The Herbert H. and Grace A. Dow

College of Health Professions

Student Learning Outcomes by Department

Communications Disorders

Health Sciences

School of Rehabilitation and Medical Sciences

Physical Education and Sport

American Sign Language Minor

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

1. Describe the group norms, social interaction patterns, and values that are characteristic of the American Deaf Community and important to the cultural Deaf identity.

2. Describe several important people and events in Deaf history.

3. Describe several variables related to diversity within the American Deaf Community.

4. Discuss Deaf Culture from mainstream and non-mainstream perspectives, including attitudes about deafness found in social, medical and educational contexts.

5. Explain the role of ASL in American Deaf Culture.

6. Demonstrate fluency using clear rhythm, pace and flow of delivery according to topic.

7. Demonstrate accurate understanding of questions, comments, and statements made by a conversational partner and the ability to express self spontaneously, responding to questions, and providing feedback to conversational partners on a variety of topics.

8. Students completing this minor will be skilled in ASL grammar including accurate and appropriate use of sentence types, grammatical categories and discourse functions in signed messages and accurate synchronization of both manual and non-manual components of grammar.

9. Sign vocabulary including accurate and extensive (appropriate to conversational course level completed) sign vocabulary across a variety of topics and appropriate use of colloquial expressions and figurative language.

10. Produce and comprehend basic, intermediate, and advanced elements of conversational ASL sufficient to converse with a Deaf individual about routine or everyday matters, family and personal relationships, personal interests, hobbies, and professional activities.

11. Students earning this minor will be skilled in the following area: visual gestural production demonstrating accurate and clear formation of signs, numbers, fingerspelling, use of space, and incorporation of non-grammatical facial expresions and upper body movements.

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Communication Disorders Major - BAA, BS

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

1. Demonstrate knowledge of basic human communication processes including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

2. Demonstrate knowledge of the communication disorders and differences and swallowing disorders, including etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

3. Demonstrate knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders.

4. Demonstrate knowledge of standards of professional and ethical conduct.

5. Collect case history information and integrate information from all relevant sources in planning speech, language, child clients with speech-language disorders.

6. Select and administer appropriate evaluation procedures such as behavioral observations, non-standardized and standardized tests.

7. Interpret, integrate and synthesize all information to develop diagnosis and make appropriate recommendations for intervention.

8. Develop and implement setting-appropriate intervention plans with measurable and achievable goals that meet client's needs.

9. Select or develop and use appropriate materials for prevention and intervention.

10. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client, family, caregivers, and relevant others.

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Doctor of Audiology

Upon graduation, students earning this degree should:

Knowledge Domain

1.      Describe the anatomical and physiological aspects of normal hearing and balance function.

2.      Describe the cognitive and psychosocial bases of communication development and use throughout the lifespan.

3.      State etiologic bases of hearing impairments including common syndromes, pervasive developmental conditions, and acquired disorders.

4.      Differentiate the etiology, diagnosis, course of the disorder, and prognosis for impairments in the audiology and vestibular systems and central auditory processing.

5.      Describe audiological assessment procedures on theoretical and clinical bases, and give examples of each procedure that might be used to screen for and assess disorders of hearing at all points in the auditory pathway, for disorders of the vestibular system, and for central auditory processing disorder in infants, children, adolescents, and adults.

6.      Describe the basic procedure for interdisciplinary assessment and treatment of persons with hearing and/or balances disorders in educational and medical settings. 

7.      Demonstrate proper and safe use of all equipment available for audiological testing.

8.      Differentiate types of prosthetic amplification devices on theoretical and clinical factors. 

9.      State at least five principles of microbiology as they relate to assessment and treatment of the auditory system.

10.    Describe the major effects of noise on the functioning of the auditory system, and potential treatment options.

11.    Describe at least four management and remediation strategies commonly used to treat hearing impairment in medical and educational settings.

12.    Describe at least four methods of providing community outreach or education in audiology

13.    Describe the process of examining and evaluating local, state and federal regulations relevant to the practice of audiology.

14.    Describe business management practices that might be appropriate to audiology, including but not limited to budget management, quality improvement, contract negotiations, third party billing, professional liability, risk management, and professional accreditation.

15.    State the theoretical basis for universal precautions and describe at least three precautions to be followed in a medical setting and an educational setting.

16.    Describe at least four methods of advocating for clients in legislative, reimbursement and media arenas. 

Skills Domain

1.      Correctly administer, score and interpret hearing screening, auditory threshold testing, auditory, speech audiometric testing, acoustic immitance, auditory evoked responses, and balance function testing for infants, children, adolescents, and adults.

2.      Demonstrate appropriate actions in completing the following clinical activities for at least ten clients: referral to related professional services; collaboration with a client and family during assessment and treatment activities; collection of historical information; assessment of environmental and psychosocial influences on hearing loss and communication behavior; provision of counseling and education to the client and family; and participation in a team conference.

3.      Complete an assessment session determining a client’s candidacy for a prosthetic amplification device, and selecting the appropriate device.

4.      Determine the source of malfunction in a prosthetic amplification device and correct the problem.

5.      Create a treatment and management program for a child and an adult client from assessment through discharge, including procedures for monitoring and summarizing progress, making appropriate referrals, providing ongoing counseling regarding communicative status, and collaborating with professionals in related areas.

6.      Create or participate in an activity that demonstrates advocacy for clients with communication disorders.

7.      Complete a clinical research project as a capstone experience.  

Attitudes and Beliefs Domain

1.      State the basic principles embraced in the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), and the Health Information Privacy and Portability Act (HIPPA).

2.      State at least three examples of how language and communication skills may differ in clients from different cultures, of different ages, and in various communication situations. 

3.      Describe how the practice of audiology may be conducted in settings that differ in educational practice, predominant community culture, or other factors supporting population diversity.

4.      Describe professional behavior in at least five hypothetical clinical situations that present no clear direction of behavior.  Demonstrate professional behavior in all clinical interactions with clients, family members, supervisors, and persons in related professions. 

Values and Ethics Domain

1.      State the basic principles of the ASHA and AAA Code of Ethics and the MSHA and MAA Code of Ethics.

2.      Describe the requirements and process of ASHA certification and continuing education.

3.      Define confidentiality and anonymity. 

4.      State at least three examples of procedures for maintaining patient confidentiality in different practice settings, including situations of electronic transfer of patient records. 

5.      Demonstrate ethical behavior in all clinical interactions with clients, family members, supervisors, and persons in related professions.

6.      Attend at least one professional conference or workshop.

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MA in Speech Language Pathology

Upon graduation, students earning this degree should:

Knowledge Domain (K):

1. Demonstrate knowledge of basic human communication and swallowing processes including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

2. Demonstrate knowledge of the nature of speech, language, hearing, and communication disorders an differences and swallowing disorders, including etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

3. Demonstrate knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders.

4. Demonstrate knowledge of processes used in research and the integration of research principles into evidence based clinical practice.

5. Demonstrate knowledge of standards of ethical conduct.

6. Demonstrate knowledge of contemporary professional issues.  Including the process of professional credentialing.

Skills Domain (S):

1. Conduct speech, language, and swallowing screenings, and prevention procedures for both adults and children with a variety of types and severities of communication and related disorders and differences.

2. Collect case history information and integrate information from all relevant sources in planning speech, language, and swallowing evaluations for both adult and child clients with a variety of types and severities of communication and related disorders and differences.

