaching:

Subject Matter

Demonstrate a thorough knowledge of their subject matter by successfully completing an approved program of study at the graduate level.

1. Demonstrate a thorough understanding of elementary content areas by successfully completing the required courses on the Classroom Teaching option.

Pedagogy

Demonstrate advanced knowledge of professional practice, and learner characteristics, sufficient to mentor or supervise others (e.g., student teachers, colleagues or staff).

2. Demonstrate an advanced understanding of elementary pedagogy, professional practice, and learner characteristics by successfully completing the required core courses as indicated in their plan of study.

Assessment

Model a comprehensive evaluation process based on assessments and reflection to improve learning and professional practices.

3. Demonstrate an advanced understanding of elementary assessment process by successfully completing the thesis in Plan A program or EDU 662 Applied Educational Measurement & Evaluation in the Plan B program, as indicated in their plan of study.

Technology

Integrate instructional technology throughout the professional practice.

4. Demonstrate the synthesis of understanding of the use of technology in instruction in elementary schools by successfully completing the thesis in Plan A program or EDU 590/SPE 510 Microcomputers in Classroom Instruction in Plan B program, as indicated in their plan of study.

Diversity

Model an understanding of diverse populations throughout the professional practice.

5. Demonstrate the synthesis of understanding of the diversity in elementary education by successfully completing EDU 682/PSY 682 Psychology of Child Development and EDU 660 Methods of Educational Research (Plan A) or EDU 614 Advanced Educational Psychology and EDU 613/MLE 613 Current Educational Issues (Plan B) as indicated in their plan of study.

Professionalism

Demonstrate the dispositions and knowledge of the professional practice communities necessary to be successful in the field.

6. Model ethical and professional behavior, and attitudes of the teaching profession.

MA in Elementary Education: Early Childhood

Upon graduation, students earning this degree should be able to:

Program Goal	Student Learning Outcome
Promoting Child Development and Learning	Elementary Education: Early Childhood Education masters candidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
Building Family and Community Relationships	Elementary Education: Early Childhood Education masters candidates know about, understand, and value the importance and complex characteristics of children's families and communities. Elementary Education: Early Childhood Education masters candidates use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning.
Observing, Documenting, and Assessing so Support Young Children and Families	Elementary Education: Early Childhood Education masters candidates know about and understand the goals, benefits, and uses of assessment. Elementary Education: Early Childhood Education masters candidates use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning.
Teaching and Learning	Elementary Education: Early Childhood Education masters candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children. Elementary Education: Early Childhood Education masters candidates know, understand, use positive relationships and supportive interactions as the foundation for their work with young children. Elementary Education: Early Childhood Education masters candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence young children's development and learning. Elementary Education: Early Childhood Education masters candidates understand the importance of each content area in young children's learning. They know the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen their understanding. Elementary Education: Early Childhood Education masters candidates use their own knowledge and other resources to design, implement and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.
Growing as a Professional	Elementary Education: Early Childhood Education masters candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

MA in Library, Media and Technology

Upon graduation, students earning this degree should be able to:

identify and meet teacher needs in the use of media and technology for effective instruction;
work with teachers to integrate information processing skills into the curriculum;
teach students the information processing skills to manage their lifelong learning;
plan and implement staff development activities for the educational community;
evaluate and use current and emerging technologies in the organization and retrieval of information:
design and produce instructional materials to meet learning outcomes;
apply knowledge of children's and young adult literature to students' interest and reading ability;
administer and manage a school library media program including knowledge of legal and financial requirements, policy development, and implementation;
develop and implement written policies, i.e., collection development and copyright;
plan, develop, and maintain a current collection of curriculum related materials;
acquire, organize, automate, and network resources for students, staff and administration;
evaluate school library media resource services, facilities, and personnel;
plan and implement activities designed to build community support for school library media programs;
demonstrate ethical and professional behavior and practice;
demonstrate commitment to lifelong learning and service; and
demonstrate an understanding of and respect for individual differences in a free society.

