CST Outcomes

demonstrate their knowledge of the fundamental mathematical tools for quantitatively assessing risk, to apply these tools to problems encountered in actuarial science, and to demonstrate a very basic knowledge of insurance and risk management at a level of at least a score of 3 (out of 10) on the examination for Course 1 jointly administered by the Society of Actuaries (SOA) and the Casualty Actuarial Society (CAS);
demonstrate their knowledge of intermediate microeconomics and macroeconomics and the fundamentals of finance by meeting the learning objectives for these areas as stated by the SOA and CAS; and
demonstrate their knowledge of the business world in which the insurance industry resides.

Skills

apply their knowledge of single and multivariable calculus;
apply their knowledge of general probability concepts, including univariate and multivariate probability distributions;
build economic models to increase their understanding of the framework of contingent events and to use as a frame for pricing;
apply their knowledge of microeconomic principles to increase their understanding of the markets in which they operate and of the regulatory issues and to increase their knowledge of the ramification of strategic decisions;
apply their knowledge of macroeconomic principles in the developing of economic models and/or economic assumptions;
apply their knowledge of finance to the analysis of financial statements, financial performance, the valuation of securities, financial structures, and option pricing;
communicate effectively; and
use computer packages/write computer programs.

Perceptions or Values

describe the value of the problem solving abilities that they have acquired and sharpened in their actuarial science program.

Earth Science - BA, BS

Upon graduation, students earning any of these degrees should:

understand micro- and macro-scale spatial relationships within and between the systems of the physical environment;
be able to engage in basic analysis and research procedures involving the use of spatial and temporal data;
be able to demonstrate the ability to acquire and use data within the context of field, laboratory, teaching, and/or internship experiences;
be able to demonstrate computer, computational, and communication skills at a level at least commensurate with external expectations;
be able to demonstrate the ability to work both independently and in a group environment;
be able to employ field and laboratory techniques common to earth science;
understand the physical processes that shape the surface of the earth through field and laboratory expertise relating to such areas as soils, meteorology, surface hydrology, geomorphology, oceanography, and climatology;
be able to demonstrate an ability to property use research tools such as imagery, maps, and computerized data bases;
recognize the interrelated nature of the physical and cultural environment;
understand physical processes as they relate to economic, political, and environmental considerations.

Earth Science - BS in Ed

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

use the state and national content standards and benchmarks to guider their development of lesson plans (MDE Standard/Guideline A) (C,LEA,R);
demonstrate basic content knowledge in the earth and space sciences as required by the state subject matter exam including the interconnectedness of all sciences (MDE Standard Guideline B, 1.0 through 1.5.7) (C);
effectively teach from lesson plans they have prepared (MDE Standard/Guideline A, B, 7.0-10.0) (LEA,R);
maintain a safe laboratory environment in the classroom including the ethical and appropriate use of scientific equipment, and the safe storage, use, and disposal of materials (MDE Standard/Guideline 6.0) (C);
develop and teach a hands-on, inquiry-based science program that stresses the scientific method of discovery (MDE Standard/Guideline C and 7.0-10.0) (C, LEA);
effectively use technology in the classroom (MDE Standard/Guideline 8.0) (C, LEA); and
evaluate student learning using a variety of appropriate assessment methods (MDE Standard/Guideline 9.0) (C, LEA, R).

Environmental Studies - BA, BS

Upon graduation, students earning any of these degrees should:

be suitably prepared for careers in environmental science or environmental policy;
be suitably prepared for further education in environmental studies;
recognize the interrelationships among scientific, social, economic, and political aspects of environmental issues. Specifically, students will understand environmentalism basic ecology, population dynamics, natural resource issues, and the social, economic, and political issues involved in development of environmental policies;
be able to participate effectively in interdisciplinary environmental problem-solving; and
be able to communicate effectively their positions regarding environmental issues.

Integrated Science, BS in Ed, Elementary

Upon graduation, students earning this degree should be to:

use the state and national content standards and benchmarks to guide their development of lesson plans (MDE Standard/Guideline A) (C, LEA);
demonstrate basic content knowledge in the life, physical, and earth and space sciences as required by the state subject matter exam (MDE Standard/Guideline 1.0 through 1.8.2.4) (C);
effectively teach from lesson plans they have prepared MDE Standard/Guideline C and 10.0) (LEA, R);
maintain a safe laboratory environment in the classroom including care and use of animals and plants and appropriate use and storage of chemicals (MDE Standard/Guideline 6.0) (C);
develop and teach a hands-on, inquiry-based science program that stresses the scientific method of discovery (MDE Standard/Guideline C and 7.0-10.0) (LEA);
effectively use technology in the classroom methods (MDE Standard/Guideline 8) (LEA); and
evaluate student learning using a variety of appropriate assessment methods (MDE Standard/Guideline 10.0) (LEA, R).

Integrated Science, BS in Ed, Secondary

Upon graduation, students earning this degree should be to:

use the state and national content standards and benchmarks to guide their development of lesson plans (MDE Standard/Guideline A) (C, LEA, R);
demonstrate basic content knowledge in the life, physical, and earth and space sciences as required by the state subject matter exam (MDE Standard/Guideline 1.0 through 1.8.3.5) (C);
effectively teach from lesson plans they have prepared MDE Standard/Guideline C and 10.0) (LEA, R);
maintain a safe laboratory environment in the classroom including care and use of animals and plants and appropriate use and storage of chemicals (MDE Standard/Guideline 6.0) (C);
develop and teach a hands-on, inquiry-based science program that stresses the scientific method of discovery (MDE Standard/Guideline C and 7.0-10.0) (C, LEA);
effectively use technology in the classroom methods (MDE Standard/Guideline 8) (LEA); and
evaluate student learning using a variety of appropriate assessment methods (MDE Standard/Guideline 10.0) (C, LEA, R).

Biology Major - BS in Ed, Secondary

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

use the state and national content standards and benchmarks to guide their development of lesson plans (MDE Standard/Guideline A) (C, LEA, R);
demonstrate basic content knowledge in the life, physical, and earth and space sciences as required by the state subject matter exam (MDE Standard/Guideline 1.0 through 3.6.5) (C);
effectively teach from lesson plans they have prepared MDE Standard/Guideline C and 9.0 and 11.0) (LEA, R);
maintain a safe laboratory environment in the classroom including care and use of animals and plants and appropriate use and storage of chemicals (MDE Standard/Guideline 7.0) (C);
develop and teach a hands-on, inquiry-based science program that stresses the scientific method of discovery (MDE Standard/Guideline 2.0, 4.0, 8.0 and 9.0) (C, LEA);
effectively use technology in the classroom methods (MDE Standard/Guideline 11.0) (C, LEA); and
evaluate student learning using a variety of appropriate assessment methods (MDE Standard/Guideline 9.0) (C, LEA, R).

Biology Major: General Option - BA, BS

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

Demonstrate broad biological knowledge.
Apply laboratory and field tools and techniques to situations.
Relate biological knowledge to current problems.
Analyze scientific data and methodologies in hypothesis testing.
Critically interpret media-based biological information.
Demonstrate effective communication skills.
Integrate concepts of chemistry and physical sciences with biological phenomena.
Integrate concepts from different biological disciplines.

Biology Major: Microscopy Option - BA, BS

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

Demonstrate broad biological knowledge.
Apply laboratory and field tools and techniques to situations.
Relate biological knowledge to current problems.
Analyze scientific data and methodologies in hypothesis testing.
Critically interpret media-based biological information.
Demonstrate proficiency in sample preparation and the use of light and electron microscopes.
Design and implement experiments using microscopes to solve biological problems.
Clearly communicate biological microscopic information and the applications of specific microscopes.
Integrate concepts of chemistry and physical sciences with biological phenomena.

Biology Major: Natural Resources Option - BA, BS

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

Demonstrate broad biological knowledge.
Apply laboratory and field tools and techniques to situations.
Relate biological knowledge to current problems.
Analyze scientific data and methodologies in hypothesis testing.
Critically interpret media-based biological information.
Apply information to provide recommendations regarding management issues.
Understand the principles and practices of sustainability.
Synthesize and communicate conservation and ecological principles.
Integrate concepts of chemistry and physical sciences with biological phenomena.

Biology Major: Pregraduate/Preprofessional Option - BA, BS

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

Demonstrate broad biological knowledge.
Apply laboratory and field tools and techniques to situations.
Relate biological knowledge to current problems.
Analyze scientific data and methodologies in hypothesis testing.
Critically interpret media-based biological information.
Design experiments with consideration to the type of data expected; apply statistical tools to evaluate raw data; present data in written and verbal formats.
Demonstrate an understanding of the functioning of cells and tissues, and how these functions are interconnected with function at other levels of biological organization.
Integrate concepts of chemistry and physical sciences with biological phenomena.

Biology/Biomedical Sciences Major - BA, BS

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

1.1 describe and integrate conceptual levels of biological organization: molecules, genes, cells, organisms, and evolution.

1.2 describe structure-function relationships at each level of organization.

1.3 describe quantitative biological concepts, including statistical tests.

2.1 demonstrate scientific reasoning and problem-solving skills.

2.2 design experiments and evaluate experimental/clinical evidence.

2.3 solve problems requiring the integration of biological, chemical, physical and mathematical concepts.

3.1 demonstrate effective written communication skills.

3.2 demonstrate effective oral communication skills, including clearly explaining biomedical information to a lay person and speaking to an audience.

MS in Biology

Upon graduation, students earning any of these degrees should:

be able to demonstrate a basic knowledge of all areas of biology;
be able to demonstrate an in-depth knowledge in one area of specialization;
be able to demonstrate skill in the use of fundamental laboratory or field equipment;
be able to demonstrate skill in the use of specialized laboratory or field equipment;
be able to demonstrate the ability to develop problem solving and data analysis skills;
be able to demonstrate familiarity with literature and how to access it electronically;
be able to develop computer skills in the areas of word processing, spreadsheets, statistics, and telecommunications;
be able to demonstrate writing skills including journal articles, grant proposals, and professional correspondence;
be able to demonstrate the ability to present information orally including a research presentation;
be able to develop a professional identity;
be able to demonstrate skill in identifying goals and seeking employment or doctoral programs.

Chemistry Major - BA, BS

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

Goal/Objective #1

knowledgeable about the factual and theoretical basis of chemistry. Specifically the students should be able to describe the structure and composition of matter, plan the synthesis and characteristics of inorganic and organic compounds, apply theoretical and mechanistic principles to the study of chemical systems employing both qualitative and quantitative approaches, use theories of microscopic properties to explain macroscopic behavior, and explain the role of energy in determining the structure and reactivity of molecules.

Goal/Objective #2

competent to work in a laboratory situation. Specifically the student will be able to read and follow written experimental protocols, properly set up and safely manipulate laboratory equipment, plan and execute experiments (including the use of the chemical literature), perform accurate quantitative measurements, maintain accurate records of experimental work, and analyze data statistically and assess reliability of results.

Goal/Objective #3

familiar with the use and application of modern instrumentation and computers. Specifically, students will be able to calibrate instruments, use them for the proper applications, verify results by independent techniques, and demonstrate the use of instruments to novices.