3. Select and administer appropriate evaluation procedures such as behavioral observations, non-standardized and standardized tests, and instrumental procedures and adapt evaluation procedures to meet client needs.

4. Interpret, integrate and synthesize all information to develop diagnosis and make appropriate recommendations for intervention.

5. Develop and implement setting-appropriate intervention plans with measurable and achievable goals that meeting client's needs for both adults and children with a variety of types and severities of communication and related disorders and differences.

6. Select or develop and use appropriate materials and instrumentation for prevention and intervention.

7. Measure and evaluate clients' progress and modify intervention plans, strategies, materials, or instrumentation as appropriate.

8. Complete administrative and reporting functions necessary to support evaluation and intervention.

9. Refer clients for appropriate services as appropriate.

Affective Domain (A):

1. Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client, family, caregivers, and relevant others.

2. Collaborate with other professionals in case management.

3. Provide counseling regarding communication and swallowing disorders to clients, family, caregivers, and relevant others.

4. Adhere to the ASHA Code of Ethics and behave professionally.

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Doctor in Health Administration

Upon graduation, students earning this degree should:

Goal 1.  Acquire conceptual and technical competency in management, grounded in management theory, empirical research, and practice.

Objectives:

[a] Demonstrate general management competencies.

1.          Apply concepts, principles, models, and frameworks from disciplines that contribute to management theory—leadership, law, ethics, organizational theory, organizational behavior, organizational design, and strategic management—to the analysis of management problems in healthcare organizations.

2.          Demonstrate skills and abilities in functional areas of management—economics, financial management, operations analysis, management information systems, strategic planning, research methods, and statistics.

3.          Demonstrate leadership skills, interpersonal communication skills, and motivation for professional development and for continued learning.

4.          Sustain a life-long ability to utilize health services research and apply advanced health administration knowledge, skills, and abilities.

[b] Demonstrate health service management competencies.

5.          Apply population health concepts to the study of the determinants and measurement of health and disease.

6.          Assess the healthcare needs of a community to develop a plan for managing the improvement of community health and rallying stakeholder support; evaluate the effectiveness of the plan based on objective and subjective criteria.

7.          Analyze current issues, trends, and change in economic, legal regulatory, managerial, political, historical, and social aspects of health services organization and delivery by drawing on ethics, health finance, health law, health economics, and health policy.

8.          Apply health systems thinking to a wide variety of health organizations, professions, and delivery systems across the continuum of care, to adopt a global perspective on U.S. and international systems of healthcare and prevention.

9.          Drawing upon their knowledge of healthcare leadership strategies, communication in health organizations, and health systems excellence, act as change agents in their own organizations to address diversity, patient self-determination, organizational efficiency, team building, and other critical issues within the healthcare industry.

10.      Critically review, synthesize, and utilize rigorous and up-to-date research from a variety of interdisciplinary fields (e.g., communication, administration, public administration, and management) to improve health administration through problem-solving, collaboration of diverse specialists in healthcare, and validation of current and proposed administrative practices.

11.      Independently design and conduct original health services research using a variety of qualitative and quantitative research methods, leading to recommendations for improving the practice of administration in the healthcare industry.

Goal 2.  Engage in independent integration of health services management knowledge, skills, and abilities in an applied setting, resulting in documented organizational improvements, peer-reviewed contributions to the health administration literature, and broad dissemination of managerial innovations to health administration professionals.

Objectives: 

12.      Complete an applied doctoral dissertation, which is an independent, original, and rigorous research project that has a potential of advancing the professional practice of health leadership, management, and/or administration.

13.      Make professional contributions to the health administration field by participating in state, national, and international professional meetings; presenting independent research; submitting manuscripts for publication; coaching/teaching/mentoring others in the profession; etc.

14.      Demonstrate measurable improvements in their employment settings that are a direct result of the application of health administration knowledge, skills, and abilities acquired in the DHA program.

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Exercise Science Minor - BA, BAA, BS, BS in Ed

Upon graduation, student earning any of these degrees should be:

1. able to articulate the basic anatomical and physiological processes of muscle groups and muscle contraction, as well as the exercise responses and adaptations of the cardiorespiratory and musculoskeletal systems;

2. able to articulate the basic principles of developing and implementing appropriate, safe exercise programs for low risk (non-clinical) clients;

3. technically proficient in risk assessment, basic measurements and submaximal exercise testing, and exercise prescription;

4. able to interact effectively with appropriate clients; and

5. at least partially qualified (from an academic perspective) to challenge certification exams for ACSM Health Fitness Instructor, NSCA Certified Strength & Conditioning Specialist, and other reputable exercise professional certifications.

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Health Administration Major - BS, BAA

Upon graduation, student earning any of these degrees should:

Goal 1.  Demonstrate the essentials of a liberal arts education, which serves as a foundation for further formal and informal learning.

Outcomes:

1. Written and oral communication skills for convey health related information, both formally and informally

2. Computational skills for solving health related problems

3. Critical thinking demonstrated through an analysis of health administration problems and offering practical solutions

4. Knowledge of the societal context (historical, philosophical, social, economic, political and scientific foundations) applied to the analysis of healthcare systems and organizations

Goal 2.  Acquire conceptual and technical competency in management, grounded in basic management theory and practice.

Outcomes:

5. General management competencies.

5.1   Application of concepts and frameworks from disciplines that contribute to management theory—(e.g., business, law, organizational behavior, organizational design, strategic management)

5.2   Demonstration of skills and abilities in functional areas of management—(e.g., accounting, computer literacy, financial management, human resources management, operations analysis, management information systems, strategic planning, marketing, research methods, statistics

5.3   Demonstration of leadership skills, interpersonal skills, and motivation for professional development and for continued learning

6. Health service management competencies, grounded in understanding of the interaction of health, environments, organizations, populations and the health professions.

      6.1       Application of epidemiology and public health concepts to the discussion of the determinants and 

               measurement of health and disease

      6.2       Understanding of  the principles of health services organization and delivery by synthesizing 

               knowledge about the structure and function of a wide variety of health organizations, professions,

               and delivery systems across the continuum of care

      6.3       Understanding of the characteristics of economic, legal/regulatory, managerial, political, historical,

               and social aspects of health services organization and delivery by drawing on bioethics, health

               finance, health law, health economics, and health policy

7. Ability to apply and integrate health services management competencies.

7.1     Integration of conceptual and technical competencies in an applied setting by completing practicums, internships, portfolios, or capstone projects.

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Health Fitness in Preventive and Rehabilitative Programs Major - BA, BAA, BS

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

1. academically and technically prepared for internships;

2. technically proficient in exercise testing, risk assessment and interactive effectively with patients;

3. able to successfully complete ACSM Health Fitness Instructor or Exercise Specialist Certification;

4. able to find successful employment;

5. prepared for post baccalaureate studies.

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MA in Health Promotion and Program Management 

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

1. assess individual and community needs for health education;

2. plan effective health education programs;

3. implement health education programs ;

4. evaluate effectiveness of health education services;

5. coordinate provisions of health education services;

6. act as a resource person in health education;

7. communicate health and health education needs, concerns and resources;

8. apply appropriate research principles and methods in health education;

9. administer health education programs; and

10. advance the profession of health education.

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Personal and Community Health Minor - BA, BAA, BS

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

1.    Demonstrate essential of liberal arts education, which serve as foundation for further formal

       and informal training.