MA in Middle Level Education

Upon graduation, students earning this degree should be able to:

Performance Area

Advanced Level Outcomes for Professional Education Unit

Program Specific Outcomes*

Subject matter

Demonstrate a thorough knowledge of their subject matter by successfully completing an approved program of study at the graduate level.

1. Develop an in-depth knowledge of a wide variety of teaching/learning strategies that take into consideration and capitalize upon the developmental characteristics of all young adolescents.

Pedagogy

Demonstrate advanced knowledge of professional practice, and learner characteristics, sufficient to mentor or supervise others (e.g., student teachers, colleagues or staff).

2. Apply organizational structures and instructional strategies appropriate for the middle level learner, such as interdisciplinary teams, flexible scheduling, integrated instruction, active learning, and the use of a variety of classroom grouping patterns.

Assessment

Model a comprehensive evaluation process based on assessments and reflection to improve learning and professional practices.

3. Demonstrate the integration of knowledge and the teaching of lifelong learning skills which facilitate communication, critical thinking and problem solving.

Technology

Integrate instructional technology throughout the professional practice.

4. Demonstrate continuous and progressive teaching experiences which provide meaningful interaction with early adolescents and exposure to exemplary middle level programs and practices.

Diversity

Model an understanding of diverse populations throughout the professional practice.

5. Articulate a philosophy of middle level education that includes learning with diverse populations.

Professionalism

Demonstrate the dispositions and knowledge of the professional practice communities necessary to be successful in the field.

6. Demonstrate collaborative interactions with other teachers, staff, parents, and the community.

MA in Reading and Literacy K-12

Upon graduation, students earning this degree should:

MDE Standards

#	Guideline/Standard
1.0	Standards for the Structure of Programs for Preparing Reading Specialists - The reading education program will:
1.1	embody a philosophy consistent with the Michigan Curriculum Framework, 1996, Content Standards and Benchmarks, Teaching and Learning Standards, Assessment Standards, and Professional Development Standards;
1.2	maintain an articulated and coordinated curriculum, involving content, pedagogy, and attitudes, that is aligned with state standards and standards from relevant national professional associations (Michigan Curriculum Framework, 1996, English/Language Arts Content Standards and Benchmarks; International Reading Association standards; and the national Primary Literacy Standards for Kindergarten through Grade Three – Reading and Writing);
1.3	promote curriculum integration, cross-disciplinary applications of concepts and processes, and coordination of academic preparation with career applications;
1.4	provide multiple school-based experiences in environments where effective practices are modeled and supported, including experiences with diverse populations (e.g., English as a second language, dialect, cultural, ethnicity, social class, geographic location); and
1.5	require a system of demonstration and documentation (e.g., a comprehensive portfolio) of teaching and learning processes and reflective practices.
2.0	Standards for Professionalism in Reading - Reading educators demonstrate professional practices when they:
2.1	respect the worth, contributions, abilities, and language of all learners;
2.2	help students understand their own and others’ cultures, literacy abilities, and language;
2.3	develop students’ effective use of oral, written, and visual literacy in their daily lives;
2.4	develop students’ critical thinking skills through oral, written, and visual texts;
2.5	promote students’ appreciation of and engagement in a wide variety of media and genre;
2.6	involve, support, and communicate with parents on an ongoing, collaborative basis to promote and sustain literacy development;
2.7	work with community members and community organizations to develop and further literacy goals;
2.8	promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction;
2.9	engage regularly in reflective practice with an emphasis on inquiry-based teaching;
2.10	pursue knowledge of reading and learning processes by reading professional journals and publication;
2.11	participate in local, state, national, and international professional organizations that promote improvement of literacy, e.g., Michigan Reading Association (MRA), Michigan Council of Teachers of English (MCTE), International Reading Association (IRA), National Council of Teachers of English (NCTE), National Association for the Education of Young Children (NAEYC), Whole Language Umbrella (WLU), etc;
2.11
2.12	participate in professional and public discourse and take informed stands on literacy issues;
2.13	make presentations at local, state, regional, and national meetings and conferences; and
2.14	write for publication.
3.0	Standards for Knowledge about Content and Curriculum in Reading - Reading specialists know the following and understand their implications for instruction and assessment:
3.1	Meaning and Communication
3.1.1	Theoretical Base and Philosophical Principals -