Goal/Objective #4

able to communicate effectively both orally and in written form, using correct chemical nomenclature and mathematical representations of physical phenomena.

Goal/Objective #5

able to access and retrieve specific chemical information from the chemical literature, including research articles, books, and databases; read and understand technical material; and comprehend and assimilate orally presented information.

Goal/Objective #6

able to anticipate, recognize, and respond properly to hazards of chemical manipulations, know where to find information on chemical hazards, and how to dispose of chemical wastes safely.

Goal/Objective #7

able to work cooperatively in problem solving situations.

Goal/Objective #8

able to identify benefits and problems of modern chemistry for society and be aware of career opportunities for persons with chemical training.

Chemistry Major - BS in Ed, Secondary

Upon graduation, students earning this degree should:

MDE Standards - Chemistry

Standard/Guideline

Submit a narrative that explains how this program:

A.

uses the Michigan Curriculum Framework K-12 Science Content Standards and Benchmarks as the critical foundation for teacher preparation, ensuring that chemistry teachers have the content knowledge and the ability to teach this curriculum; and

B.

develops an understanding of the interconnectedness of all science, including biology, the earth/space sciences, and physics, and relates this understanding to the teaching of chemistry.

The preparation of chemistry teachers will enable them to:

1.0

understand and develop the major concepts and principles of chemistry, including concepts in inorganic, organic, analytical, physical, and biochemistry, which shall include such topics as the following:

1.1

Inorganic Chemistry, including

1.1.1

atomic and molecular structure and bonding

1.1.2

stoichiometry

1.1.3

thermodynamics and thermochemistry

1.1.4

gas laws

1.1.5

states of matter

1.1.6

equilibria

1.1.7

acid-base

1.1.8

electrochemistry

1.1.9

nomenclature

1.1.10

qualitative analysis

1.2

Organic Chemistry, including

1.2.1

functional groups

1.2.2

nomenclature

1.2.3

aliphatic and alicyclic reactions

1.2.4

stereochemistry

1.2.5

structure and reactivity of major functional groups

1.2.6

aromatic compounds

1.2.7

spectroscopy

1.2.8

heterocyclic compounds

1.2.9

polymers

1.2.10

bromolecules

1.3

Physical Chemistry, including

1.3.1

chemical thermodynamics

1.3.2

thermochemistry

1.3.3

electrolyte solutions

1.3.4

measurements of physical properties of solids, liquids, and gases

1.3.5

phase equilibria

1.3.6

molecular spectra

1.3.7

spectroscopy

1.3.8

calorimetry

1.3.9

quantum mechanics

1.4

Biochemistry, including

1.4.1

biomolecules – proteins, lipids, carbohydrates, nucleic acids – their structure and function

1.4.2

aqueous pollutions

1.4.3

buffers

1.4.4

enzyme kinetics

1.4.5

thermodynamics

1.4.6

electron transport

1.4.7

oxidative phosphorylation

1.4.8

metabolism

1.4.9

biosynthesis/biodegradation pathway

1.5

Analytical Chemistry, including

1.5.1

ionic equilibria

1.5.2

electrochemistry

1.5.3

advanced separation technique – GLC and HPLC

1.5.4

electrochemical analysis

1.5.5

spectroscopic analysis

The preparation of high school chemistry teachers will enable teachers to:

2.0

apply mathematics, including calculus and statistics, to investigations in chemistry and the analysis of data;

3.0

relate the concepts of chemistry to contemporary, historical, technological, and societal issues; in particular, relate concepts of chemistry to current controversies, such as those around energy uses and medical research, as well as other issues;

4.0

locate resources, design and conduct inquiry-based open-ended investigations in chemistry, interpret findings, communicate results, and make judgments based on evidence;

5.0

construct new knowledge for themselves through research, reading and discussion, and reflect in an informed way on the role of science in human affairs;

6.0

understand and promote the maintenance of a safe science classroom as identified by the Council of State Science Supervisors, including the appropriate use and storage of scientific equipment, and the safe storage, use, and disposal of chemicals;

7.0

demonstrate competence in the practice of teaching as defined within the Entry-Level Standards for Michigan Teachers;

8.0

create and maintain an educational environment in which conceptual understanding will occur for all science students;

9.0

demonstrate competence in the practice of teaching through investigative experiences and by demonstrating the application of the scientific process and assessing student learning through multiple processes;

10.0

develop an understanding and appreciation for the nature of scientific inquiry; and

11.0

understand chemistry as the study of the composition, structure, properties, reactions of matter, and the dynamic interrelations of matter.

Chemistry Minor for Biology/Medical Technology

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

demonstrate competency in chemistry concepts by achieving appropriate scores on standardized examinations;
demonstrate competency in laboratory work by passing selected laboratory courses with at least a grade of C, using standardized internal examinations based on American Chemical Society guidelines, and complete a laboratory-based research course. Two major components of the laboratory experiences will be literature searching and record keeping;
demonstrate competency in computer applications by using word processing for written reports, using spreadsheets for data collection, and using data treatment software in problem-solving applications; and
demonstrate competency in written and oral skills be presenting results of independent work in both formats.

Chemistry - Physics Major, BS in Ed, Secondary

Upon graduation, students earning this degree should:

MDE Standards Chemistry

Standard/Guideline

Submit a narrative that explains how this program:

A.

uses the Michigan Curriculum Framework K-12 Science Content Standards and Benchmarks as the critical foundation for teacher preparation, ensuring that chemistry teachers have the content knowledge and the ability to teach this curriculum; and

B.

develops an understanding of the interconnectedness of all science, including biology, the earth/space sciences, and physics, and relates this understanding to the teaching of chemistry.

The preparation of chemistry teachers will enable them to:

1.0

understand and develop the major concepts and principles of chemistry, including concepts in inorganic, organic, analytical, physical, and biochemistry, which shall include such topics as the following:

1.1

Inorganic Chemistry, including

1.1.1

atomic and molecular structure and bonding

1.1.2

stoichiometry

1.1.3

thermodynamics and thermochemistry

1.1.4

gas laws

1.1.5

states of matter

1.1.6

equilibria

1.1.7

acid-base

1.1.8

electrochemistry

1.1.9

nomenclature

1.1.10

qualitative analysis

1.2

Organic Chemistry, including

1.2.1

functional groups

1.2.2

nomenclature

1.2.3

aliphatic and alicyclic reactions

1.2.4

stereochemistry

1.2.5

structure and reactivity of major functional groups

1.2.6

aromatic compounds

1.2.7

spectroscopy

1.2.8

heterocyclic compounds

1.2.9

polymers

1.2.10

bromolecules

1.3

Physical Chemistry, including

1.3.1

chemical thermodynamics

1.3.2

thermochemistry

1.3.3

electrolyte solutions

1.3.4

measurements of physical properties of solids, liquids, and gases

1.3.5

phase equilibria

1.3.6

molecular spectra

1.3.7

spectroscopy

1.3.8

calorimetry

1.3.9

quantum mechanics

1.4

Biochemistry, including

1.4.1

biomolecules – proteins, lipids, carbohydrates, nucleic acids – their structure and function

1.4.2

aqueous pollutions

1.4.3

buffers

1.4.4

enzyme kinetics

1.4.5

thermodynamics

1.4.6

electron transport

1.4.7

oxidative phosphorylation

1.4.8

metabolism

1.4.9

biosynthesis/biodegradation pathway

1.5

Analytical Chemistry, including

1.5.1

ionic equilibria

1.5.2

electrochemistry

1.5.3

advanced separation technique – GLC and HPLC

1.5.4

electrochemical analysis

1.5.5

spectroscopic analysis

The preparation of high school chemistry teachers will enable teachers to:

2.0

apply mathematics, including calculus and statistics, to investigations in chemistry and the analysis of data;

3.0

relate the concepts of chemistry to contemporary, historical, technological, and societal issues; in particular, relate concepts of chemistry to current controversies, such as those around energy uses and medical research, as well as other issues;

4.0

locate resources, design and conduct inquiry-based open-ended investigations in chemistry, interpret findings, communicate results, and make judgments based on evidence;

5.0

construct new knowledge for themselves through research, reading and discussion, and reflect in an informed way on the role of science in human affairs;

6.0

understand and promote the maintenance of a safe science classroom as identified by the Council of State Science Supervisors, including the appropriate use and storage of scientific equipment, and the safe storage, use, and disposal of chemicals;

7.0

demonstrate competence in the practice of teaching as defined within the Entry-Level Standards for Michigan Teachers;

8.0

create and maintain an educational environment in which conceptual understanding will occur for all science students;

9.0

demonstrate competence in the practice of teaching through investigative experiences and by demonstrating the application of the scientific process and assessing student learning through multiple processes;

10.0

develop an understanding and appreciation for the nature of scientific inquiry; and

11.0

understand chemistry as the study of the composition, structure, properties, reactions of matter, and the dynamic interrelations of matter.

MDE Standards - Physics

Standard/Guideline

Submit a narrative that explains how this program:

A.

uses the Michigan Curriculum Framework K-12 Science Content Standards and Benchmarks as the critical foundation for teacher preparation, ensuring that physics teachers have the content knowledge and the ability to teach this curriculum; and

B.

develops an understanding of the interconnectedness of all science, including biology, chemistry, and the earth/space sciences, and relates this understanding to the teaching of physics.

The preparation of physics teachers will enable them to:

1.0

understand and develop the major concepts and principles of physics as the study of matter and energy and of the interaction between the two and including mechanics, electricity, magnetism, thermodynamics, waves, optics, solid-state physics, atomic and nuclear physics, radioactivity, relativity, and quantum mechanics and shall include such topics as:

1.1

Matter and Energy

1.1.1

mechanics

1.1.1.2

conservation of energy, momentum, angular momentum

1.1.1.3

inertia

1.1.1.4

oscillatory motion

1.1.1.5

law of gravity

1.1.2

Electricity and Magnetism

1.1.2.1

electro-statics – Coulomb’s law

1.1.2.2

electro-static field and potential

1.1.2.3

electric dipoles

1.1.2.4

electro-static energy and force

1.1.2.5

Ohm’s law

1.1.2.6

magnetic induction field

1.1.2.7

Biot-Savart law

1.1.2.8

Amphere’s law

1.1.2.9

magnetic energy, force, and torque

1.1.2.10

Maxwell’s equations

1.1.2.11

relativistic electro-dynamics

1.1.3

Thermodynamics

1.1.3.1

Temperature

1.1.3.2

Work

1.1.3.3

specific heat

1.1.3.4

Compressibility

1.1.3.5

Entropy

1.1.3.6

laws of thermodynamics

1.1.3.7

internal energy

1.1.3.8

Enthalpy

1.1.3.9

Maxwell – Boltzmann theory

1.1.3.10

cryogenics – properties of materials at low temperatures and safe handling of liquid nitrogen