       Outcomes:

       1.  Written and oral communication skills for conveying health related information, both formally

            and informally.

       2.  Critical thinking demonstrated through an analysis of personal and community health problems

            offering applicable solutions.

2.    Drawing upon the scientific foundations of Health Education and Promotion, Psychology, Biology, and

       Medicine, identify methods of inquiry commonly used in the analysis of health issues and policies.

       Outcomes:

       1.  Demonstrate use of resources available for investigation of health problems.

       2.  Identify and discuss factors that influence a community's health.

3.    Identify scientifically-based health and wellness principles and evaluate their applicability to student's

       own lives.

       Outcomes:

       1.  Discuss the practice of epidemiology and its importance to community health.

       2.  Explain how disparities in community health problems of racial and ethnic minorities can be

            addressed through social changes.

4.    Define and correctly apply basic health concepts in each of the dimensions of health and wellness.

       Outcomes:

       1.  State and summarize the steps used in creating a health promotion/disease prevention program.

       2.  Define the terms health care system, environmental health, and mental health.

       3.  Understand and use anatomical terminology.

       4.  Become familiar with basic developmental anatomy and physiology.

       5.  Explain the basic concept of homeostasis and how homeostatic mechanisms apply to body systems.

5.    Engage in problem-solving to identify and modify personal health behaviors leading to wellness and poor

       health and determine ways of protecting oneself from disease and injury.

       Outcomes:

       1.  Explain the need for community organizing to improve a community's health.

       2.  Describe key demographic characteristics of community populations.

6.    Establish a wellness portfolio, including the five areas of inquiry regarding the dimensions of health and

       wellness.

       Outcomes:

       1.  Evaluate the quality of on-line resources of health.

       2.  Examine print advertisements specifically related to alcohol and tobacco products.

       3.  Explore controversial health prevention and treatment options.

       4.  Participate in individual stress reduction exercise.

       5.  Study the warning signs of anger management technique.

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Public Health Education and Health Promotion Major - BA, BAA, BS

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

1.   Assess individual and community needs for health education, analyze community health problems and find generally accepted practical solutions to community health problems.  Specific outcomes:

1.   Complete HSC 317 Community Health, HSC 319 Methods of Community Health Education and Health Promotion, HSC 320 Community Service for Health Education and HSC 321 Health Planning, Assessment and Evaluation with a letter grade of C or better.

2.   Earn a positive evaluation from field experience supervisor indicating the student’s mastery of assessing health education needs.

3.   Earn letter grade of C+ or better on the program plan for HSC 321.

4.   Develop a needs assessment as required in HSC 321.

5.   Complete a 12-15 week field training experience.

6.   Complete Section 1:  Assessing Individual and Community Needs in the professional portfolio.

2.   Plan effective health education programs.  Specific outcomes:

1.   Earn a letter grade of C or better for HSC 319 Methods in Community Health Education and Health Promotion and HSC 321 Health Planning, Assessment and Evaluation class.

2.   Earn a letter grade of C+ or better on the program plan for HSC 321.

3.   Obtain an evaluation from field experience supervisor indicating the student’s mastery of program planning.

4.   Complete Section 2: Planning Effective Health Education Programs in the professional portfolio.

3.   Demonstrate skills and knowledge related to the implementation of health education programs.  Specific outcomes:

1.  Earn a grade of C or better in HSC 319 Methods in Community Health Education and Health Promotion and HSC 320 Community Service for Health Education.

2.  Obtain an evaluation from field experience supervisor indicating the student’s mastery of program implementation.

3.  Complete of 12-15 week field training experience.

4.  Complete Section 3:  Implementing Health Education Programs in the professional portfolio.

4.  Evaluating effectiveness of health education programs.  Specific outcomes:

1.  Critique a journal article related to health education program evaluation in HSC 321.

2.  Earn a letter grade of C or better for HSC 321 Health Planning, Assessment and Evaluation.

3.  Earn a letter grade of C+ or better on the program plan for HSC 321.

4.  Obtain evaluation from field experience supervisor indicating the student’s mastery of program evaluation.

5.   Complete Section 4: Evaluating Health Education Programs in the professional portfolio.

5.   Demonstrate skills and knowledge related to coordinating provision of health education services.  Specific outcomes:

1.  Earn a grade of C or better in HSC 317 Community Health, HSC 319 Methods in Community Health Education and Health Promotion, HSC 320 Community Service for Health Education and HSC 520 Health Services Administration.

2.  Obtain evaluation from field experience supervisor indicating the student’s mastery of coordinating health education services.

3.  Complete Section 5: Coordinating Provision of Health Education Services in the professional portfolio.

6.   Acting as a resource person in health education.  Specific outcomes:

1.  Earn a grade of C+ or better in HSC 319 Methods in Community Health Education and Health Promotion and HSC 320 Community Service for Health Education.

2.  Obtain evaluation from field experience supervisor indicating the student’s mastery of acting as a resource person in health education.

3.  Demonstrate effective use of health-related technology.

4.  Complete section 6: Acting as a Resource Person in Health Education in the professional portfolio.

7.   Communicate health and health education needs, concerns, and resources.  Specific outcomes:

1.  Earn a grade of C or better in HSC 317 Community Health, HSC 319 Methods in Community Health Education and Health Promotion, HSC 320 Community Service to Health Education and HSC 321 Health Planning, Assessment and Evaluation

2.  Obtain evaluation from field experience supervisor indicating the student’s mastery of communicating health and health education needs, concerns, and resources.

3.  Complete competency scenarios in the field experience exit interview.

4.  Complete section 7:  Communicating Health and Health Education Needs, Concerns and Resources in the professional portfolio.

8.   Demonstrate proficiency in the process or health education by mastering the CHES content of the (Certified Health Education Specialist) examination.

1.  Successfully pass the CHES examination.

2.  Provide the Division of Community Health with their CHES number within one year of graduation.

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School Health Education Major - BS in Ed

Upon graduation, students earning this degrees should be competent in:

1. assessing individual and community needs for health education;

2. planning effective health education programs;

3. implementing health education programs;

4. evaluating effectiveness of health education programs;

5. coordinating provisions of health education services;

6. acting as a resource person in health education;

7. communicating health and health education needs, concerns, and resources; and

8. knowledge of health content in the areas of community health, consumer health, environmental health, family life, growth and development, mental and emotional health, injury prevention and safety, nutrition, personal health, prevention and control of disease and substance use and abuse.

MDE Standards - Health Education

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Substance Abuse Ed:  Prevention/Intervention/Treatment Minor - BA, BAA, BS

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

1. distinguish between psychoactive drugs and the effect they have on the body;

2. discuss the impact upon the family, school, and community from psychoactive drugs;

3. describe the substance abuse network in Michigan;

4. explain prevention programs used in the school, such as:  DARE, PALS, Duncan, Project Charlie, etc.;

5. explain treatment modalities used for individuals with substance abuse problems;

6. assess program needs for substance abuse within the community;

7. plan and participate in program efforts for substance abuse in the schools and community; and

8. act as a resource person for substance abuse programs with the community and schools.

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Doctorate in Physical Therapy

Upon graduation, students earning this degree will:

1. Demonstrate the professional core values and behaviors described in the document Professionalism in Physical Therapy. (Accountability, Altruism, Compassion/Caring, Excellence, Integrity, Professional Duty, Social Responsibility)

2. Competently complete screening procedures and a review of systems for patients/clients, and accurately determine if they are appropriate candidates for physical therapy services (recognize scope and limits of practice) or if referral to or consultation with another health care professional or agency is necessary.

