College of Humanities and Social & Behavioral Science
Student Learning Outcomes by Program
Interdisciplinary Programs
American Indian Studies Minor - BA, BAA, BS - None on file
Cognitive Science Major - BA, BS
European Studies Major - BA, BS
Humanities Minor - BA, BAA, BS, BS in BA
Language Arts Major - BS in Ed
Latin American Studies Minor - BA, BS
Neuroscience Major - BS
Social Studies Major - BA, BS, BS in Ed, Elementary
Social Studies Major - BS in Ed, Secondary
Women's Studies Major - BA, BAA, BS
English Language and Literature
Foreign Languages, Literatures and Cultures
History
| Graduate Certificate in European History - None on file |
| Graduate Certificate in Modern History - None on file |
| Graduate Certificate in United States History - None on file |
| History Major - BA, BS |
| History Major - BS in Ed, Elementary |
| History Major - BS in Ed, Secondary |
| Joint MA in History - None on file |
| Joint PhD in History - None on file |
| MA in History |
| MA in History - Integrated BA/MA - None on file |
Military Science
| Military Science: Officer Leadership Development |
| Military Science Minor - BA, BAA, BS, BS in BA |
Philosophy and Religion
| Philosophy Major - BA, BS |
| Religion Major - BA, BS |
Political Science
Psychology
Sociology, Anthropology, and Social Work
Upon graduation, students earning any of these degrees should:
understand the field of cognitive science;
see how the study of cognitive science complement the study of computer science, psychology, or philosophy;
be interested in and aware of research in any of the fields of cognitive science;
be prepared for graduate study in cognitive science;
be prepared for graduate study in computer science, philosophy, or psychology.
Upon graduation, students earning this degree should be able to:
MDE Standards - Language Arts
|
|
Standard/Guideline |
|
1.0 |
Standards for the
Structure of the Elementary Language Arts Teacher Education Program |
|
1.1 |
The
language arts teacher education program will model effective pedagogical
practices and provide opportunities for analysis of pedagogy, reflection
on pedagogy, and implementation of effective pedagogy in pre-service
teachers’ own planning and instruction. |
|
1.2 |
The language arts teacher education program will embody a
philosophy consistent with the Michigan
Curriculum Framework 1996,
Content Standards and Benchmarks, Teaching, and Learning Standards,
Assessment Standards, and Professional Development Standards. |
|
1.3 |
The language arts teacher education program will maintain
an articulated and coordinated curriculum, involving content, pedagogy,
and professionalism, that is aligned with standards from relevant state
and national professional associations, including Michigan’s Guidelines
for the Professional Development of Teachers of English Language Arts. |
|
1.4 |
The language arts teacher education program will promote
curriculum integration and cross-disciplinary application of content
standards, conceptual understandings, themes, issues, and processes. |
|
1.5 |
The language arts teacher education program will provide
multiple school-based experiences in environments where effective
practices are modeled and supported, including experiences with diverse
populations and the use of technology in language arts learning. |
|
1.6 |
The language arts teacher education program will maintain a
system of evaluation that includes demonstration and documentation (e.g.,
a comprehensive portfolio) of teaching and learning processes and
abilities. |
|
2.0 |
Standards for
Professionalism |
|
2.1 |
Language Arts teachers demonstrate professional practices
when they respect the worth, contributions, abilities, and languages of
all learners. |
|
2.2 |
Language Arts teachers demonstrate professional practices
when they help students understand their own and others’ cultures,
abilities, and languages. |
|
2.3 |
Language Arts teachers demonstrate professional practices
when they develop students’ effective use of oral, written, and visual
literacy in their daily lives. |
|
2.4 |
Language Arts teachers demonstrate professional practices
when they develop students’ effective use of critical thinking. |
|
2.5 |
Language Arts teachers demonstrate professional practices
when they promote students’ appreciation of and engagement in a wide
variety of media and genre. |
|
2.6 |
Language Arts teachers demonstrate professional practices
when they engage regularly in professional growth and reflective practice
with an emphasis on inquiry-based teaching. |
|
2.7 |
Language Arts teachers demonstrate professional practices
when they work with colleagues, parents, community members, and
professional organizations. |
|
2.8 |
Language Arts teachers demonstrate professional practices
when they participate in professional and public discourse and develop
informed stands on English language arts issues. |
|
2.9 |
Language Arts teachers demonstrate professional practices
when they participate in professional activities that reflect national and
state professional development standards. |
|
2.10 |
Language Arts teachers demonstrate professional practices
when they join and participate in professional organizations, such as the
Michigan Council of Teachers of English, the National Council of Teachers
of English, the Michigan Reading Association, the International Reading
Association, the Michigan Association of Speech Communication, and the
Journalism Education Association. |
|
3.0 |
Standards for
Knowledge of Content and Curriculum |
|
3.1 |
Meaning and
Communication. Teachers
of language arts will know the following and understand their applications