1.1.4

Optics

1.1.4.1

simple optical systems

1.1.4.2

interference and interferometers

1.1.4.3

diffraction

1.1.4.4

double-slit

1.1.4.5

Grating

1.1.4.6

limit resolution

1.1.4.7

polarization and reflection

1.1.4.8

spectroscopy

1.1.4.9

radiometry

1.1.4.10

photometry

1.1.4.11

lasers, holography, fiber optics

1.1.5

Quantum Physics

1.1.5.1

blackbody radiation

1.1.5.2

Schrodinger’s equation

1.1.5.3

multiple wave functions

1.1.5.4

shell model of the atom

1.1.5.5

theory of solids

1.1.5.6

Fermi-Dirac statistics

1.1.5.7

Bose-Einstein statistics

1.1.6

Acoustics

1.1.6.1

wave motion

1.1.6.2

sound waves

1.1.6.3

doppler effect

1.1.6.4

standing waves

1.1.6.5

resonance

1.1.7

Nuclear Physics

1.1.7.1

properties of nuclei

1.1.7.2

nuclear models

1.1.7.3

nuclear magnetic resonance

1.1.7.4

radioactivity

1.1.7.5

Fission

1.1.7.6

Fusion

1.1.7.7

elementary quark model

1.1.7.8

standard model of elementary particle physics

The preparation of physics teachers will enable them to:

2.0.

apply mathematics, including statistics and calculus and introductory differential equations, to investigations in physics and the analysis of data;

3.0

relate the concepts of physics to contemporary, historical, technological, and societal issues; in particular, relate concepts of physics to current controversies and other issues;

4.0

locate resources, design and conduct inquiry-based open-ended investigations in physics, interpret findings, communicate results, and make judgments based on evidence;

5.0

construct new knowledge for themselves through research, reading and discussion, and reflect in an informed way on the role of science in human affairs;

6.0

understand and promote the maintenance of a safe science classroom as identified by the Council of State Science Supervisors, including the appropriate use and storage of scientific equipment, and safe storage, use, and disposal of materials;

7.0

demonstrate competence in the practice of teaching as defined within the Entry-Level Standards for Michigan Teachers;

8.0

create and maintain an educational environment in which conceptual understanding will occur for all science students;

9.0

demonstrate competence in the practice of teaching through investigative experiences and by demonstrating the application of the scientific processes and in assessing student learning through multiple processes; and

10.0

develop an understanding and appreciation for the nature of scientific inquiry.

MA in Chemistry - Teaching High School Chemistry & College Chemistry

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

demonstrate an advanced level of mastery in the major areas of chemistry;
effectively deliver instruction to high school/college level students and ;
critically read curricular literature, identify a curricular issue, formulate a plan to address the issue, devise means to implement the outcome and communicate results clearly in a written report.

MS in Chemistry

Upon graduation, students earning any of these degrees should:

Outcome 1: be knowledgeable about the factual and theoretical basis of chemistry. Specifically, the students will be able to demonstrate an advanced level of mastery in each of the five major areas of chemistry (analytical, biochemistry, inorganic, organic, and physical);

Analytical Chemistry

Apply principles of chemical instrumentation to identify and quantify atomic and molecular species.

Biochemistry

Demonstrate how a living cell functions, grows and multiplies at the molecular scale including enzyme catalysis, biochemical mechanism and energetics.

Inorganic Chemistry

Determine the structural features of inorganic molecules utilizing group theory and symmetry.
Explain the mechanistic and kinetic features of chemical reactions of inorganic molecules.

Organic Chemistry

Use the major methods used to form carbon-carbon bonds to develop specific reaction conditions that lead to desired products.
Use the major methods used to interconvert organic functional groups to develop specific reaction conditions that lead to desired products.
Analyze the mechanistic steps of many important organic reactions.
Determine the structure of organic molecules from their NMR, MS, IR, and UV/Vis spectra.

Physical Chemistry

Assess the equilibrium energetics of chemical systems using classical and statistical thermodynamics.
Model reaction kinetics and make connections with mechanisms of many types.
Use a quantum mechanical treatment to determine molecular energies and wavefunctions of electronic, vibrational, rotational, and spin states of molecules.
Predict the spectral patterns of molecules based on electronic, vibrational, rotational, and electron and nuclear spin energy transitions.

Outcome 2: be able to research a topic in the published scientific literature and report on the topic effectively both orally and in written form;

Outcome 3: be able to critically read the research literature, identify a research problem, formulate a research plan to solve the problem, execute original research and communicate the research results clearly in a written thesis and oral seminar.

Computer Integrated Manufacturing - BA, BS

Upon graduation, students earning any of these degrees should:

be able to complete manual and CAD-based orthogonal and axonometric projections;
be able to apply ANSI Y14.5 standards in documenting dimensioned production engineering drawings;
be able to develop sectional projections, successive auxiliary projections, and special conventions all consistent with ANSI standards;
be able to describe and illustrate wireframe, surface modeling, and solid modeling methods;
be able to create IGES, UNIVERSAL, and DXF files used for data transfer;
be able to demonstrate the ability to create advanced solid models for transfer to FEM/A and selected manufacturing systems;
be able to organize the components, programming of robotic devices as they relate to industrial applications;
be able to plan and organize the processes and techniques necessary to produce and use programs for numerically controlled machines including manual and microprocessor methods;
be able to process, produce, and use programs for NC machines with micro computers and mini computer capabilities;
be able to use general and special purpose automatic digital/analog computer applications in industry with special emphasis on input/output devices and process control;
be able to create 2D CAMAX graphic data file J using common construction icons/menus in CAMAX;
be able to convert graphic files from CAMAX ITP data into machine code for a 2-axis laser cutter;
be able to produce a 2 1/2 axis program for a machining center using standard N/C machine language programming;
be able to calculate proper feed and speed data for milling machine operation;
be able to reply the rules for part fixturing on a milling machine work surface;
be able to develop 3D surface models for warped surface machining;
be able to create appropriate tool files for 3D surface machining;
be able to produce a two-piece assembly/disassembly checking fixture on a vertical machining center;
be able to demonstrate the ability to set all offset values on a vertical machining center including tool and workpiece values;
be able to apply problem solving techniques on a computer using L-l high level programming languages such as Pascal, C, C++, etc;
be able to demonstrate the use of structured design, modularity in developing reliable and reusable programming units;
be able to describe the theory, abstraction, implementation, and applications of essential data structures such as linked lists, stacks, queues or Binary trees;
be able to design and develop algorithms that have real world applications, such as searching, sorting, merging;
be able to demonstrate the applications of basic software engineering principles in designing, coding, and testing of reasonably large size programs;
be able to apply the principles of hardware design and computer architectures at various levels, such as digital logic level, register-transfer level, machine program level;
be able to design addressing modes, instruction sets (CISC and RISC);
be able to develop a deeper understanding of the principles of computer applications in some of the following areas: databases, computer graphics, networks, image processing, artificial intelligence, robotics.

Computer Science Major - BA, BS

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

describe the architecture of computer systems;
identify the basic components of operating systems and their functionalities;
design and implement computer solutions for problems with moderate complexity using modern programming languages;
apply refinement methodology to decompose complex problems into solvable modules;
write control structures, functions/methods with appropriate parameters
use appropriate data structures and associated algorithms;
explain the fundamental theory of computer languages, including regular expressions, context-free and context-sensitive grammars, language semantics, and computability;
analyze the complexity of computer algorithms;
create and retrieve data from streams (files, pipes, network communication channels);
develop application software that utilizes various data sources including databases, multimedia, and the web; and
integrate software solutions in a distributed computing environment.

Computer Science Major - BS in Ed, Secondary

Upon graduation, students earning this degree should:

MDE Standards - Computer Science

Standard/Guideline

1.0

As a prerequisite to the advanced program, candidates must document knowledge and competencies contained in the Educational Computing and Technology Literacy matrix.

1.1

Foundations. Professional studies in basic educational computing and technology literacy build a foundation for applying computers and related technologies (hardware and software) in educational settings. This specialty program must document the prerequisite preparation of the candidates or provide instruction to fulfill the Foundations program standards in the initial course work.

1.2

Specialty Content Preparation in Educational Computing and Technology Literacy. Professional studies in basic educational computing and technology literacy provide concepts and skills that prepare teachers in the specialized and professional content for teaching educational computing and technology applications and to use technology to support other content areas. This specialty program must document the prerequisite preparation of the candidates or provide instruction to fulfill the educational computing and technology literacy program standards in initial course work. (Submit Educational Computing and Technology Literacy matrix.)

2.0

Specialty Content Preparation in Computer Science. Professional studies in computer science education for teachers provide experiences selected to develop a breadth and depth of knowledge of computer science. Courses and performances fulfilling these requirements must include experiences beyond the beginning level in computer science. It is recommended that the following skills and concepts be equivalent in depth to at least the level achieved in 12 semester hours of instruction. (The specific number of hours recommended should not be construed as a requirement.)

2.1

Laboratory-based Experiences in Computer Science. Candidates will perform laboratory-based experiments that demonstrate proficiency in programming a high-level language, involve the use of advanced data structures and algorithm analysis, and illustrate differences in the organization of major programming languages.

Performance Indicators – Candidates will:

2.1.1

write programs in a high-level language that demonstrate proficient use of program design and verification methodologies and that represent the core areas of computer science. (It is recommended that these skills and concepts be equivalent in depth to at least the level that may be achieved in a two-semester sequence of course work.)

2.1.2

apply advanced knowledge of abstract data types and algorithm analysis. (It is recommended that these skills and concepts be equivalent in depth to at least the level that may be achieved in a three-semester hour course, which builds on competencies developed for item 2.1.1. However, the specific number of hours recommended should not be construed as a requirement.)

2.1.3

demonstrate knowledge in the organization of programming languages, implement examples using the major language paradigms, apply features that reflect modern language trends such as object-oriented and event-driven programming, and produce modules using at least two different types of language.

2.2

Breadth in Computer Science. Candidates will demonstrate proficiency in core areas of computer science including programming in at least two high-level programming languages, participating in team software development projects, using multiple computing environments, and demonstrating written and oral communication skills.

Performance Indicators – Candidates will:

2.2.1

develop projects that require knowledge in at least two high-level programming languages.

2.2.2

participate in team software development projects.

2.2.3

use a variety of computing environments (e.g., single and multi-user systems with different operating systems).

2.2.4

demonstrate written and oral communication skills by writing at least one research paper and delivering at least one oral presentation related to computer science.

3.0

Professional Preparation. Professional studies culminating in computer science education endorsements provide studies of and experiences in the methods, techniques, and strategies related to teaching computer science. (It is recommended that these experiences be equivalent in depth to at least the level achieved in three or more semester hours of instruction. However, the specific number of hours recommended should not be construed as a requirement.)

3.1

Materials, Methods, and Resources for Teaching. Candidates will use appropriate materials, methods, resources, and curricula for teaching computer science.

Performance Indicators – Candidates will:

3.1.1

identify and model problem-solving strategies for computer science instruction.

3.1.2

demonstrate the uses of computers and related technologies as teaching tools for computer science instruction.

3.1.3

select and use appropriate materials and models for teaching computer science.

3.1.4

identify resources to enrich the teaching of computer science.

3.1.5

describe the computer science curriculum and its relationship to the K-12 curriculum and the college computer science curriculum.