3. Effectively and efficiently conduct and accurately document an examination/re-examination of a patient/client, including: gathering relevant patient history from the patient and other sources, subjective data and patient goals, and selecting and performing appropriate objective tests and measures of impairment, function and disability, while maintaining patient safety and dignity.

4. Systematically evaluate and interpret data collected through patient examination and make accurate clinical judgments regarding the patient’s physical therapy diagnosis and prognosis, and to guide clinical decision-making about an appropriate plan of care.

5. In collaboration with patients, caregivers and other health care professionals, develop a plan of care for patients/clients that addresses patient goals, incorporates the skillful application of interventions that are appropriate and safe based on patient presentation, supported by evidence, and that are consistent with legal, regulatory, ethical, and administrative guidelines governing the practice environment.

6. Design a plan of care for patients/clients that incorporates methods/tools for monitoring and assessment of patient response to treatment and attainment of patient and therapy goals/outcomes, addresses the adequacy of resources to meet goals, and is accurately and appropriately documented according to administrative, regulatory, and payer guidelines.

7. Effectively educate patients/clients and others (caregivers, colleagues, other health care professionals, students, the public) using culturally sensitive and appropriate teaching methods that are adapted to individual or group learning needs, the content being conveyed, and the educational context for teaching/learning.

8. Communicate expressively and receptively (verbally, non-verbal, in writing) with patients, caregivers, colleagues, other health care practitioners, and others in ways that are respectful, culturally and linguistically sensitive and competent, and that take into consideration the individual differences, values, preferences and needs of those with whom they are communicating.

9. Consistently accesses, uses and critically evaluates resources from a variety of sources (published literature, information technology, web-based materials) to examine the scientific basis for physical therapy practice and integrates scientific evidence with clinical judgment and patient/client values and needs to determine the best care for patients.

10. Promote health and quality of life for patients/clients and others (individuals, groups, communities) by providing services and information related to health promotion, fitness, wellness, health risks and disease prevention that are adapted to the individual or group needs and characteristics and are within the scope of physical therapy practice.

11. Provide physical therapy services that are delivered and documented in accordance with regulatory, legal, agency and reimbursement requirements and that involve consideration and coordination of resources (human and financial) to achieve quality care in the current health care delivery system.

12. Possess the skills and knowledge to practice competently as a physical therapist and pass the National Physical Therapist Examination (NPTE) administered by the Federation of State Boards of Physical Therapy and required for licensure in all 50 states in the United States.

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MS in Physician Assistant Program

Upon graduation, students earning this degree will:

1. Exhibit mastery of core knowledge about established and evolving biomedical and clinical sciences, and the disease process.

2. Embody professional behavior by demonstrating respect, compassion, and integrity with a high level of responsibility, ethical practice, sensitivity to a diverse patient population and adherence to legal and regulatory requirements.

3. Develop complete patient history and produce a competently performed physical examination.

4. Analyze patient data to create differential diagnosis and justify the ordering of appropriate diagnostic tests.

5. Accesses and appraises medical literature to assure use of evidence based medical information.

6. Appraise all data including diagnostic results to arrive at final diagnosis and initiate appropriate treatment plan.

7. Exhibit interpersonal, communication, and documentation skills that result in effective information exchange with patients, their patients' families, physicians, professional associates, and the health care system.

Students at the completion of their first year will:

1. Demonstrate core knowledge about established and evolving biomedical and clinical sciences, the disease process, and the application of this knowledge to patient care in their area of practice.

2. Model professional behavior by demonstrating respect, compassion, and integrity with a high level of responsibility, ethical practice, sensitivity to a diverse patent population and adherence to legal and regulatory requirements.

3. Demonstrate ability to obtain complete patient history and competently perform physical examination.

4. Analyze patient data to create differential diagnosis and investigate by ordering appropriate diagnostic tests.

5. Research and interpret medical literature to assure use of evidence based medical information.

6. Analyze all data to arrive at appropriate diagnosis and treatment plan.

7. Practice interpersonal, communication, and documentation.

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Athletic Coaching Minor - BA, BAA, BS

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

Domain: Injuries, Prevention, Care and Management

Standard 1:  Prevent injuries by recognizing and insisting on safe playing conditions.

Standard 2:  Ensure that protective equipment is in good condition, fits properly and is worn as prescribed by the manufacturer; ensure that equipment and facilities meet required standards {ASTM, and USCPSC}.

Standard 3:  Recognize that proper conditioning and good health are vital to the prevention of athletic injuries.

Standard 4:  Prevent exposure to the risk of injuries by considering the effects of environmental conditions on the circulatory and respiratory systems when planning and scheduling practices and contests and implementing programs for physical conditioning.

Standard 5:  Plan, coordinate and implement procedures for appropriate emergency care.

Standard 6:  Demonstrate skill in the prevention, recognition and evaluation of injuries and the ability to assist athletes with the recovery/rehabilitation from injuries that are generally associated with participation in athletics in accordance with guidelines provided by qualified medical personnel.

Standard 7:  Facilitate a unified medical program of prevention, care and management of injuries by coordinating the roles and actions of the coach and a National Athletic Trainers Association certified athletic trainer with those of the physician.

Standard 8:  Provide coaching assistants, athletes and parents/ guardians with education about injury prevention, injury reporting and sources of medical care.

Domain:  Risk Management

Standard 9:  Understand the scope of responsibilities that comes with assuming a coaching position, i.e.,   proper supervision, planning and instruction, matching participants, safety, first aid and risk management.

Standard 10:  Properly inform coaching assistants, athletes, and parents/ guardians of the inherent risks associated with the sport so that decisions about participation can be made with informed consent.

Standard 11:  Know and convey the need and availability of appropriate medical insurance.

Standard 12:  Participate in continuing education regarding regarding rules changes, improvements in          equipment, philosophical changes, improved techniques and other information in order to enhance the safety and success of the athlete.

Domain:  Growth, Development and Learning

Standard 13:  Recognize the developmental physical changes that occur as athletes move from youth through adulthood and know how these changes influence the sequential learning and performance of motor skills in a specific sport.

Standard 14:  Understand the social and emotional development of the athletes being coached, know how to recognize problems related to this development and know where to refer them for appropriate assistance when necessary.

Standard 15:  Analyze human performance in terms of developmental information and individual body structure.

Standard 16:  Provide instruction to develop sport-specific motor skills and refer the athletes to appropriate counsel as needed.

Standard 17:  Provide learning experiences appropriate to the growth and development of the age group coached.

Domain:  Training, Conditioning and Nutrition

Standard 18:  Demonstrate a basic knowledge of physiological systems and their responses to training and conditioning.

Standard 19:  Design programs of training and conditioning that properly incorporate the mechanics of movement and sound physiological principles taking into account each individual’s ability and medical history, avoiding contra-indicated exercises and activities and guarding against the possibility of over-training; be able to modify programs as needed.

Standard 20:  Demonstrate knowledge of proper nutrition and educate athletes about the effects of nutrition upon health and physical performance.

Standard 21:  Demonstrate knowledge of the use and abuse of drugs and promote sound chemical health.

Domain: Social/Psychological Aspects of Coaching

Standard 22: Subscribe to a philosophy that acknowledges the role of athletics in developing the complete person.