#	Guideline/Standard
1.	Child Development and Learning
1.1	Use knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, language, cognitive, and aesthetic development of all young children from birth through age eight.
1.2	Use knowledge of how young children differ in their development and approaches to learning to support the development and learning of individual children.
1.2.1	Demonstrate understanding of the conditions that affect children's development and learning including risk factors, developmental variations, and developmental patterns of specific disabilities.
1.2.2	Create and modify environments and experiences to meet the individual needs of all children including children with disabilities, developmental delays, and special abilities.
1.3	Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning, and recognize that children are best understood in the contexts of family, culture, and society.
1.3.1	Demonstrate understanding of the interrelationships among culture, language, and thought and the function of the home language in the development of young children.
1.3.2	Affirm and respect culturally and linguistically diverse children, support home language preservation, and promote anti-bias approaches through the creation of learning environments and experiences.
2.	Curriculum Development and Implementation
2.1	Plan and implement developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, and curriculum goals and content.
2.1.1	Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.
2.1.2	Use a variety of strategies to encourage children's physical, social, emotional, aesthetic, and cognitive development.
2.1.3	Demonstrate current knowledge of and ability to develop and implement meaningful, integrated learning experiences, using the central concepts and tools of inquiry in curriculum content areas including language and literacy, mathematics, science, health, safety, nutrition, social studies, art, music, drama, and movement.
2.1.4	Develop and implement an integrated curriculum that focuses on children's needs and interests and takes into account culturally valued content and children's home experiences.
2.1.5	Create, evaluate, and select appropriate developmentally appropriate materials, equipment, and environments.
2.1.6	Evaluate and demonstrate appropriate use of technology with young children including assistive technologies for children with disabilities.
2.1.7	Develop and evaluate topics of study in terms of conceptual soundness, significance, and intellectual integrity.
2.1.8	Adapt strategies and environments to meet the specific needs of all children including those with disabilities, developmental delays, or special abilities.
2.2	Use individual and group guidance and problem-solving techniques to develop positive and supportive relationships with children, to encourage positive social interaction among children, to promote positive strategies of conflict resolution, and to develop personal self-control, self-motivation, and self-esteem.
2.3	Incorporate knowledge and strategies from multiple disciplines (for example, health, social services) into the design of intervention strategies and integrate goals from IEP's and IFSPS's into daily activities and routines.
2.4	Establish and maintain physically and psychologically safe and healthy learning environments for children.
2.4.1	Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experience to promote children's development and learning.
2.4.2	Demonstrate understanding of the developmental consequences of stress and trauma, protective factors and resilience, and the development of mental health, and the importance of supportive relationships.
2.4.3	Implement basic health, nutrition, and safety management practices for young children including specific procedures for infants and toddlers and procedures regarding childhood illness and communicable diseases.
2.4.4	Use appropriate health appraisal procedures and recommend referral to appropriate community health and social services when necessary.
2.4.5	Recognize signs of emotional distress, child abuse, and neglect in young children and know responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities.
3.	Family and Community Relationships
3.1	Establish and maintain positive, collaborative relationships with families.
3.1.1	Respect parents' choices and goals for children and communicate effectively with parents about curriculum and children's progress.
3.1.2	Involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities.
3.1.3	Support parents in making decisions related to their child development and parenting.
3.2	Demonstrate sensitivity to differences in family structures and social and cultural backgrounds.
3.3	Apply family systems theory, knowledge of the dynamics, roles, and relationships within families and communities.
3.4	Link families with a range of family-oriented services based on identified resources, priorities, and concerns.
3.5	Communicate effectively with other professionals concerned with children and with agencies in the larger community to support children's development, learning, and well-being.
4.	Assessment and Evaluation
4.1	Use informal and formal assessment strategies to plan and individualize curriculum and teaching practices.
4.1.1	Observe, record, and assess young children's development and learning and engage children in self-assessment for the purpose of planning appropriate programs, environment, and interactions, and adapting for individual differences.
4.1.2	Develop and use authentic, performance-based assessments of children's learning to assist in planning and to communicate with children and parents.
4.1.3	Participate and assist other professionals in conducting family-centered assessments.
4.1.4	Select, evaluate, and interpret formal, standardized assessment instruments and information used in the assessment of children, and integrate authentic classroom assessment data with formal assessment information.
4.1.5	Communicate assessment results and integrate assessment results from others as an active participant in the development and implementation of Individual Education Plan (IEP) and Individual Family Service Plan (IFSP) goals for children with special developmental and learning needs.
4.2	Develop and use formative and summative program evaluation to ensure comprehensive quality of the total environment for children, families, and the community.
5.	Professionalism
5.1	Reflect on their practices, articulate a philosophy and rationale for decisions, continually self-assess and evaluate the effects of their choices and actions on others (young children, parents, and other professionals) as a basis for program planning and modification, and continuing professional development.
5.2	Demonstrate an understanding of conditions of children, families, and professionals; current issues and trends; legal issues; and legislation and other public policies affecting children, families, and programs for young children and the early childhood profession.
5.3	Demonstrate an understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice.
5.4	Demonstrate awareness of and commitment to the profession's code of ethical conduct.
5.5	Actively seek out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources, and experiences to inform and improve practice.
5.6	Establish and maintain positive, collaborative relationships with colleagues, other professionals and families, and work effectively as a member of a professional team.
5.7	Serve as advocates on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood educators.
5.8	Demonstrate an understanding of basic principles of administration, organization, and operation of early childhood programs including supervision of staff and volunteers and program evaluation.
6.	Field Experiences
6.1	Observe and participate under supervision of qualified professionals in a variety of settings in which young children, from birth through age eight, are served (such as public and private centers, schools, and community agencies).
6.2	Work effectively over time with children of diverse ages (infants, toddlers, preschoolers, or primary school-age), with children with diverse abilities, with children reflecting culturally and linguistically diverse family systems.
6.3	Demonstrate ability to work effectively during full-time (totalling at least 300 clock hours) supervised student teaching and/or practical experiences in at least two different settings, serving children of two different age groups (infant/toddler, preprimary, or primary age) and with varying abilities.
6.4	Analyze and evaluate field experience, including supervised experience in working with parents, and supervised experience in working with interdisciplinary teams of professionals.