3.2

Professional Development. Candidates will engage in practices that reflect their roles as teaching and computing professionals.

Performance Indicators – Candidates will:

3.2.1

discuss guidance roles and plan enrichment activities for computer science students (e.g., computing career guidance, preparation for college, fundamental skills, and extracurricular activities such as computer clubs and organized competitions).

3.2.2

identify and describe professional computer science and computer education societies that provide opportunities for professional growth of the computer science teacher.

3.3

Classroom and Instructional Management Methodologies. Candidates will use appropriate materials, methods, resources, and curricula for teaching computer science.

Performance Indicators – Candidates will:

3.3.1

identify and present computer science content.

3.3.2

develop and implement instructional strategies
for dealing with different learning styles and diverse populations
(e.g., populations with special needs).

3.3.3

apply effective methods of assessment and evaluation and use appropriate feedback techniques.

3.3.4

model behaviors that reflect knowledge of gender, ethnic, and multicultural issues in computer science education.

3.3.5

demonstrate techniques for teaching students about the legal and ethical issues surrounding the uses of computers in society and for promoting ethical behaviors in students.

3.4

Laboratory Management. Candidates will apply methods and skills appropriate to management of a computer science lab.

Performance Indicators – Candidates Will:

3.4.1

design, develop, and evaluate laboratory activities and demonstrations for the computer science classroom.

3.4.2

demonstrate laboratory management skills and techniques necessary to support computer science classroom activities.

Computer Science - Mathematics - BA, BS

Upon graduation, students earning any of these degrees should:

have an appreciation of the role and value of mathematics in the society;
develop appropriate quantitative skills, professional knowledge and understand mathematics inquiry;
be able to think logically;
be prepared with adequate knowledge and skills for other university courses that have the related prerequisite
be prepared for careers for employment with companies in technology area and/or areas require mathematics;
be prepared for graduate level work in either mathematics or computer science.

Information Technology Major - BA, BS

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

write sample program using control structures, functions/methods with appropriate parameters;
describe and evaluate the hardware and software architecture of computer systems;
build a personal computer from hardware parts and operating system software;
develop application software that utilized various data sources including databases, multimedia, and the web;
set up and configure a local network;
design and diagnose the security infrastructure of a computer system;
practice system administration;
apply technology changes for system management; and
apply technologies to support information system infrastructure and integration.

MS in Computer Science

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

identify and derive the time/space complexity of commonly used algorithms;
design and implement relatively complex software with reasonable performance;
design grammars or specifications for applications using formal language theory;
describe the syntax and semantic processing of compilers of procedural programming languages;
explain the operating systems components and their interactions;
write programs that interact with system software and application program interfaces;
create software architectures for distributed applications; and
conduct independent research.

Earth Science Major: Meteorology Concentration - BA, BS

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

analyze and interpret surface and upper air weather maps;
describe the basic state of the atmosphere with respect to temperature, pressure, and wind distribution;
describe the formation, structure, and evolution of synoptic and mesoscale weather systems;
describe the formation, structure, and evolution of microscale weather systems such as tornadoes, small scale turbulence, and atmospheric boundary layers;
describe the interactions between different scales of atmospheric phenomena;
describe standard observational platforms and techniques;
derive and physically interpret the physical laws that govern atmospheric dynamics and thermodynamics;
use standard meteorological analysis software;
analyze atmospheric soundings using standard thermodynamic diagrams;
analyze and interpret the output from numerical weather prediction (NWP) models; and
describe the basic techniques used in NWP.

Geography Major - BA, BS

Upon graduation, students earning any of these degrees should:

understand micro- and macro-scale spatial relationships within and between the systems of the physical and cultural environment;
be able to engage in basic analysis and research procedures involving -the use of spatial data;
have the ability to acquire and use spatial data within the context of field, laboratory, teaching, and internship experiences;
have computer, computational, and communication skills at a level at least commensurate with external expectations;
be able to work independently and in a group environment.

Geography Major: Environmental Analysis and Land Use Planning - BA, BS

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

Outcome A: (Understanding basic content) Students will demonstrate knowledge of basic geographic facts, concepts and generalizations including:

describe major world physical patterns and systems;
locate major world places, locations, and characteristics;
explain basic relationships between humans and the environment; and
describe basic world cultural patterns and processes.

Outcome B: (Using basic mapping skills) Students will demonstrate basic mapping skills including:

use and interpret maps;
gather, prepare, and present information using a variety of map types; and
utilize current mapping software.

Outcome C: (Applying a geographic perspective) Students will demonstrate basic geographic perspectives including:

define questions for geographic inquiry;
gather, organize, and interpret data; and
present results of geographic inquiries in a written, oral, or graphic format.

Outcome D: (Professional knowledge, skills, and attitudes) All students will be able to demonstrate a basic level of competency in the practical skills and ethical approaches that are essential to Environmental and Land Use Planning including:

Practical skills:
- demonstrate a good understanding of the appropriate role and potential applications of geographic information science skills in addressing environmental and land use planning problems;
- engage in environmental and land use planning problem solving activities by employing basic field and laboratory based research methods and analytical techniques involving spatial data; and
- work independently and in groups.
Planning ethics:
- demonstrate a good understanding of planning policies and processes within the context of economic, political, and environmental considerations;
- demonstrate a good understanding of the proper planning process and ability to apply the concepts and skills learned in the program to the actual planning process; and
- describe the roles and responsibilities of environmental and land use planners in the context of the communities they serve.

Geography Major: Geographic Information Systems (GISci) - BA, BS

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

Outcome A: (Understanding basic content) Students will demonstrate knowledge of basic geographic facts, concepts and generalizations including:

describe major world physical patterns and systems;
locate major world places, locations, and characteristics;
explain basic relationships between humans and the environment; and
describe basic world cultural patterns and processes.

Outcome B: (Using basic mapping skills) Students will demonstrate basic mapping skills including:

use and interpret maps;
gather, prepare, and present information using a variety of map types; and
utilize current mapping software.

Outcome C: (Applying a geographic perspective) Students will demonstrate basic geographic perspectives including:

define questions for geographic inquiry;
gather, organize, and interpret data; and
present results of geographic inquiries in a written, oral, or graphic format.

Outcome D: (Professional knowledge, skills, and attitudes)

demonstrate competency in basic cartographic practices such as georeferencing, cartometrics, spatial symbolization, and map design;
demonstrate competency in the storage, management, and analysis of spatial data using one or more advanced GIS software systems such as ERDAS, ArcGIS, and/or Integraph;
demonstrate competency in the current techniques of processing, interpretation, and analysis of digital and analog remote sensing images using advanced image software such as ERDAS; and
demonstrate competency in both computer and computational skills necessary for entrance into the job market or an advanced degree.

Geography Major - BS in Ed, Secondary

Upon graduation, students earning this degree will:

MDE Standards - Geography

#

Standard/Guideline

1.0

Standard 1: Have Content Area Knowledge

The program will provide candidates with a minor (20 semester hour minimum) or a major (30 semester hour minimum) providing in-depth knowledge of the content specified in Michigan Curriculum Framework content standards for geography.

Taking into account the education needs of students, the teacher candidate is able to utilize a variety of data sources and technologies, such as Geography Information Systems (GIS), to:

1.1

describe and compare the locations and characteristics of places, cultures, and settlements;

1.2

explain the reasons for locations and characteristics of places, cultures, and settlements;

1.3

describe and compare the locations and characteristics of ecosystems, resources, human adaptation, and environmental impact;

1.4

explain ecosystems, use of resources, human adaptation, environmental impact, and the interactions among them;

1.5

describe and compare the locations and characteristics of economic activities, trade, political activities, migration, and information flow;

1.6

explain reasons for the locations and characteristics of economic activities, trade, political activities, migration, information flow, and the interrelationships among them;

1.7

describe and compare characteristics of ecosystems, states, regions, and patterns in the United States and explain the processes that created them;

1.8

describe and compare characteristics of major world regions and explain the processes that created them;

1.9

describe and compare characteristics of major world patterns and explain the processes that created them; and

1.10

describe and explain the causes, consequences, and geographic context of major global issues and events.

2.0

Standard 2: Make Interdisciplinary Connections

The program will ensure that candidates understand the fundamental ideas, concepts and facts that provide the basis of the
K-12 content standards in each of the four core social studies disciplines, as specified in the Michigan Curriculum Framework. Programs may include courses required as general education requirements; for example, an American Government course could supplement a geography minor. An interdisciplinary course could be taught as part of a major or minor, such as an economic history course for a geography major. Clear indications of interdisciplinary connections should be evidenced in the course syllabi and measures of candidate performance.

Taking into account the discipline of geography, the teacher candidate is able to:

2.1

sequence chronologically major eras within United States history and key events within those eras in order to examine relationships and explain cause and effect;

2.2

explain the structure and function of American government, core democratic values, and the rights and responsibilities of citizens;

2.3

describe the market system and apply basic economic concepts as identified in the Michigan Curriculum Framework; and

2.4

describe how political decisions involving women and ethnic minorities have influenced and been influenced by the geography of the United States and the world.

3.0

Standard 3: Can Apply Social Science Perspectives

The program will help candidates develop skills in the crosscutting themes presented in the Michigan Curriculum Framework social studies content standards (inquiry, public discourse and decision making, and citizen involvement).

The teacher candidate is able to:

3.1

acquire information from books, maps, newspapers, data sets, and other sources; organize and present the information in maps, graphs, charts, and time lines; interpret the meaning and significance of information; and use a variety of electronic technologies to assist in assessing and managing information;

3.2

conduct investigations including the ability to formulate a clear statement of questions, gather and organize information from a variety of sources, analyze and interpret information, formulate and test hypotheses, report results both orally and in writing, and make use of appropriate technology;

3.3

state issues clearly as questions of public policy, trace the origins of the issues, analyze various perspectives people bring to the issue, and evaluate possible ways to resolve the issue;

3.4

engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions;

3.5

compose coherent written essays that express positions on public issues and justify the positions with reasoned arguments; and

3.6

consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society.

4.0

Can Provide Social Studies Instruction

The program will teach candidates how to design, present, and assess social studies instruction. (Programs should provide evidence in field experiences or content area methods classes that candidates have developed instructional skills specifically related to geography.)

The teacher candidate:

4.1

is knowledgeable about teaching methods, curriculum organization, and instructional materials in geography;

4.2

can design, present, and assess instructional activities in geography as described in the Michigan Curriculum Framework teaching and learning standards (higher order thinking, deep knowledge, substantive conversations, and connections to the world beyond the classroom);

4.3

has had multiple experiences presenting geography content to students;

4.4

has made sustained use of technology appropriate to teaching geography;

4.5

can implement the Michigan Curriculum Framework content standards in the geography classroom; and

4.6

will design and use assessments as appropriate to the field of geography.

Geography Minor - BS in Ed (all certifications)

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

Outcome A: (Understanding basic content) Students will demonstrate knowledge of basic geographic facts, concepts, and generalizations including:

describe major world physical patterns and systems;
locate major world places, locations, and characteristics;
explain basic relationships between humans and the environment;
describe basic world cultural patterns and processes; and
pass the geography Michigan Test of Teacher Competency (MTTC).