Standard 23:  Identify and interpret to co-coaches, athletes, concerned others and the general public the values that are to be developed from participation in sports programs.

Standard 24:  Identify and apply ethical conduct in sport by maintaining emotional control and demonstrating respect for athletes, officials and other coaches.

Standard 25:  Demonstrate effective motivational skills and provide positive, appropriate feedback.

Standard 26:  Conduct practices and competitions to enhance the physical, social and emotional growth of athletes.

Standard 27:  Be sufficiently familiar with the basic principles of goal setting to motivate athletes toward immediate and long-range goals.

Standard 28:  Treat each athlete as an individual while recognizing the dynamic relationship of personality and socio-cultural variables such as gender, race and socio-economic differences.

Standard 29:  Identify desirable behaviors (self-discipline, support of teammates, following directions, etc.) and structure experiences to develop such behaviors in each athlete.

Domain:  Skills, Tactics and Strategies

Standard 30:  Identify and apply specific competitive tactics and strategies appropriate for the age and skill levels involved.

Standard 31:  Organize and implement materials for scouting, planning practices and analysis of games.

Standard 32:  Understand and enforce the rules and regulations of appropriate bodies that govern sport and education.

Standard 33:  Organize, conduct and evaluate practice sessions with regard to established program goals that are appropriate for different stages of the season.

Domain:  Teaching and Administration

Standard 34:  Know the key elements of sport principles and technical skills as well as the various teaching methods that can be used to introduce and refine them.

Standard 35:  Demonstrate objectives and effective procedures for the evaluation and selection of personnel involved in the athletic program and for periodic program reviews.

Domain:  Professional Preparation and Development

Standard 36:  Demonstrate organizational and administrative efficiency in implementing sports programs, e.g. event management, budgetary procedures, facility maintenance, participation in public relations activities.

Standard 37:  Acquire sufficient practical field experience and supervision in the essential coaching areas to ensure an adequate level of coaching competence for the level of athlete coached.  This would include a variety of knowledge, skills and experiences.

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Athletic Training/Sports Medicine Major - BA, BAA, BS

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

1. Proficiently perform the tasks, knowledge and skills of an entry-level certified athletic trainer as identified by the most recent BOC Role Delineation Study.

   1. Prevention: Recognize the risks associated with physical activity and design, implement and communicate a plan of action to decrease the risk of injury and illness.

   2. Clinical Evaluation and Diagnosis:  Formulate a clinical impression (working diagnosis) regarding injury, illness or condition and determine appropriate course of action and communicate the necessary information to all stakeholders.

   3. Immediate Care: Demonstrate the execution of standard procedures of immediate care and intervention strategies to facilitate appropriate health and/or medical care.

   4. Treatment, Rehabilitation and Reconditioning: Implement a treatment, rehabilitation and/or reconditioning program by administering therapeutic exercise and modalities to facilitate recovery and assess the need for treatment modification, continuation or discontinuation.

   5. Organization and Administration:  Demonstrate the ability to write and implement plans to provide routine and emergency services, policies and procedures to promote workplace safety and participation and manage resources and records to provide appropriate health care services.

   6. Professional Responsibility:  Describe the professional responsibility to satisfy requirements of continued professional growth and certification and applicable standards to provide quality athletic training services.

2. Identify the various social and cultural attitudes, beliefs and values regarding health care practices and apply techniques for culturally sensitive communication when providing care.

3. Demonstrate critical thinking and problem solving skills in clinical situations and in the presentation of various forms of information.

4. Demonstrate effective oral and written communication skills through various mediums and in didactic and clinical solutions.

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MA in Physical Education, Athletic Administration

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

1. express an educationally sound philosophy of athletic participation and competition;

2. communicate properly with conference officials, coaches, school administrators, parents, and community members;

3. work with coaches and other school officials in establishing contest schedules;

4. organize and schedule facilities and practice schedules among various school sport teams;

5. plan, organize, and conduct contest management routines;

6. contact and schedule officials for various games, matches, meets, and contests;

7. adhere to all MHSAA or other state guidelines for conducting interscholastic athletic programs;

8. develop and administer specific policies including, but not limited to, drug and alcohol abuse, discipline, dress, conduct, and eligibility;

9. identify a researchable problem and conduct an investigation using appropriate research methods; and

10. statistically analyze data and draw implications from the analysis

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MA in Physical Education, Coaching

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

1. read, interpret, and apply research that relates to the field of interscholastic athletics;

2. understand and apply the code of conduct for interscholastic athletic participation;

3. understand the growth and development of children as it relates to teaching skills, conditioning, weight training, and nutrition;

4. plan practice and game experiences which reduce the probability of common sport injuries;

5. apply CPR and First Aid procedures as needed in the sport setting;

6. develop and maintain essential medical records for all athletic participants;

7. properly communicate essential information and instruction to athletes;

8. use effective and ethical methods of motivation;

9. maintain an effective and ethical discipline plan within the sport environment;

10. effectively evaluate athlete performance and effort as well as evaluate their own coaching performance;

11. relate the most current information regarding health and performance issues such as alcohol, drugs, and supplements;

12. evaluate all personal and professional practices and methods in regards to legal liability issues; and

13. apply good management procedures related to planning for the season, scheduling practices and facilities, arranging transportation, conducting contests, and budgeting

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MA in Physical Education, Exercise Science

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

1. describe the structure and function of the respiratory, circulatory, muscular, nervous and skeletal systems of the body and analyze adaptations in response to exercise;

2. describe the neurophysiological basis of human movement and apply sound principles to physical training, skill development and performance;

3. explain the health implications of obesity and the strategies associated with intervention of overweight and obesity;

4. describe and manage the health risk factors associated with cardiovascular and other chronic diseases;

5. administer exercise stress tests using different modes of exercise with consideration of different populations;

6. interpret information gained from exercise stress testing and prescribe physical fitness and rehabilitation exercise programs based on stress test data;

7. identify a research problem, conduct an investigation using appropriate research methods and write a scholarly paper using acceptable form; and

8. evaluate common statistical analysis, critique statistical design in research, and become proficient in the basic use of SPSS statistical computer software.

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MA in Physical Education, Teaching

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

1. evaluate educational practices based on broad general knowledge, in-depth knowledge in content areas, and pedagogical knowledge, and support that critique with reference to a sound philosophical foundation and/or research base;

2. plan, structure, and implement instruction and assess student learning in an increasingly professional manner;

3. exhibit critical thinking and problem-solving skills;

4. demonstrate a commitment to lifelong learning and service;

5. plan instruction that reflects an understanding of the cognitive, affective, and physical needs and characteristics of each learner;

6. teach in ways that reflect an understanding of diverse needs and learning styles of each student;

7. demonstrate the ability to work with parents and other professionals to ensure that the needs of each student are addressed;

8. teach and mentor students in ways to empower them to become independent learners;

9. demonstrate the understanding that those who teach must be committed to learning from and with their students and colleagues;

10. create a positive learning environment;

11. evaluate and modify (if needed) instruction after reflection upon lessons taught;

12. as members of a community of learners, model behavior, attitudes, and activities congruent with their expectations of students;

13. develop effective communication and collaboration with students, colleagues, parents and, if possible, agencies and the larger communities;

14. consider, accommodate, and integrate an understanding of and respect for individual differences in a free society;

15. contribute to the good of the profession and engage in other roles related to teaching;

16. be committed to ethical behavior as demonstrated through ethical practice

17. analyze and evaluate his/her overall performance and implement a professional development plan;

18. identify a researchable problem and conduct an investigation using appropriate research methods; and

19. statistically analyze data and draw implications from the analysis

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MA in Sport Administration

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

1. Value, exhibit and embody the knowledge, skills and abilities of a port management professional as identified by the North American Society for Sport Management (NASSM)/National Association for Sport & Physical Education (NASPE) Standards.

