College of Education and Human Services
Student Learning Outcomes by Department
Interdisciplinary Programs
Bilingual Bicultural Ojibwe Minor - BS in Ed
Bilingual Bicultural Spanish Minor - BS in Ed
Gerontology Minor - BA, BAA, BS, BS in BA
Gerontology Graduate Certificate
Leadership Minor
MA in Education: Adult Education Concentration
MA in Education: Coaching Concentration
MA in Education: Community College Concentration
MA in Education: Guidance and Development Concentration
MA in Education: Instructional Concentration
Counseling and Special Education
Educational Leadership
Human Environmental Studies
| Child Development Major - BS in Ed |
| Child Development Major - Early Childhood Concentration - BA, BAA, BS |
Recreation, Parks, and Leisure Services Administration
|
MA in Recreation, Parks, and Leisure Services Administration - None on file |
|
Outdoor Education Minor - BA, BAA, BS, BS in Ed - None on file |
|
Recreation Minor - BA, BAA, BS - None on file |
|
Therapeutic Recreation - BA, BAA, BS - None on file |
Teacher Education and Professional Development
| Child Development Major - BS in Ed |
| Planned Program Minor - BS in Ed |
| Reading in the Elementary Grades - 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 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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)
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.
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.
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.
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.
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)
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.
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:
articulate a vision and philosophy of the role of technology in the teaching and learning process (EAD 615);
prepare collaboratively and transmit a school vision for school improvement (EAD 670); and
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:
conduct research analysis and interpretation of quantitative and qualitative methods (EAD 600);
understand options for supervising personnel (EAD 663);
engage in multiple ways of motivating staff (EAD 663);
undertake research and practical inquiry using various research methods (EAD 600, 690);
demonstrate an understanding of important issues in the filed, particularly issues related to relevant laws and policies (EAD 660);
apply results of research and theory to personal practice (EAD 600, 690);
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);
articulate current issues in school curriculum at the state and national levels (EAD 692);
identify strengths and weaknesses in an existing curriculum and make defendable recommendations (EAD 692);
develop a systematic and goal-oriented curriculum adoption procedure (EAD 692);
study, analyze, and apple administrative principles to the development, implementation, and evaluation of the school curriculum (EAD 690);
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);
develop a curriculum innovation for a school utilizing various components of a curriculum change process (EAD 690);
demonstrate the capability of applying administrative skills to challenges in managing and leading a school (EAD 670);
analyze case studies indicating the problem, possible solutions, and potential positive and negative outcomes of each (EAD 670);
distinguish between decision-making models (EAD 670);
articulate the essential role and structure of today's middle school (EAD 671);
describe and discuss middle level programs (EAD 671);
explain and perform the duties of a middle school administrator (EAD 671);
differentiate between subject-centered and student-centered curriculum and instruction (EAD 691);
discuss the intellectual, physical, and social learning need of early adolescents (EAD 691);
develop a plan to bring about curricular change to middle school (EAD 691); and
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).
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.
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. |
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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. |