Outcome B: (Using basic geographic skills) Students will demonstrate basic mapping skills including:

use and interpret maps;
gather and present information on basic maps; and
utilize current mapping software.

Outcome C: (Applying a geographic perspective) Students will demonstrate basic geographic perspective including:

define questions for geographic inquiry;
gather, organize, and interpret data; and
present results or geographic inquiries in a written, oral, or graphic format.

Outcome D: (Professional knowledge, skills, and attitudes) Students will demonstrate skills appropriate to begin student teaching including:

make geographic classroom presentations;
write content dense lesson plans consistent with Michigan Content Standards; and
demonstrate professional teaching behavior.

Meteorology Major - BS

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

1. Calculate thermodynamic parameters and evaluate atmospheric stability using a thermodynamic diagram.

2. Describe the physics of the atmospheric greenhouse effect, and differentiate between natural and anthropogenic climate forcings.

3. Apply standard techniques for interpretation and plotting of meteorological data.

4. Specify typical values and units of standard atmospheric parameters.

5. Trace the process water undergoes in the formation of precipitation in cold and warm clouds.

6. Depict the general circulation and describe the underlying forcing mechanisms.

7. Describe how the two constraints of geostrophic and hydrostatic balance lead to quasi-geostrophic motions in the atmosphere.

8. Apply theoretical concepts to real data in the analysis of meteorologically significant events on both synoptic and mesoscales.

9. Conduct a meteorological case study and present the results in both oral and written form.

10. Interpret a numerical weather forecast and evaluate the validity of the assumptions made within the numerical model.

11. Respect the role that research plays in the science of meteorology.

Geology Major - BS Option A

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

demonstrate and apply fundamental knowledge of the geological sciences;
retrieve, manage, and analyze information;
communicate effectively (speak, write, listen, telecommunication);
use technology, instruments, tools and information systems effectively;
apply their knowledge to independently find and formulate problems, think critically and act logically to evaluate and integrate diverse viewpoints, observations, data, or situations, and recommend solutions to problems;
collect, graph and statistically evaluate geologic data, make appropriate estimates, determine rates, use complex formulas, and apply appropriate models related to geologic phenomena; and
derive representations and interpretations from qualitative and quantitative field observations, and use these to spatially and temporally visualize features and phenomena.
Program assessment: graduates of this program will succeed in graduate school, as a professional geologist, or as a professional in a related field.

Geology Major - BA and BS Option B

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

demonstrate and apply fundamental knowledge of the geological sciences;
retrieve, manage, and analyze information;
communicate effectively (speak, write, listen, telecommunication);
use technology, instruments, tools and information systems effectively;
think critically and act logically to evaluate and integrate diverse viewpoints, observations, data, or situations, and recommend solutions to problems;
understand and apply appropriate quantitative skills needed to solve geologic problems; and
derive representations and interpretations from qualitative and quantitative field observations, and use these to spatially and temporally visualize features and phenomena.
Program assessment: graduates of this program will succeed in graduate school, as a professional geologist, or as a professional in a related field.

Hydrogeology/Environmental Geology Concentration - BS Option A

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

demonstrate and apply fundamental knowledge of the geological sciences;
retrieve, manage, and analyze information;
communicate effectively (speak, write, listen, telecommunication);
use technology, instruments, tools and information systems effectively;
apply their knowledge to independently find and formulate problems, think critically and act logically to evaluate and integrate diverse viewpoints, observations, data, or situations, and recommend solutions to problems;
collect, graph and statistically evaluate geologic data, make appropriate estimates, determine rates, use complex formulas, and apply appropriate models related to geologic phenomena;
derive representations and interpretations from qualitative and quantitative field observations, and use these to spatially and temporally visualize features and phenomena; and
demonstrate and apply specific knowledge related to hydrogeology or environmental geology.
Program assessment: graduates of this program will succeed in graduate school, as a professional geologist, or as a professional in a related field.

Hydrogeology/Environmental Geology Concentration - BA and BS Option B

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

demonstrate and apply fundamental knowledge of the geological sciences;
retrieve, manage, and analyze information;
communicate effectively (speak, write, listen, telecommunication);
use technology, instruments, tools and information systems effectively;
think critically and act logically to evaluate and integrate diverse viewpoints, observations, data, or situations, and recommend solutions to problems;
understand and apply appropriate quantitative skills needed to solve geologic problems;
derive representations and interpretations from qualitative and quantitative field observations, and use these to spatially and temporally visualize features and phenomena; and
demonstrate and apply specific knowledge related to hydrogeology or environmental geology.
Program assessment: graduates of this program will succeed in graduate school, as a professional geologist, or as a professional in a related field.

MS in Geology

Upon graduation, students earning any of these degrees should:

Be prepared for further graduate study or for professional careers in business and industry.

Industrial Safety Minor - BA, BAA, BS, BS in BA

Upon graduation, students earning any of these degrees will:

develop the capability of using modern concepts in safety and health in working with people that are consistent with the dynamics of individual and group behavior;
be able to integrate the safety and health needs of the individual with the goals of the organization;
develop skills in planning, organizing, directing, and controlling as they relate to safety and health in occupational environments;
be able to achieve challenging objectives in complex problem solving situations;
be capable of using pertinent safety and health knowledge to successfully integrate people, information, tasks; and
be able to communicate effectively with skilled workers at all levels in the accomplishment of technical tasks involved in attainment of a safe and healthful work environment.

MA in Industrial Management and Technology

Upon graduation, students earning any of these degrees should:

be able to develop the capability of using pertinent concepts and techniques in working with people that are consistent with the dynamics of individual and group behavior;
be able to integrate the goals of the individual with the goals of the organization;
be able to develop skills in planning, organizing, directing, and controlling as they relate to manufacturing and engineering environments;
be able to achieve challenging objectives in complex problem solving situations;
be capable of using pertinent knowledge to successfully integrate people, information, and tasks;
be able to communicate effectively with skilled workers at all levels in the accomplishment of technical tasks.

Industrial Education - BS in Ed, Secondary

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

demonstrate knowledge of the historical foundations and articulate their current philosophy of industrial education consistent with current practices and future trends;
demonstrate knowledge and skill in the cluster areas of manufacturing, construction, communication, and power/energy/transportation consistent with industrial education curriculum standards;
demonstrate technical knowledge and skills in at least two of the technical areas of Drafting, Metal Technology, Wood Technology, Graphic Arts Technology, Electronics, and Automotive Technology, and be prepared to teach in their areas;
prepare curriculum and utilize instructional materials in their specialty areas of industrial education;
create and modify existing facilities to optimize learning in an industrial education program;
select appropriate supplies, materials, and equipment to support a program in industrial education;
demonstrate teaching competence utilizing a variety of industrial materials, tools, and processes appropriate for different age levels and learning styles.

MDE Standards - Industrial Technology

#

Standard/Guideline

1.0

The industrial technology teacher will demonstrate basic knowledge and skills in the content areas of: drafting/computer assisted design, wood technology, metal technology, graphic arts, electricity/electronics, plastic technology, composite materials, manufacturing, construction, communication, transportation, and power and energy.

1.1

The industrial technology teacher will demonstrate and apply fundamental skills and knowledge within and across each of the content areas.

1.2

The industrial technology teacher will demonstrate basic knowledge and skills of the concepts of: safety and liability, tools, materials, processes, systems, problem-solving, critical thinking, creativity/invention, human dynamics/ ergonomics, careers, prototypes, ethics, research and statistics, global issues in technology (e.g., aware-ness of international standards and conventions, utilization of natural resources, etc.), consumer skills, technical measurement, sequencing processing, mechanics/ maintenance, computer literacy and computers, technical reading and writing, technical mathematics and science, automation, and design.

1.3

The industrial technology teacher will demonstrate safe and efficient use of basic and contemporary tools, machines, and processes.

2.0

The industrial technology teacher will discover and develop the talents, aptitudes, and interests of individuals for careers in technical fields:

2.1

Industrial technology programs focus on a broad spectrum of studies to develop a career awareness through:

2.1.1

Drafting/computer assisted design, wood technology, metal technology, graphic arts, electricity/electronics, plastic technology, composite materials, manufacturing, construction, communication, transportation, and power and energy;

2.1.2

Tools such as hand, portable powered, machines, and computer assistance; and

2.1.3

Processes such as designing, planning, organizing, operating, producing, controlling, finishing, and servicing. These experiences and activities provide individuals with opportunities to discover and develop aptitudes, interests, and personal qualities including ethics, responsibility, working cooperatively, and pride in quality work. Most effective programs include a sequence of career awareness, career exploration, and career preparation objectives and activities. An industrial technology program may be considered unique in providing students with career-related experiences.

3.0

The industrial technology teacher will demonstrate an understanding of industrial processes and the practical application of scientific principles.

3.1

A teacher of industrial technology will be able to conduct experiments and research, and to solve various types of technical problems related to the design, construction, and evaluation of prototypes and services in the content areas of the field. The teacher will adapt and use various industrial materials and processes.

3.2

The teacher will utilize concepts and principles of English/language arts, science, mathematics, (i.e. imperial and metric measurement, calculating formulas for specific technical purposes) and other components of the core curriculum in solving technical problems.

4.0

The industrial technology teacher will utilize problem-solving and creative thinking strategies in the content areas to:

4.1

Identify needs, design and refine project plans, select materials, sequence processes, construct prototypes, and evaluate solutions for quality and liability; and

4.2

Analyze problems in servicing, repairing, and redesigning products.

5.0

The industrial technology teacher will demonstrate the concepts and skills of industrial technology in a laboratory/classroom setting and evaluate the application of concepts and the content area.

The nature of the laboratory setting enhances the practical and applied use of problem-solving and critical thinking. The lab, formerly the shop, is a natural place for technological, scientific, and inventive minds to utilize tools, machines, and materials to produce a product that satisfies an identified industrial need.

6.0

The industrial technology teacher will be able to develop, manage, and evaluate an industrial technology program in schools.

7.0

The prospective teacher will acquire and recognize the importance of continually improving the attitudes, knowledge, and skills necessary to help K-12 students be successful in industrial technology education.

8.0

The prospective teacher will complete a full-time student teaching experiences in the school setting conducted in an industrial technology program under the supervision of program faculty and mentor teacher(s).

Mathematics Major - BA, BS

Upon graduation, students earning any of these degrees should:

Display mathematical breadth and demonstrate the ability to think logically by:
1. recognizing and using the logical steps and order of computations in calculus and linear algebra; and
2. applying legitimate math reasoning and discerning between legitimate and illegitimate mathematical arguments.
Demonstrate an understanding of the processes of mathematical inquiry and an appreciation for the beauty of mathematics. He/she should demonstrate an understanding of the value of the discipline by:
1. explaining the main concepts of calculus and their applications to modern society, science, and technology;
2. appreciating, understanding and explaining the principles of mathematics underlying the physical sciences;
3. identifying the common mathematical principles underlying the many difference fields of mathematics; and
4. distinguishing between computational issues and genuine mathematical principles, thus displaying appreciation for the importance of mathematical abstraction.
Demonstrate his/her preparation for a mathematical career or for graduate study in mathematics by:
1. displaying an awareness of the employment opportunities in mathematics;
2. demonstrating significant expertise in the main concepts of calculus, linear algebra, abstract algebra and advanced calculus; and
3. displaying elementary knowledge of the uses of common technology (hardware, software) in the mathematical sciences.