2. Develop effective communication skills with clients, employers and other sport management professionals in the work/job setting.

3. Critique the legal concepts, issues and concerns as they pertain to sport entities, including but not limited to pertinent state and federal legislation, risk management, tort liability and negligence.

4. Defend the principles and concepts of sport marketing and apply the knowledge and skills necessary to "market" a sport event/activity, venue/facility and /or organization.

5. Demonstrate the skills necessary to conduct/manage a sport "event".

6. Defend the accounting, budgeting and revenue development (fundraising) of a sport entity.

7. Critique research that uses both quantitative and qualitative methods and undertake research and practical inquiry using the various research methods.

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Physical Education Major - BA, BS, BS in Ed, K-12

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

MDE Standards - Physical Education

#	Standard/Guideline
1.0	CONTENT KNOWLEDGE The teacher knows, understands, and applies physical education content knowledge, concepts, and tools of inquiry necessary for the development of a physically educated person.
1.1	Value
1.1.1	The teacher believes physical activity and fitness are important to the health and well being of individuals.
1.1.2	The teacher has enthusiasm for the importance of physical education as a means of developing a physically educated person.
1.1.3	The teacher seeks to keep abreast of new ideas and understandings in disciplines related to physical education and education.
1.1.4	The teacher believes that physical activity can foster self expression, development, and learning.
1.1.5	The teacher appreciates how the content of physical education interconnects with other subject areas.
1.2	Knowledge
1.2.1	The teacher knows and understands the critical elements and development of fundamental motor skills:      * locomotor skills,      * object control skills,      * postural nonlocomotor skills, and      * rhythmic skills. For more detailed information please refer to the State of Michigan Content Standards and Benchmarks for students grades K-12.
1.2.2	The teacher knows and understands concepts of body awareness, time, space, direction and force of movement.
1.2.3	The teacher knows and understands concepts and strategies related to physical activity and fitness:      * the effects of activity and inactivity.      * the effects of lifestyle choices on         health-related fitness.      * developing and maintaining healthy         levels of: cardiorespiratory         endurance, muscular strength and         endurance, flexibility of selected         joints of the body, and body         composition.
1.2.4	The teacher knows and understands the relationships between physical education content and the content of other subject matter areas.
1.2.5	The teacher knows and understands the relationships among physical activity, fitness, and health.
1.2.6	The teacher knows and understands a broad range of categories of lifelong physical activities, such as: ·         swimming, ·         individual, dual, and team sports, ·         dance, ·         recreational games, ·         outdoor pursuits, and ·         fitness activities.
1.2.7	The teacher knows and understands the foundations of the profession:      * historical,      * philosophical,      * sociological, and      * psychological.
1.2.8	The teacher knows and understands the organic, skeletal, and neuromuscular structures of the human body, how these systems adapt to physical activity, and how they contribute to motor performance and fitness.
1.2.9	The teacher knows and understands positive personal/social character traits (e.g., best effort, compassion, cooperation, following directions, etc.) that commonly occur in a physical activity context.
1.3	Skills
1.3.1	The teacher demonstrates the critical elements of form in fundamental motor skills and physical activities:      * locomotor skills,      * object control skills,      * postural nonlocomotor skills, and      * rhythmic skills For more detailed information please refer to the State of Michigan Content Standards and Benchmarks for students grades K-12.
1.3.2	The teacher demonstrates the ability to perform selected health-enhancing lifelong physical activity skills, such as:      * swimming,      * individual, dual, and team sports,      * dance,      * recreational games,      * outdoor pursuits, and      * fitness activities.
1.3.3	The teacher engages in regular physical activity that fosters healthy levels of: cardiorespiratory endurance, muscular strength and endurance, flexibility of selected joints of the body, and body composition.
1.3.4	The teacher demonstrates positive personal/social character traits.
2.0	GROWTH AND DEVELOPMENT The teacher knows and understands how individuals grow and develop, and provides opportunities that reflect such understanding.
2.1	Values
2.1.1	The teacher appreciates the role of physical activity in growth and development.
2.1.2	The teacher appreciates individual variations in growth and development.
2.2	Knowledge
2.2.1	The teacher knows and understands how individuals grow and develop physically, cognitively, socially, and emotionally.
2.2.2	The teacher knows and understands how physical activity/inactivity influences growth and development.
2.2.3	The teacher knows and understands how growth and development relates to learning.
2.2.4	The teacher knows and understands individual variations in growth and development, and readiness for learning.
2.3	Skills
2.3.1	The teacher demonstrates the ability to design developmentally appropriate lessons.
2.3.2	The teacher demonstrates the ability to modify instruction based on individual variability.
2.3.3	The teacher demonstrates the ability to select developmentally appropriate equipment, activities, and instructional procedures.
3.0	LEARNERS AND LEARNING The teacher knows and understands how individuals differ in their approaches to learning and applies such knowledge to planning and instruction.
3.1	Values
3.1.1	The teacher believes that all learners can develop motor skills, feel successful, and enjoy physical activity.
3.1.2	The teacher appreciates and values human diversity and shows respect for varied talents and perspectives.
3.1.3	The teacher helps learners find personal meaning in physical education content.
3.1.4	The teacher seeks to understand and shows respect for families, communities, and cultural values of learners.
3.2	Knowledge
3.2.1	The teacher knows and understands the different approaches to learning (e.g., different learning styles [visual, auditory, kinesthetic], and multiple intelligences [linguistic, logical-mathematical, bodily-kinesthetic, visual, musical, interpersonal, intrapersonal, and naturalist]).
3.2.2	The teacher knows and understands learning theories (e.g., social learning theory, theory of reasoned action/theory of planned behavior).
3.2.3	The teacher knows and understands areas of special needs including physical and emotional challenges, learning disabilities, sensory difficulties, and language barriers (e.g., English as a second language).
3.2.4	The teacher knows and understands how learning is influenced by personal experiences, talents, and prior learning.
3.2.5	The teacher knows and understands how learning is influenced by culture, family circumstances, community settings, health, and economic conditions.
3.2.6	The teacher knows and understands the uses of a variety of equipment, materials, and human and technological resources (e.g., computers, audiovisual technologies, videotapes and discs, local experts, and printed resources) to enhance learning.
3.3	Skills
3.3.1	The teacher demonstrates the ability to implement developmentally appropriate instruction that is responsive to the multiple needs of learners.
3.3.2	The teacher demonstrates the ability to use appropriate strategies, services, and resources to meet special and diverse learning needs.
3.3.3	The teacher demonstrates the ability to implement strategies that are sensitive to the family, cultural, and community experiences of learners.
4.0	PLANNING AND INSTRUCTION The teacher knows, understands, plans, and implements a variety of developmentally appropriate instructional strategies.
4.1	Values
4.1.1	The teacher believes that the safety of students is the first priority in planning and instruction.
4.1.2	The teacher values short- and long- term planning to reach curricular goals.
4.1.3	The teacher believes that plans must be open to revision based on student needs and changing circumstances.
4.1.4	The teacher is committed to using learner strengths as a basis for planning instruction.
4.1.5	The teacher is committed to continuous learning about pedagogical content knowledge and its impact on learning.
4.1.6	The teacher values the use of multiple instructional strategies to develop competence, cooperation, and higher order learning.
4.1.7	The teacher is committed to helping individuals become competent and self-confident.
4.2	Knowledge
4.2.1	The teacher knows and understands selected curricular models (e.g., sport education model, physical fitness model, movement education model) and curricula (e.g., EPEC [Exemplary Physical Education Curriculum], SPARK, and Australia’s Model: Daily Physical Education).
4.2.2	The teacher knows and understands relationships among program goals, project objectives, and instructional objectives.
4.2.3	The teacher knows and understands contextual issues to consider when planning instruction (e.g., instructional materials, individual interests, needs, aptitudes, and community resources).
4.2.4	The teacher knows and understands how to design instructional sequences and learning experiences that maximize learner participation and success.
4.2.5	The teacher knows and understands principles of effective instruction (e.g., giving clear explanations, conducting demonstrations, implementing learning activities that match lesson objectives, providing feedback to students, etc.)
4.2.6	The teacher knows and understands techniques, advantages, and limitations of various instructional strategies to build a community of learners (e.g., cooperative learning, direct instruction, discovery learning, independent study, and interdisciplinary instruction).
4.2.7	The teacher knows and understands the safety issues to consider when planning and implementing instruction (e.g., environmental checks for equipment, field and movement space; contraindicated exercises and body positions; basic first aid and CPR).
4.2.8	The teacher knows and understands essential steps in learning motor skills.
4.2.9	The teacher knows and understands appropriate cues that facilitate learning (e.g., key words and mnemonics).
4.2.10	The teacher knows and understands ways to address the historical and cultural contributions of various physical activities.
4.2.11	The teacher knows and understands how to match curriculum content with time available.
4.2.12	The teacher knows and understands the various roles a teacher can assume to facilitate learning (e.g., model, assessor, monitor, and facilitator).