for instruction and assessment: |
|
3.1.1 |
the integrated nature of English language arts (listening,
speaking, reading, writing, viewing and visually representing); |
|
3.1.2 |
a variety of communication models and the interdependence
of their various components; |
|
3.1.3 |
the elements of effective communication in a variety of
rhetorical situations and the use of appropriate communication modes and
behaviors; |
|
3.1.4 |
the oral and written language acquisition and development
process (from birth through adolescence) of first and second languages; |
|
3.1.5 |
grammars, conventions, and history of English, e.g.,
morphology, phonology, semantics, syntax; |
|
3.1.6 |
the social, cultural, and dynamic nature of verbal and
nonverbal language, and how language choices affect peoples’ lives; |
|
3.1.7 |
the diversity of language uses, patterns, and dialects in
oral, written, and visual discourse; and |
|
3.1.8 |
the variety of style, voice, and language choices in texts
(oral, written, and visual) and their appropriate-ness in different
contexts. |
|
3.2 |
Literature and
Understanding. Teachers
of language arts will know the following and understand their applications
for instruction and assessment: |
|
3.2.1 |
literature as oral, written, and visual texts; |
|
3.2.2 |
a wide variety of quality contemporary and classic
literature, especially literature for children and young adolescents,
appropriate for different development levels; |
|
3.2.3 |
key issues and recurring themes in classic contemporary
literature in a variety of cultural contexts; |
|
3.2.4 |
the distinct characteristics of different forms of oral,
performance, and media literature, e.g., film, readers’ theatre,
personal narrative, television, audio technology; and |
|
3.2.5 |
the use of oral, written, and visual texts to explore and
address important issues and problems in communities beyond the classroom. |
|
3.3 |
Genre and Craft.
Teachers
of language arts will know the following and understand their applications
for instruction and assessment: |
|
3.3.1 |
the grammatical, syntactical, and lexical features of the
English language in a variety of contexts; |
|
3.3.2 |
the differences between descriptive and prescriptive
conventions of usage, and the ways in which conventions of usage are
adapted to different communicative situations; |
|
3.3.3 |
Authors’ techniques that convey meaning, enhance
appreciation, and influence and audience; |
|
3.3.4 |
the characteristics and forms of a variety of oral,
written, and visual texts, e.g., narration, drama, poetry, exposition, and
persuasion; and |
|
3.3.5 |
appropriate rhetorical techniques and devices used to
respond to, create, and revise texts in a variety of genres. |
|
3.4 |
Skills and Processes.
Teachers
of languages arts will know the following and understand their
applications and assessment: |
|
3.4.1 |
the integrated nature of processes, strategies, and skills
of the language arts (listening, speaking, reading, writing, viewing,
visually representing) at different developmental levels; |
|
3.4.2 |
multiple strategies for constructing and conveying meaning
for a variety of purposes and through a variety of texts; |
|
3.4.3 |
word recognition strategies (phonemic, morphemic, semantic,
and syntactic system of language) and the meaning of reading fluency at
different developmental levels; |
|
3.4.4 |
the nature of the writing process (i.e., pre-writing,
drafting, revising, editing, publishing) and strategies for each step of
the process; |
|
3.4.5 |
monitoring and fix-up strategies for identifying and
overcoming difficulties when constructing and conveying meaning across a
wide range of situations; |
|
3.4.6 |
multiple strategies for determining the meaning of
unfamiliar words and concepts in texts; |
|
3.4.7 |
techniques for student goal setting, metacognition,
reflection, and self- assessment at different developmental levels; |
|
3.4.8 |
Inquiry processes and the resources appropriate for
investigating particular questions and/or topics and a variety of means
for presenting conclusions; |
|
3.4.9 |
the influence of different purposes and contexts on
individual, shared, and academic standards; |
|
3.4.10 |
critical standards used to make judgments about the craft,
aesthetics, and significance of texts; |
|
3.4.11 |
the process of creating and evaluating a collection of
personal texts; |
|
3.4.12 |
the special skills required in the production of mass
media, such as radio and television broadcasting, newspapers, magazines,
or film production; and |
|
3.4.13 |
standards for evaluating whether a communication is
truthful, responsible, and/or ethical in diverse contexts. |
|
4.0 |
Standards for
Pedagogy (Instruction and Assessment) |
|
4.1 |
Instructional Design. Teachers
of language arts will be able to: |
|
4.1.1 |
set meaningful goals as a part of short- and long-term
planning for literacy instruction; |
|
4.1.2 |
plan for literacy instruction to accommodate the range of
learners and their developmental learning needs; |
|
4.1.3 |
select and sequence integrated English language arts
assignments which support standards-based thematic units of instruction; |
|
4.1.4 |
plan instruction that takes into account students’
personal backgrounds and experiences, students’ prior curricular
experiences in language and literacy, and students’ cross-disciplinary
curricular experiences; |
|
4.1.5 |
create learning environments that provide for oral,
enacting, and media communication opportunities in a variety of formal and
informal situations, such as personal accounts, public speaking, oral
interpretations, creative drama, theatre productions, class newspapers,