Mathematics

This program covers students earning the:

MA in Mathematics
MA in Teaching Mathematics
PhD in Mathematics, Teaching of College Mathematics

Upon graduation:

Many well qualified applicants should apply for the graduate program;
From 7-10 Master's students and 2-3 Ph.D. successfully complete their degree work each year;
Students who complete degrees should be successful in their subsequent positions.

Mathematics Major - BS in Ed, Elementary

Upon graduation, students earning this degree should:

be well prepared to teach mathematics;
find teaching positions in the discipline of their choice;
be aware of recent initiatives in mathematics education;
be aware of the need to continue their education; and
be able to incorporate technology into the teaching of mathematics.

MDE Standards - Mathematics, K-8

Standard/Guideline

1.0

MATHEMATICS PREPARATION

1.1

Problem Solving: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to mature in their problem solving ability. What evidence indicates that this is being accomplished?

1.2

Reasoning: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to make and evaluate mathematical conjectures, arguments, and to validate their own mathematical thinking. What evidence indicates that this is being accomplished?

1.3

Communication: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to use both oral and written discourse between teacher and candidates and among candidates to develop and extend candidates' mathematical understanding. What evidence indicates that this is being accomplished?

1.4

Connections:

Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to demonstrate an understanding of mathematical relationships across disciplines and connections within mathematics. What evidence indicates that this is being accomplished?

1.5

Programs prepare prospective teachers who can:

1.5.1

demonstrate knowledge of the development, use, and multiple representation of numbers and number systems; apply concepts of number, number theory, and number systems;

1.5.2

demonstrate number sense and knowledge of number systems; apply numerical computation and estimation techniques and extend them to algebraic expressions; model the use of the four basic operations (addition, subtraction, multiplication, and division) in multiple contexts; use a variety of mental computation techniques; apply estimation strategies to quantities, measurements, and computation to determine the reasonableness of results; model, explain, and develop a variety of computational algorithms;

1.5.3

apply the process of measurement to two- and three-dimensional objects using non-standard, customary and metric units;

1.5.4

use geometric concepts and relationships to describe and model mathematical ideas and real-world constructs;

1.5.5

understand the major concepts of Euclidean geometry from a variety of perspectives including coordinate and transformational;

1.5.6

use both descriptive and inferential statistics to analyze data, make predictions, and make decisions; collect, organize, represent, analyze, and interpret data;

1.5.7

apply concepts and interpret probability in real-world situations, construct sample spaces, model and compare experimental probabilities with mathematical expectations, use probability to make predictions;

1.5.8

use algebra to describe patterns, relations, and functions, and to model and solve problems;

1.5.9

understand the role of axiomatic systems and proofs in different branches of mathematics, such as algebra and geometry;

1.5.10

understand calculus as modeling dynamic change, including an intuitive understanding of differentiation and integration and apply calculus concepts to real-world settings;

1.5.11

use counting to enumerate and order; use matrices, finite graphs, and trees to model problem situations; describe basic algorithms for accomplishing tasks;

1.5.12

describe and represent mathematical relationships; use mathematical modeling to solve real-world problems;

1.5.13

understand and apply the concepts of proportional reasoning; and

1.5.14

understand and apply concepts of variable and function.

1.6

Programs prepare prospective teachers who have a knowledge of historical development in mathematics that includes the contributions of under- represented groups and diverse cultures.

2.0

TEACHING PREPARATION

2.1

Diverse Learners

Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to develop and use their knowledge of student diversity to affirm and support full participation and continued study of mathematics by all students. This diversity includes gender, ethnicity, socioeconomic background, language, special needs, and mathematical learning styles.

2.2

Technology

Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to use appropriate technology to support the learning of mathematics. This technology includes, but is not limited to, computers and computer software, calculators, interactive television, distance learning, electronic information resources, and a variety of relevant multimedia.

2.3

Assessment

Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to use:

2.3.1

Formative and summative methods to determine students' understanding of mathematics and to monitor their own teaching effectiveness. How do you ensure that teacher candidates can carefully align their instructional and assessment practices?

2.3.2

Formative assessment to monitor student learning and to adjust instructional strategies and activities. Formative assessment includes, but is not limited to, questioning strategies, student writing, student products, and student performance.

2.3.3

Summative assessment to determine student achievement and to evaluate the mathematics program. Summative assessment includes, but is not limited to, teacher-designed tests, criterion-referenced tests, norm-referenced tests, portfolios, projects, and other open-ended student products.

2.4

Programs prepare prospective teachers who can identify, teach, and model problem solving in grades K-8. How do you ensure that teacher candidates can do this effectively?

2.5

Programs prepare prospective teachers who use a variety of physical and visual materials for exploration and development of mathematical concepts in grades K-8, including prenumeration concepts; numbers (whole numbers, fractions, decimals, percents) and their relationships; four basic operations with positive and negative rational numbers; geometric concepts and spatial visualization; measurement concepts and procedures; algebraic concepts; logical conjectures and conclusions using words such as all, some, and none; and concepts of probability and elementary data analysis. See Michigan Curriculum Framework, 1996 and its successor documents). How is this evaluated?

2.6

Programs prepare prospective teachers who use a variety of print and electronic resources (e.g. calculators and computers).

2.7

Programs prepare prospective teachers who know when and how to use student groupings such as collaborative groups, cooperative learning, and peer teaching.

2.8

Programs prepare prospective teachers who use instructional strategies based on current research as well as national, state (i.e. Teaching and Learning Standards from Chapter 4 of Michigan Curriculum Framework, pages 46-62, 1996, and its successor documents), and local standards relating to mathematics instruction.

2.9

Programs prepare prospective teachers who can work on an interdisciplinary team and in an interdisciplinary environment.

2.10

Programs introduce and involve prospective teachers in the professional community of mathematics educators.

2.11

Programs prepare prospective teachers to understand, use, and evaluate district mathematics curricula and to deliver the curriculum to each student.

3.0

FIELD BASED EXPERIENCES

3.1

Programs provide prospective teachers with a sequence of planned opportunities prior to student teaching to observe and participate in K-8 mathematics classrooms with qualified teachers. Experiences include observing, tutoring, mini-teaching, and planning mathematics activities and lessons for different mathematics courses and levels.

3.2

Programs provide prospective teachers with a full-time student teaching experience in K-8 mathematics that is supervised by a qualified teacher and a university or college supervisor with K-8 teaching experience and is knowledgeable regarding K-8 mathematics.

3.3

Programs provide prospective teachers with time to confer with the supervising teacher and to do instructional planning.

Mathematics Major - BS in Ed, Secondary

Upon graduation, students earning this degree should:

be well prepared to teach mathematics;
find teaching positions in the discipline of their choice;
be aware of recent initiatives in mathematics education;
be aware of the need to continue their education; and
be able to incorporate technology into the teaching of mathematics.

MDE Standards - Mathematics, 7-12

Standard/Guideline

1.0

MATHEMATICS PREPARATION

1.1

Problem Solving: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to mature in their problem solving ability. What evidence indicates that this is being accomplished?

1.2

Reasoning: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to make and evaluate mathematical conjectures, arguments, and to validate their own mathematical thinking. What evidence indicates that this is being accomplished?

1.3

Communication:

Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to use both oral and written discourse between teacher and candidates and among candidates to develop and extend candidates' mathematical understanding. What evidence indicates that this is being accomplished?

1.4

Connections:

Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to demonstrate an understanding of mathematical relationships across disciplines and connections within mathematics. What evidence indicates that this is being accomplished?

1.5

Programs prepare prospective teachers who can:

1.5.1

apply concepts of number, number theory, and number systems;

1.5.2

apply numerical computation and estimation techniques and extend them to algebraic expressions;

1.5.3

apply the process of measurement to two- and three-dimensional objects using non-standard, customary and metric units;

1.5.4

use geometric concepts and relationships to describe and model mathematical ideas and real-world constructs;

1.5.5

understand the major concepts of Euclidean geometry from a variety of perspectives including coordinate and transformational;

1.5.6

use both descriptive and inferential statistics to analyze data, make predictions, and make decisions;

1.5.7

understand the concepts of random variable, distribution functions, and theoretical versus experimental probability and apply them to real-world situations;

1.5.8

use algebra to describe patterns, relations, and functions, and to model and solve problems;

1.5.9

understand the role of axiomatic systems and understand the use of proofs in different branches of mathematics, such as algebra and geometry;

1.5.10

have a firm conceptual grasp of limit, continuity, differentiation and integration, and a thorough background in the techniques and application of calculus;

1.5.11

have a knowledge of discrete mathematics and its concepts and applications of graph theory, recurrence relations, linear programming, difference equations, matrices, and combinatorics;

1.5.12

use mathematical modeling to solve problems from fields such as natural sciences, social sciences, business, and engineering; and

1.5.13

(Not applicable at this level)

1.5.14

understand and apply the concepts of linear and nonlinear algebra, and the major concepts of abstract algebra.

1.6

Programs prepare prospective teachers who have a knowledge of historical development in mathematics that includes the contributions of under- represented groups and diverse cultures.

2.0

TEACHING PREPARATION

2.1

Diverse Learner

Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to develop and use their knowledge of student diversity to affirm and support full participation and continued study of mathematics by all students. This diversity includes gender, ethnicity, socioeconomic background, language, special needs, and mathematical learning styles.

2.2

Technology

Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to use appropriate technology to support the learning of mathematics. This technology includes, but is not limited to, computers and computer software, calculators, interactive

2.3

Assessment

Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to use:

2.3.1

formative and summative methods to determine students' understanding of mathematics and to monitor their own teaching effectiveness. How do you ensure that teacher candidates can carefully align their instructional and assessment practices?

2.3.2

formative assessment to monitor student learning and to adjust instructional strategies and activities. Formative assessment includes, but is not limited to, questioning strategies, student writing, student products, and student performance.

2.3.3

summative assessment to determine student achievement and to evaluate the mathematics program. Summative assessment includes, but is not limited to, teacher-designed tests, criterion-referenced tests, norm-referenced tests, portfolios, projects, and other open-ended student products.

2.4

Programs prepare prospective teachers who can identify, teach, and model problem solving in grades 7-12. How do you ensure that teacher candidates can do this effectively?

2.5

Programs prepare prospective teachers who use a variety of physical and visual materials for exploration and development of mathematical concepts in grades 7-12 (see Michigan Curriculum Framework, 1996, pages 46-62, and its successor documents). How is this evaluated?

2.6

Programs prepare prospective teachers who use a variety of print and electronic resources (e.g. calculators and computers).

2.7

Programs prepare prospective teachers who know when and how to use student groupings such as collaborative groups, cooperative learning, and peer teaching.