4.3.1	The teacher demonstrates the ability to plan lessons to achieve program goals and objectives.
4.3.2	The teacher demonstrates the ability to select teaching resources and curriculum materials that address program goals and objectives.
4.3.3	The teacher demonstrates the ability to implement instructional strategies based on developmental levels, learning styles, safety issues, and available resources.
4.3.4	The teacher demonstrates the ability to apply basic principles of effective instruction (e.g., giving clear explanations, conducting demonstrations, presenting learning activities that match lesson objectives, providing feedback to students).
4.3.5	The teacher demonstrates the ability to use demonstrations and explanations to capture key components and link them to experiences of learners.
4.3.6	The teacher demonstrates the ability to help learners use problem solving and critical thinking strategies.
4.3.7	The teacher demonstrates the ability to assume appropriate roles in the instructional process based on the content, purpose of instruction, and the needs of learners (e.g., model, assessor, monitor, facilitator).
4.3.8	The teacher demonstrates the ability to incorporate learning experiences that enable learners to integrate knowledge and skills to engage in health-enhancing, life-long physical activities.
4.3.9	The teacher demonstrates the ability to apply essential steps in learning motor skills.
5.0	MANAGEMENT AND MOTIVATION The teacher knows and understands individual and group motivation and creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
5.1	Values
5.1.1	The teacher accepts responsibility for establishing a positive climate in the physical education setting.
5.1.2	The teacher believes that involving learners in instructional decisions increases their commitment to learning.
5.1.3	The teacher recognizes the importance of positive peer relationships in establishing a climate for learning.
5.1.4	The teacher recognizes the value of intrinsic motivation to life-long participation in physical activity.
5.1.5	The teacher is committed to using appropriate motivational strategies to meet the needs of individuals.
5.2	Knowledge
5.2.1	The teacher knows and understands the value of physical activity and its contribution to lifelong health and well-being.
5.2.2	The teacher knows and understands developmentally appropriate practices that motivate learners to acquire the knowledge and skills to participate in physical activity.
5.2.3	The teacher knows and understands strategies that facilitate behavior change (health belief model, stages of change/transtheoretical model).
5.2.4	The teacher knows and understands strategies that help learners acquire responsible personal and social behaviors.
5.2.5	The teacher knows and understands the principles of effective management and strategies that promote an equitable and meaningful learning environment.
5.2.6	The teacher knows and understands factors related to intrinsic motivation and strategies to help learners become self-motivated.
5.3	Skills
5.3.1	The teacher demonstrates the ability to use developmentally appropriate practices to motivate learners to participate in physical activity inside and outside of the school.
5.3.2	The teacher demonstrates the ability to use strategies to promote mutual respect, support, safety, and cooperative participation.
5.3.3	The teacher demonstrates the ability to use managerial and instructional techniques which create smoothly functioning learning experiences.
5.3.4	The teacher demonstrates the ability to use strategies that foster positive behavior change.
5.3.5	The teacher demonstrates the ability to organize, allocate, and manage resources (e.g., time, space, equipment, activities, and teacher attention) to provide active and equitable learning experiences.
6.0	COMMUNICATION The teacher knows, understands, and applies effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in physical activity.
6.1	Values
6.1.1	The teacher recognizes the importance of communication skills and being informed of technological advances.
6.1.2	The teacher appreciates the cultural dimensions of communication and seeks to foster sensitive interactions with and among learners.
6.1.3	The teacher is committed to communicating with school colleagues, parents/guardians, and the community.
6.1.4	The teacher is committed to serving as a role model.
6.2	Knowledge
6.2.1	The teacher knows and understands various communication techniques (e.g., verbal, visual, tactical, and kinesthetic).
6.2.2	The teacher knows and understands appropriate verbal and nonverbal cues, and when to use them.
6.2.3	The teacher knows and understands how ethnic, cultural, economic, ability, gender, and environmental differences affect communication.
6.2.4	The teacher knows and understands how to use computers and other technologies to communicate.
6.2.5	The teacher knows and understands strategies for communicating with school colleagues, parents, and the community (e.g., P.T.A., advisory committees, and conferences).
6.3	Skills
6.3.1	The teacher demonstrates the ability to communicate in ways that show sensitivity to ethnic, cultural, economic, ability, gender, and environmental differences.
6.3.2	The teacher demonstrates the ability to communicate managerial and instructional information in a variety of ways (e.g., bulletin boards, music, task cards, posters, and video).
6.3.3	The teacher demonstrates the ability to communicate with school colleagues, parents/guardians, and the community through open houses, faculty meetings, newsletters, and conferences.
6.3.4	The teacher demonstrates the ability to model communication strategies (e.g., restating ideas and making connections, active listening, sensitivity to the effects of messages and the nonverbal cues given and received).
6.3.5	The teacher demonstrates the ability to communicate using computers and other technology.
7.0	LEARNER ASSESSMENT The teacher knows, understands and applies formal and informal assessment strategies to evaluate the physical, cognitive, social and emotional development of learners.
7.1	Values
7.1.1	The teacher values ongoing assessment to identify the needs and abilities of learners in order to make instructional decisions.
7.1.2	The teacher recognizes the value of a variety of assessment strategies.
7.2	Knowledge
7.2.1	The teacher knows and understands the characteristics, uses, advantages, and limitations of different types of assessment (e.g., criterion and norm-referenced, formative and summative, motor performance and physical fitness, portfolio and authentic assessments).
7.2.2	The teacher knows and understands how to select and use developmentally appropriate assessment strategies and instruments to measure achievement of program goals and objectives.
7.2.3	The teacher knows and understands measurement issues, such as validity, reliability, and bias.
7.2.4	The teacher knows and understands the use of assessment as an integral part of instruction to provide feedback to learners.
7.2.5	The teacher knows and understands how to interpret and use the performance data of learners to make instructional decisions and report progress.
7.3	Skills
7.3.1	The teacher demonstrates the ability to select and use appropriate formal and informal assessment strategies and instruments to measure the progress of learners (e.g., criterion and norm-referenced, formative and summative, motor performance and physical fitness, portfolio and authentic assessments).
7.3.2	The teacher demonstrates the ability to use strategies to involve learners in self-assessment.
7.3.3	The teacher demonstrates the ability to maintain records and communicate the progress of learners.
7.3.4	The teacher demonstrates the ability to use assessment data to make instructional decisions.
8.0	REFLECTION The teacher is a reflective practitioner who evaluates the effects of his or her actions on others (e.g., learners, parents/guardians, and other professionals in the learning community), and seeks opportunities to grow professionally.
8.1	Values
8.1.1	The teacher is committed to on-going self-reflection, assessment, critical thinking, and learning.
8.1.2	The teacher is committed to refining instructional practices to address individual needs of learners.
8.1.3	The teacher recognizes responsibility for participating in and supporting professional organizations and activities.
8.2	Knowledge
8.2.1	The teacher knows and understands self-assessment and problem-solving strategies to reflect on teaching practice and its influence on learning.
8.2.2	The teacher knows and understands how to search the professional literature and find resources available for professional development (e.g., journals, associations, and development activities).
8.3	Skills
8.3.1	The teacher demonstrates the ability to reflect upon and revise practice based on self-assessment and the observation of learners.
8.3.2	The teacher demonstrates the ability to consult professional literature, colleagues, and other resources to evolve as a teacher.
8.3.3	The teacher demonstrates the ability to participate in the professional organizations and within the broader educational field.
8.3.4	The teacher demonstrates the ability to reflect on the appropriateness of program design for the development of physically educated individuals.
9.0	COLLABORATION The teacher develops professional relationships with colleagues, parents/guardians, and community agencies to support the growth and well-being of the learners.
9.1	Values
9.1.1	The teacher values collaboration with all school personnel.
9.1.2	The teacher is willing to consult with others regarding the total well-being and education of learners.
9.1.3	The teacher respects the privacy of learners and the confidentiality of information.
9.1.4	The teacher is willing to work with others to improve the overall school environment.
9.2	Knowledge
9.2.1	The teacher knows and understands how physical education functions within the context of school and community.
9.2.2	The teacher knows and understands laws related to the rights of the learner and the responsibilities of the teacher (e.g., equity, inclusion, confidentiality, privacy, and child abuse).
9.2.3	The teacher knows and understands issues related to the welfare of schools (e.g., school culture, inclusion, school-based management).
9.2.4	The teacher knows and understands the need to consult with counselors and other professionals.
9.3	Skills
9.3.1	The teacher demonstrates the ability to advocate for physical education in the school and community.
9.3.2	The teacher demonstrates the ability to identify and use community resources to enhance physical activity opportunities.
9.3.3	The teacher demonstrates the ability to collaborate with parents/guardians to support the growth and well-being of learners.
9.3.4	The teacher demonstrates the ability to recognize signs of distress in students and to make appropriate referrals as needed.
9.3.5	The teacher demonstrates the ability to participate in activities that make the school a productive learning environment.

