Undergraduate Education: Early Childhood, Elementary, and Secondary

Student outcomes for undergraduate programs in Education are aligned with Michigan Standards for Teachers as well as standards from professional organizations. Student learning is assessed using a vast array of informal and formal assessments, ranging from course embedded assessments, performance during field experiences, and MTTC scores. Assessment data is used for ongoing reflection, critique, and further development of our programs. As part of the larger Education Unit, we are in the process of developing and implementing assessments consistent with NCATE accreditation.

Graduate Education Programs

Student outcomes for Graduate programs in Education, including specialization programs in Early Childhood Education, Educational Technology, Literacy Education and Special Education, re aligned with Michigan Standards for Teachers, standards from professional organizations, and ongoing review of current research and literature. Student learning is assessed and evaluated using student portfolios, course embedded assessments, performance during field experiences, and MTTC scores.  Assessment data is used for ongoing reflection, critique, and development of programs of effective programs.  As part of the larger Education Unit, we are in the process of developing and implementing assessments consistent with NCATE accreditation.

 

Early Childhood Education (MA)

 

Educational technology (MA)

 

Literacy Education (MA)

 

Inclusive Education (MA)

The Master of Arts in Inclusive Education program prepares professionals to become knowledgeable of and skilled in applying best practices for teaching in an inclusive environment. It provides comprehensive and specific expertise about inclusion; collaboration; best practices for meeting the academic, social, and behavioral needs of all students; and an understanding of students with disabilities, students who are culturally and linguistically diverse, and students who are in poverty. Faculty in the MA in Inclusive Education program regularly complete an analysis of student learning outcomes through varied assessments including practical application of knowledge during field based projects, research projects, student reflections, and through the student’s culminating capstone project. Students acquire the necessary knowledge and skills in close collaboration with their peers and instructors. Faculty revisit the program’s outcomes and benchmarks on an annual basis and incorporate necessary improvements in an effort to continuously improve.

 

Mathematics Education for Elementary and Early Childhood Educators (MA)

 

Secondary Education Certification Program (MA)
 
Educational Administration (MPA)

 

Education Specialist (Ed.S)

 

Doctor of Education (Ed.D)

 

 

Social Work

Student outcome assessment data for the Social Work Program indicated that the four goals of the program are met. Results of four different measures of student performance indicated that the cohort of students completing the 2005-2006 professional block were prepared with the necessary cognitive knowledge, emotional and personal insight, and behavioral skills to claim preparation as a generalist social worker according to the standards of the Council on Social Work Education. Evidence from this assessment also indicates that the cohort of students is exceptionally well prepared when compared to their academic peers nationally.

In an atmosphere of continuous improvement, program administrators are currently developing strategies to assess the experiences of students as they graduate and experience market realities. Future student outcome assessment processes will explore the link between exceptionally strong academic preparation already evidenced, with new observations of licensure, employment and graduate school opportunities not yet directly measured.