2.8

Programs prepare prospective teachers who use instructional strategies based on current research as well as national, state (i.e. Teaching and Learning Standards from Chapter 4 of Michigan Curriculum Framework, 1996, and its successor documents), and local standards relating to mathematics instruction.

2.9

Programs prepare prospective teachers who can work on an interdisciplinary team and in an interdisciplinary environment.

2.10

Programs introduce and involve prospective teachers in the professional community of mathematics educators.

2.11

Programs prepare prospective teachers to understand, use, and evaluate district mathematics curricula and to deliver the curriculum to each student.

3.0

FIELD-BASED EXPERIENCES

3.1

Programs provide prospective teachers with a sequence of planned opportunities prior to student teaching to observe and participate in 7-12 mathematics classrooms with qualified teachers. Experiences include observing, tutoring, mini-teaching, and planning mathematics activities and lessons for different mathematics courses and levels.

3.2

Programs provide prospective teachers with a full-time student teaching experience in 7-12 mathematics that is supervised by a qualified teacher and a university or college supervisor with 7-12 teaching experience and is knowledgeable regarding 7-12 mathematics.

3.3

Programs provide prospective teachers with time to confer with the supervising teacher and to do instructional planning.

Statistics Major - BA, BS

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

Knowledge:

K1. Demonstrate their knowledge of statistical methods and applications through a capstone experience.

K2. Apply appropriate statistical methods to analyze real world data.

K3. Interpret the quantitative information in daily life.

K4. Demonstrate their knowledge of statistical theory and the applications of the theory.

Skills:

S1. Use statistical packages to analyze real world data.

S2. Use computer to manage and manipulate real world data.

S3. Prepare and present statistical results for various audiences.

S4. Write a clear statistical report by integrating various sources of statistical information and making appropriate conclusions.

Perceptions or Values:

V1. Show a positive attitude towards statistics.

V2. Realize the ethical use of data and appreciate the value of statistics through the applications of statistics to real world.

MS in Physics

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

describe the basic theories and identify the main principles of classical mechanics, classical electromagnetism, quantum mechanics, and statistical thermodynamics; in particular:
1. variational principles
2. Lagrange and Hamilton equations
3. canonical transformations
4. Maxwell equations
5. Special theory of relativity
6. wave mechanics and the Schroedinger equation
7. conservation theorems
8. Heisenberg uncertainty principle
9. matrix formulation of quantum mechanics
10. approximation methods
11. statistical thermodynamics
12. quantum statistics
analyze general physics problems, design and solve mathematical models, identifying the limits of validity of the solution provided; in particular:
1. rigid body motion
2. small oscillations
3. motion in a central potential
4. classical scattering
5. electromagnetic waves
6. multi-pole expansion in electrostatics and magnetostatics
7. quantum tunneling
8. hydrogen atom
9. radiataive transition
10. many-electron atoms
11. Fermi gas
12. Bose gas
develop knowledge and skills in a specific subfield of physics through research and elective courses.

Physical Science Major - BS in Ed

Upon graduation, students earning this degree should:

MDE Standards - Physical Science

	Standard/Guideline
	Submit a narrative that explains how this program:
A.	uses the Michigan Curriculum Framework K-12 Science Content Standards and Benchmarks as the critical foundation for teacher preparation, ensuring that secondary physical science teachers have the content knowledge and the ability to teach this curriculum; and
B.	develops student understanding of the interconnectedness of all science, including earth science and biology, and relates this understanding to the teaching of physical science.
	The preparation of secondary physical science teachers should:
1.0	understand and develop the major concepts and principles of physics and chemistry which shall include the following topics:
1.1	Major Concepts and Principles of Chemistry
1.1.1	Inorganic Chemistry, including
1.1.1.1	atomic/molecular structure and bonding
1.1.1.2	stoichiometry
1.1.1.3

	Standard/Guideline
1.0	As a prerequisite to the advanced program, candidates must document knowledge and competencies contained in the Educational Computing and Technology Literacy matrix.
1.1	Foundations. Professional studies in basic educational computing and technology literacy build a foundation for applying computers and related technologies (hardware and software) in educational settings. This specialty program must document the prerequisite preparation of the candidates or provide instruction to fulfill the Foundations program standards in the initial course work.
1.2	Specialty Content Preparation in Educational Computing and Technology Literacy. Professional studies in basic educational computing and technology literacy provide concepts and skills that prepare teachers in the specialized and professional content for teaching educational computing and technology applications and to use technology to support other content areas. This specialty program must document the prerequisite preparation of the candidates or provide instruction to fulfill the educational computing and technology literacy program standards in initial course work. (Submit Educational Computing and Technology Literacy matrix.)
2.0	Specialty Content Preparation in Computer Science. Professional studies in computer science education for teachers provide experiences selected to develop a breadth and depth of knowledge of computer science. Courses and performances fulfilling these requirements must include experiences beyond the beginning level in computer science. It is recommended that the following skills and concepts be equivalent in depth to at least the level achieved in 12 semester hours of instruction. (The specific number of hours recommended should not be construed as a requirement.)
2.1	Laboratory-based Experiences in Computer Science. Candidates will perform laboratory-based experiments that demonstrate proficiency in programming a high-level language, involve the use of advanced data structures and algorithm analysis, and illustrate differences in the organization of major programming languages. *Performance Indicators – Candidates will:*
2.1.1	write programs in a high-level language that demonstrate proficient use of program design and verification methodologies and that represent the core areas of computer science. (It is recommended that these skills and concepts be equivalent in depth to at least the level that may be achieved in a two-semester sequence of course work.)
2.1.2	apply advanced knowledge of abstract data types and algorithm analysis. (It is recommended that these skills and concepts be equivalent in depth to at least the level that may be achieved in a three-semester hour course, which builds on competencies developed for item 2.1.1. However, the specific number of hours recommended should not be construed as a requirement.)
2.1.3	demonstrate knowledge in the organization of programming languages, implement examples using the major language paradigms, apply features that reflect modern language trends such as object-oriented and event-driven programming, and produce modules using at least two different types of language.
2.2	Breadth in Computer Science. Candidates will demonstrate proficiency in core areas of computer science including programming in at least two high-level programming languages, participating in team software development projects, using multiple computing environments, and demonstrating written and oral communication skills. *Performance Indicators – Candidates will:*
2.2.1	develop projects that require knowledge in at least two high-level programming languages.
2.2.2	participate in team software development projects.
2.2.3	use a variety of computing environments (e.g., single and multi-user systems with different operating systems).
2.2.4	demonstrate written and oral communication skills by writing at least one research paper and delivering at least one oral presentation related to computer science.
3.0	Professional Preparation. Professional studies culminating in computer science education endorsements provide studies of and experiences in the methods, techniques, and strategies related to teaching computer science. (It is recommended that these experiences be equivalent in depth to at least the level achieved in three or more semester hours of instruction. However, the specific number of hours recommended should not be construed as a requirement.)
3.1	Materials, Methods, and Resources for Teaching. Candidates will use appropriate materials, methods, resources, and curricula for teaching computer science.
	*Performance Indicators – Candidates will:*
3.1.1	identify and model problem-solving strategies for computer science instruction.
3.1.2	demonstrate the uses of computers and related technologies as teaching tools for computer science instruction.
3.1.3	select and use appropriate materials and models for teaching computer science.
3.1.4	identify resources to enrich the teaching of computer science.
3.1.5	describe the computer science curriculum and its relationship to the K-12 curriculum and the college computer science curriculum.
3.2	Professional Development. Candidates will engage in practices that reflect their roles as teaching and computing professionals.
	*Performance Indicators – Candidates will:*
3.2.1	discuss guidance roles and plan enrichment activities for computer science students (e.g., computing career guidance, preparation for college, fundamental skills, and extracurricular activities such as computer clubs and organized competitions).
3.2.2	identify and describe professional computer science and computer education societies that provide opportunities for professional growth of the computer science teacher.
3.3	Classroom and Instructional Management Methodologies. Candidates will use appropriate materials, methods, resources, and curricula for teaching computer science. *Performance Indicators – Candidates will:*
3.3.1	identify and present computer science content.
3.3.2	develop and implement instructional strategies for dealing with different learning styles and diverse populations (e.g., populations with special needs).
3.3.3	apply effective methods of assessment and evaluation and use appropriate feedback techniques.
3.3.4	model behaviors that reflect knowledge of gender, ethnic, and multicultural issues in computer science education.
3.3.5	demonstrate techniques for teaching students about the legal and ethical issues surrounding the uses of computers in society and for promoting ethical behaviors in students.
3.4	Laboratory Management. Candidates will apply methods and skills appropriate to management of a computer science lab. *Performance Indicators – Candidates Will:*
3.4.1	design, develop, and evaluate laboratory activities and demonstrations for the computer science classroom.
3.4.2	demonstrate laboratory management skills and techniques necessary to support computer science classroom activities.

#	Standard/Guideline
1.0	Standard 1: Have Content Area Knowledge The program will provide candidates with a minor (20 semester hour minimum) or a major (30 semester hour minimum) providing in-depth knowledge of the content specified in Michigan Curriculum Framework content standards for geography.
	Taking into account the education needs of students, the teacher candidate is able to utilize a variety of data sources and technologies, such as Geography Information Systems (GIS), to:
1.1	describe and compare the locations and characteristics of places, cultures, and settlements;
1.2	explain the reasons for locations and characteristics of places, cultures, and settlements;
1.3	describe and compare the locations and characteristics of ecosystems, resources, human adaptation, and environmental impact;
1.4	explain ecosystems, use of resources, human adaptation, environmental impact, and the interactions among them;
1.5	describe and compare the locations and characteristics of economic activities, trade, political activities, migration, and information flow;
1.6	explain reasons for the locations and characteristics of economic activities, trade, political activities, migration, information flow, and the interrelationships among them;
1.7	describe and compare characteristics of ecosystems, states, regions, and patterns in the United States and explain the processes that created them;
1.8	describe and compare characteristics of major world regions and explain the processes that created them;
1.9	describe and compare characteristics of major world patterns and explain the processes that created them; and
1.10	describe and explain the causes, consequences, and geographic context of major global issues and events.
2.0	Standard 2: Make Interdisciplinary Connections The program will ensure that candidates understand the fundamental ideas, concepts and facts that provide the basis of the K-12 content standards in each of the four core social studies disciplines, as specified in the Michigan Curriculum Framework. Programs may include courses required as general education requirements; for example, an American Government course could supplement a geography minor. An interdisciplinary course could be taught as part of a major or minor, such as an economic history course for a geography major. Clear indications of interdisciplinary connections should be evidenced in the course syllabi and measures of candidate performance.
	Taking into account the discipline of geography, the teacher candidate is able to:
2.1	sequence chronologically major eras within United States history and key events within those eras in order to examine relationships and explain cause and effect;
2.2	explain the structure and function of American government, core democratic values, and the rights and responsibilities of citizens;
2.3	describe the market system and apply basic economic concepts as identified in the Michigan Curriculum Framework; and
2.4	describe how political decisions involving women and ethnic minorities have influenced and been influenced by the geography of the United States and the world.
3.0	Standard 3: Can Apply Social Science Perspectives The program will help candidates develop skills in the crosscutting themes presented in the Michigan Curriculum Framework social studies content standards (inquiry, public discourse and decision making, and citizen involvement).
	The teacher candidate is able to:
3.1	acquire information from books, maps, newspapers, data sets, and other sources; organize and present the information in maps, graphs, charts, and time lines; interpret the meaning and significance of information; and use a variety of electronic technologies to assist in assessing and managing information;
3.2	conduct investigations including the ability to formulate a clear statement of questions, gather and organize information from a variety of sources, analyze and interpret information, formulate and test hypotheses, report results both orally and in writing, and make use of appropriate technology;
3.3	state issues clearly as questions of public policy, trace the origins of the issues, analyze various perspectives people bring to the issue, and evaluate possible ways to resolve the issue;
3.4	engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions;
3.5	compose coherent written essays that express positions on public issues and justify the positions with reasoned arguments; and
3.6	consider the effects of an individual’s actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society.
4.0	Can Provide Social Studies Instruction The program will teach candidates how to design, present, and assess social studies instruction. (Programs should provide evidence in field experiences or content area methods classes that candidates have developed instructional skills specifically related to geography.)
	The teacher candidate:
4.1	is knowledgeable about teaching methods, curriculum organization, and instructional materials in geography;
4.2	can design, present, and assess instructional activities in geography as described in the Michigan Curriculum Framework teaching and learning standards (higher order thinking, deep knowledge, substantive conversations, and connections to the world beyond the classroom);
4.3	has had multiple experiences presenting geography content to students;
4.4	has made sustained use of technology appropriate to teaching geography;
4.5	can implement the Michigan Curriculum Framework content standards in the geography classroom; and
4.6	will design and use assessments as appropriate to the field of geography.