school magazines, and multi-media presentations; and |
|
4.1.6 |
plan for learning experiences at different developmental
levels that enable students to set goals for, reflect on, and self-assess
their communication in diverse contexts. |
|
4.2 |
Instructional
Strategies. Teachers
of the language arts will be able to: |
|
4.2.1 |
use discussion for a variety of purposes, e.g., to engage
students in literacy tasks, to develop interpretations and understanding
of multiple points of view, to promote critical thinking, and to promote
an understanding of their own and others’ perspectives and experiences; |
|
4.2.2 |
ask questions as a means of probing for learner
understanding, helping students articulate their ideas and thinking
processes, promoting risk taking and problem solving, facilitating recall
of information, encouraging convergent and divergent thinking, stimulating
curiosity, and helping students to question; |
|
4.2.3 |
use small group work and collaborative learning to
facilitate critical thinking as students construct meaning in the English
language arts, e.g., shared writing, peer revision, dramatic performance,
and literature discussion; |
|
4.2.4 |
work with students individually through such activities as
conferencing and facilitating independent projects; |
|
4.2.5 |
present or explain information to support literacy
learning, e.g., assignments, criteria for evaluation, terms or concepts in
language, reading and revision strategies; |
|
4.2.6 |
create environments that support respectful approaches to
individual differences in culture, race, gender, religion, ethnicity, and
heritage; |
|
4.2.7 |
model the use of technology as an effective component of
learning for conducting research and for the process of writing; |
|
4.2.8 |
model or demonstrate how to determine purposes and
audiences for communication and how to choose those elements of language,
media, delivery, and genre which most effectively shape print and
non-print texts; |
|
4.2.9 |
engage students in interpreting and evaluating ideas
presented through oral, written, and visual forms, as well as the
language, style, and voice in which those ideas are presented; |
|
4.2.10 |
model or demonstrate how to identify, compare, and
synthesize key ideas and perspectives from oral, written, enacted, and
media texts; and |
|
4.2.11 |
model or demonstrate ways that learners can use textual
evidence and experience to support a personal position or view. |
|
4.3 |
Assessment
Strategies. Teachers
of the language arts will be able to: |
|
4.3.1 |
respond effectively and constructively on an ongoing basis
to students’ literacy efforts, e.g., contributions to discussion,
writing, and oral presentations; |
|
4.3.2 |
generate (content) standards-based performance criteria and
design rubrics appropriate for oral, written, and visual literacy tasks; |
|
4.3.3 |
recognize students’ oral, written, and visual miscues and
their underlying causes as a means of informing curricular choices for
individual and group instruction; |
|
4.3.4 |
design and conduct a variety of assessments that involve
multiple indicators of learner progress, e.g., constructed and selected
response tests, projects, performance tasks, portfolios, and student-based
self-evaluations; |
|
4.3.5 |
document, interpret, and report assessment methods and
results to students, administrators, parents, and the public; |
|
4.3.6 |
use assessment results to shape or revise curriculum,
instructional strategies; |
|
4.3.7 |
administer and use information from state, national, and
other norm-referenced and criterion-referenced assessment programs to
inform curriculum, instruction, and learning; and |
|
4.3.8 |
assess students’ depth of understanding of important
ideas, issues, themes, and perspectives from multiple texts and their
ability to synthesize and apply key ideas. |
MA in Humanities
Upon graduation, students earning this degree will be able to:
use the methodology and language from Humanities disciplines to examine an important topic in one of the following interdisciplinary areas, depending on cohort thematic emphasis (from the ProfEd Bulletin):
The Rise of Industrial Society OR
Images and Ideas of Self OR
Moderns vs. Ancients OR
Popular Culture in Society
demonstrate improvements in metacognition, i.e., self-assessments of performance, self-monitoring of learning, relating coursework to what is already known.
demonstrate connections and synthesize knowledge gained from Humanities disciplines on a topic of significant importance to world events.
This program covers students earning the:
BA or BS degree in Social Studies
BA or BS degree in Social Science
Upon graduation, students earning any of these degrees should:
understand the fundamental social science perspective including the ability to gather, organize, interpret data, and conduct and report on social science inquiry;
be able to use social science skills and content to participate in public discourse and decision-making about issues and events of public concern;
be able to develop and document skills in the social sciences which will allow them to conduct themselves as professionals and compete effectively for a range of employment positions in education, government, and private industry.
Upon graduation, students earning any of these degrees should:
MDE Standards - Social Studies
|
# |
Standard/Guideline |
|
1.0 |
HISTORICAL PERSPECTIVE |
|
1.1 |
Time and Chronology |
|
1.1.a |
The teacher candidate is able to sequence chronologically major eras within United States and world history and key events within those eras in order to examine relationships and to explain cause and effect. |
|
1.1.b |