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Special Physical Education Minor/Special Physical Education Major - BS in Ed

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

1. know, understand, and apply physical education content knowledge, concepts, and tools of inquiry necessary for the development of a physically educated person;

2. know and understand how individuals grow and develop, and provide opportunities that reflect such understanding;

3. know and understand how individuals differ in their approaches to learning and apply such knowledge to planning and instruction;

4. know, understand, plan and implement a variety of developmentally appropriate instructional strategies;

5. know and understand individual and group motivation and create a learning environment that encourages positive social interaction, active engagement in learning and self motivation;

6. know, understand, and apply effective verbal, nonverbal and media communication techniques to foster inquiry, collaboration and engagement in physical activity;

7. know, understand and apply formal and informal assessment strategies to evaluate the physical, cognitive, social and emotional development of learners;

8. be a reflective practitioner who evaluates the effects of his or her actions on others (e.g., learners, parents/guardians, and other professionals in the learning community) and seeks opportunities to grow professionally; 

9. use information technology to enhance learning and to enhance personal and professional productivity; and

10. develop professional relationships with colleagues, parents/guardians, and community agencies to support growth and well being of the learners.

MDE Standards - Physical Education for Students with Disabilities

No.	Standard/Guideline
	Note: A minimum of 18 semester hours is required for additional endorsements in Physical Education for Students with Disabilities
	A teacher of physical education for students with disabilities shall possess a valid Michigan teaching certificate with an endorsement in physical education, special education, or both, and shall complete all of the following:
1.0	A minimum of nine semester or equivalent hours in special education courses leading to the acquisition of all of the following competencies:
1.1	knowledge of the causes of various disabilities and the effects of those conditions on learning;
1.2	ability to assess physical education skills of individuals exhibiting various disabilities;
1.3.	knowledge of special education teaching models that employ assessment-prescriptive techniques; and
1.4	ability to use community and staff resources within the special education environment.
2.0	A minimum of nine semester or equivalent hours in special physical education courses leading to the acquisition of all of the following competencies:
2.1	ability to write in behavioral terms and assess instructional objectives for physical education for students with disabilities;
2.2	knowledge of motor characteristics, behaviors, and development sequences associated with various disabilities in relationship to normal motor development;
2.3	knowledge of anatomy, kinesiology, and neurology that pertains to normal and abnormal motor control and sensory motor integration for teaching physical education to students with severe disabilities and students who are nonambulatory;
2.4	ability to adapt teaching methods, materials, and techniques for physical and motor fitness, gymnasium use, fundamental motor skills, aquatic skills, dance, individual and group games, and lifetime sports skills for the needs of students with disabilities; and
2.5	ability to analyze, adapt, and implement physical education curriculum in providing appropriate programs for a variety of disabilities.
3.0	A directed field experience in teaching physical education in a school setting with students with disabilities.

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Sport Studies Major - BA, BAA, BS

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

1. Demonstrate the knowledge, skills and abilities of a sport management professional as identified by the NASSM/NASPE Standards.

2. Recognize that the sport is microcosm of society, influenced by cultural traditions, social values, psychosocial experiences and ideological beliefs of that society and that sport professionals will be immersed within such an environment.

3. Communicate effectively with peers, employers, clients and other sport management professionals inn work/job settings.

4. Identify major sport governing bodies and explain their authority, structure and functions.

5. Demonstrate an understanding of the principles and concepts of marketing and the knowledge and skills necessary to "market" a sport event/activity, venue/facility, and/or organization.

6. Demonstrate the knowledge and skills necessary to assist in conducting/managing a sport "event".

7. Demonstrate an understanding of the accounting, budgeting, and revenue development (fundraising) of a sport entity.

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