#	Standard/Guideline
1.0	The industrial technology teacher will demonstrate basic knowledge and skills in the content areas of: drafting/computer assisted design, wood technology, metal technology, graphic arts, electricity/electronics, plastic technology, composite materials, manufacturing, construction, communication, transportation, and power and energy.
1.1	The industrial technology teacher will demonstrate and apply fundamental skills and knowledge within and across each of the content areas.
1.2	The industrial technology teacher will demonstrate basic knowledge and skills of the concepts of: safety and liability, tools, materials, processes, systems, problem-solving, critical thinking, creativity/invention, human dynamics/ ergonomics, careers, prototypes, ethics, research and statistics, global issues in technology (e.g., aware-ness of international standards and conventions, utilization of natural resources, etc.), consumer skills, technical measurement, sequencing processing, mechanics/ maintenance, computer literacy and computers, technical reading and writing, technical mathematics and science, automation, and design.
1.3	The industrial technology teacher will demonstrate safe and efficient use of basic and contemporary tools, machines, and processes.
2.0	The industrial technology teacher will discover and develop the talents, aptitudes, and interests of individuals for careers in technical fields:
2.1	Industrial technology programs focus on a broad spectrum of studies to develop a career awareness through:
2.1.1	Drafting/computer assisted design, wood technology, metal technology, graphic arts, electricity/electronics, plastic technology, composite materials, manufacturing, construction, communication, transportation, and power and energy;
2.1.2	Tools such as hand, portable powered, machines, and computer assistance; and
2.1.3	Processes such as designing, planning, organizing, operating, producing, controlling, finishing, and servicing. These experiences and activities provide individuals with opportunities to discover and develop aptitudes, interests, and personal qualities including ethics, responsibility, working cooperatively, and pride in quality work. Most effective programs include a sequence of career awareness, career exploration, and career preparation objectives and activities. An industrial technology program may be considered unique in providing students with career-related experiences.
3.0	The industrial technology teacher will demonstrate an understanding of industrial processes and the practical application of scientific principles.
3.1	A teacher of industrial technology will be able to conduct experiments and research, and to solve various types of technical problems related to the design, construction, and evaluation of prototypes and services in the content areas of the field. The teacher will adapt and use various industrial materials and processes.
3.2	The teacher will utilize concepts and principles of English/language arts, science, mathematics, (i.e. imperial and metric measurement, calculating formulas for specific technical purposes) and other components of the core curriculum in solving technical problems.
4.0	The industrial technology teacher will utilize problem-solving and creative thinking strategies in the content areas to:
4.1	Identify needs, design and refine project plans, select materials, sequence processes, construct prototypes, and evaluate solutions for quality and liability; and
4.2	Analyze problems in servicing, repairing, and redesigning products.
5.0	The industrial technology teacher will demonstrate the concepts and skills of industrial technology in a laboratory/classroom setting and evaluate the application of concepts and the content area. The nature of the laboratory setting enhances the practical and applied use of problem-solving and critical thinking. The lab, formerly the shop, is a natural place for technological, scientific, and inventive minds to utilize tools, machines, and materials to produce a product that satisfies an identified industrial need.
6.0	The industrial technology teacher will be able to develop, manage, and evaluate an industrial technology program in schools.
7.0	The prospective teacher will acquire and recognize the importance of continually improving the attitudes, knowledge, and skills necessary to help K-12 students be successful in industrial technology education.
8.0	The prospective teacher will complete a full-time student teaching experiences in the school setting conducted in an industrial technology program under the supervision of program faculty and mentor teacher(s).

	Standard/Guideline
1.0	MATHEMATICS PREPARATION
1.1	Problem Solving: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to mature in their problem solving ability. What evidence indicates that this is being accomplished?
1.2	Reasoning: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to make and evaluate mathematical conjectures, arguments, and to validate their own mathematical thinking. What evidence indicates that this is being accomplished?
1.3	Communication: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to use both oral and written discourse between teacher and candidates and among candidates to develop and extend candidates' mathematical understanding. What evidence indicates that this is being accomplished?
1.4	Connections: Submit a narrative that describes how the requirements of your program provide opportunities for your candidates to demonstrate an understanding of mathematical relationships across disciplines and connections within mathematics. What evidence indicates that this is being accomplished?
1.5	Programs prepare prospective teachers who can:
1.5.1	demonstrate knowledge of the development, use, and multiple representation of numbers and number systems; apply concepts of number, number theory, and number systems;
1.5.2	demonstrate number sense and knowledge of number systems; apply numerical computation and estimation techniques and extend them to algebraic expressions; model the use of the four basic operations (addition, subtraction, multiplication, and division) in multiple contexts; use a variety of mental computation techniques; apply estimation strategies to quantities, measurements, and computation to determine the reasonableness of results; model, explain, and develop a variety of computational algorithms;
1.5.3	apply the process of measurement to two- and three-dimensional objects using non-standard, customary and metric units;
1.5.4	use geometric concepts and relationships to describe and model mathematical ideas and real-world constructs;
1.5.5	understand the major concepts of Euclidean geometry from a variety of perspectives including coordinate and transformational;
1.5.6	use both descriptive and inferential statistics to analyze data, make predictions, and make decisions; collect, organize, represent, analyze, and interpret data;
1.5.7	apply concepts and interpret probability in real-world situations, construct sample spaces, model and compare experimental probabilities with mathematical expectations, use probability to make predictions;
1.5.8	use algebra to describe patterns, relations, and functions, and to model and solve problems;
1.5.9	understand the role of axiomatic systems and proofs in different branches of mathematics, such as algebra and geometry;
1.5.10	understand calculus as modeling dynamic change, including an intuitive understanding of differentiation and integration and apply calculus concepts to real-world settings;
1.5.11	use counting to enumerate and order; use matrices, finite graphs, and trees to model problem situations; describe basic algorithms for accomplishing tasks;
1.5.12	describe and represent mathematical relationships; use mathematical modeling to solve real-world problems;
1.5.13	understand and apply the concepts of proportional reasoning; and
1.5.14	understand and apply concepts of variable and function.
1.6	Programs prepare prospective teachers who have a knowledge of historical development in mathematics that includes the contributions of under- represented groups and diverse cultures.
2.0	TEACHING PREPARATION
2.1	Diverse Learners Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to develop and use their knowledge of student diversity to affirm and support full participation and continued study of mathematics by all students. This diversity includes gender, ethnicity, socioeconomic background, language, special needs, and mathematical learning styles.
2.2	Technology Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to use appropriate technology to support the learning of mathematics. This technology includes, but is not limited to, computers and computer software, calculators, interactive television, distance learning, electronic information resources, and a variety of relevant multimedia.
2.3	Assessment Submit a narrative that describes how the requirements of your program prepare teachers of mathematics to use:
2.3.1	Formative and summative methods to determine students' understanding of mathematics and to monitor their own teaching effectiveness. How do you ensure that teacher candidates can carefully align their instructional and assessment practices?
2.3.2	Formative assessment to monitor student learning and to adjust instructional strategies and activities. Formative assessment includes, but is not limited to, questioning strategies, student writing, student products, and student performance.
2.3.3	Summative assessment to determine student achievement and to evaluate the mathematics program. Summative assessment includes, but is not limited to, teacher-designed tests, criterion-referenced tests, norm-referenced tests, portfolios, projects, and other open-ended student products.
2.4	Programs prepare prospective teachers who can identify, teach, and model problem solving in grades K-8. How do you ensure that teacher candidates can do this effectively?
2.5	Programs prepare prospective teachers who use a variety of physical and visual materials for exploration and development of mathematical concepts in grades K-8, including prenumeration concepts; numbers (whole numbers, fractions, decimals, percents) and their relationships; four basic operations with positive and negative rational numbers; geometric concepts and spatial visualization; measurement concepts and procedures; algebraic concepts; logical conjectures and conclusions using words such as all, some, and none; and concepts of probability and elementary data analysis. See Michigan Curriculum Framework, 1996 and its successor documents). How is this evaluated?
2.6	Programs prepare prospective teachers who use a variety of print and electronic resources (e.g. calculators and computers).
2.7	Programs prepare prospective teachers who know when and how to use student groupings such as collaborative groups, cooperative learning, and peer teaching.
2.8	Programs prepare prospective teachers who use instructional strategies based on current research as well as national, state (i.e. Teaching and Learning Standards from Chapter 4 of Michigan Curriculum Framework, pages 46-62, 1996, and its successor documents), and local standards relating to mathematics instruction.
2.9	Programs prepare prospective teachers who can work on an interdisciplinary team and in an interdisciplinary environment.
2.10	Programs introduce and involve prospective teachers in the professional community of mathematics educators.
2.11	Programs prepare prospective teachers to understand, use, and evaluate district mathematics curricula and to deliver the curriculum to each student.
3.0	FIELD BASED EXPERIENCES
3.1	Programs provide prospective teachers with a sequence of planned opportunities prior to student teaching to observe and participate in K-8 mathematics classrooms with qualified teachers. Experiences include observing, tutoring, mini-teaching, and planning mathematics activities and lessons for different mathematics courses and levels.
3.2	Programs provide prospective teachers with a full-time student teaching experience in K-8 mathematics that is supervised by a qualified teacher and a university or college supervisor with K-8 teaching experience and is knowledgeable regarding K-8 mathematics.
3.3	Programs provide prospective teachers with time to confer with the supervising teacher and to do instructional planning.