Performance Area	Advanced Level Outcomes for Professional Education Unit	Program Specific Outcomes*
Subject matter	Demonstrate a thorough knowledge of their subject matter by successfully completing an approved program of study at the graduate level.	1. Develop an in-depth knowledge of a wide variety of teaching/learning strategies that take into consideration and capitalize upon the developmental characteristics of all young adolescents.
Pedagogy	Demonstrate advanced knowledge of professional practice, and learner characteristics, sufficient to mentor or supervise others (e.g., student teachers, colleagues or staff).	2. Apply organizational structures and instructional strategies appropriate for the middle level learner, such as interdisciplinary teams, flexible scheduling, integrated instruction, active learning, and the use of a variety of classroom grouping patterns.
Assessment	Model a comprehensive evaluation process based on assessments and reflection to improve learning and professional practices.	3. Demonstrate the integration of knowledge and the teaching of lifelong learning skills which facilitate communication, critical thinking and problem solving.
Technology	Integrate instructional technology throughout the professional practice.	4. Demonstrate continuous and progressive teaching experiences which provide meaningful interaction with early adolescents and exposure to exemplary middle level programs and practices.
Diversity	Model an understanding of diverse populations throughout the professional practice.	5. Articulate a philosophy of middle level education that includes learning with diverse populations.
Professionalism	Demonstrate the dispositions and knowledge of the professional practice communities necessary to be successful in the field.	6. Demonstrate collaborative interactions with other teachers, staff, parents, and the community.