<<PR/PE Index 

Psychology Program revisions submitted on April 13, 2007


 

Application for State Approval of

Teacher Preparation Specialty Programs

 

Michigan Department of Education, Office of Professional Preparation Services

P.O. Box 30008, Lansing, Michigan 48909

Phone:  (517) 335-4610 *** Fax:  (517) 373-0542

 

Directions:

  • For each new, amended, or experimental program, a separate application is required. 
  • Application and all documentation are to be submitted electronically. 
  • Fax or mail only the cover page that is signed by the unit head. 
  • All correspondence regarding this application should be addressed to the consultant/coordinator identified on Application Attachment 1. 

 

I.  Application Information

Institution


Lake Superior State University

MDE Endorsement Area and Code (from Application Attachment 2)

 

Psychology (CE)

Date of this Application

February 4, 2005

Name and Title of Unit Head

Dr. David Myton, Chair, School of Education

Signature of Unit Head

 

 

 

II.  Contact Information for Questions Related to This Application

Contact Person’s Name and Title

Dr. Susan Ratwik, Professor of Psychology

Contact Person’s Phone Number

(906) 635-

Contact Person’s Fax Number

(906) 635-

Contact Person’s E-Mail Address

sratwik@lssu.edu

 

III.  Type of Request for Approval                                                                  (Indicate One)

New program for institution

 

U.S. Department of Education Classification of Instructional Programs (CIP) Code, if vocational occupational area

 

Compliance with State Board of Education new or modified program criteria

X

Experimental program

 

Program amendment (See Section IX for guidelines)

 

 

IV.  Institutional Representatives                                                                 

Name/Title Specialty Mailing Address E-mail Address Phone Fax

Susan Ratwik, chair & Professor of Psychology

Psychology Lake Superior State University  650 W. Easterday Avenue, Sault Saint Marie, MI  49783 sratwik@lssu.edu (906) 635-2109 (906) 635-2266
Todd J. Smith, Asst. Prof. Psychology Psychology Lake Superior State University  650 W. Easterday Avenue, Sault Saint Marie, MI  49783 tsmith@lssu.edu (906) 635-2422 (906) 635-2266

 


<<PR/PE Index 

Quick Link Index:

Section 1. Summary of Course Requirements

Section 2. Program Summary

Section 3. Instructional faculty

Section 4. Candidate Preparation

Section 5. Collaborative Partnerships

Section 6. Professional Development and Support

Section 7. Standards Matrix

Section 8. Special Recognition

Section 9. Instructional Methods

Section 10. Course Descriptions

Section 11.  Course Syllabi


 


            Psychology (CE) Specialty Program

            Lake Superior State University

            February 4, 2005

 

 

 

 

 

< back to Index

 

Section 2. Program Summary

(Narrative below)

 

 

 

a. Describe the philosophy, rationale, and objectives of the specialty program and explain how the program is consistent with the philosophy, rationale, and conceptual framework of the unit.

 

The  Psychology  Program at LSSU is a comprehensive four-year Bachelor of Arts (BA) or  Bachelor of Science (BS) program with emphases on research, experimentation, and a year long senior-research sequence in which students plan and then carry out their own studies. The program provides a strong liberal arts preparation in psychology and solid preparation for graduate work at the master’s or Ph.D. level in psychology and other areas including Teacher Education. Classes are generally small, and the students and faculty get to know each other well.  Majors take the senior-research sequence which involves extensive individual consultation with a research director. 

 

The School of Education Vision Statement states that we are a community of learners bound by the shared values that exemplify excellence in the professional education of teachers.  The School of Education Mission Statement affirms that we are committed to provide opportunities for research, reflection and response in the education of teachers.  We achieve these opportunities through situated and contextual learning experiences, and in the foundations for the development of content knowledge, pedagogical knowledge, and professional dispositions.  We value a commitment to learning communities, and are dedicated to meeting the diverse needs of learners. 

 

In keeping with the logo of Lake Superior State University, the School of Education summarizes its mission in the motto: EDUCATING TEACHERS FOR TOMORROW’S SCHOOLS
PERSONAL

With respect and understanding for individual differences and shared heritages
NATURAL

For whom learning is an ongoing lifelong process, and
SUPERIOR

With high academic and professional standards

 

We believe that the act of teaching and learning involves a framework of research, reflection, and response.  We see these elements as an evolving cyclical process, a pathway that learners and leaders of learning must employ to create powerful knowledge bases, develop as participatory members of a democratic society, and establish and maintain environments conducive to learning. The process of research, reflection, and response is focused upon four areas that we believe are the essential elements of expert teaching.  These areas include: content knowledge, pedagogical knowledge, professional dispositions, and learning communities.  At the center of the process of acquiring and applying the skills and knowledge of professional practice we place the learner. 

We see the learner as inclusive of all stakeholders in schooling and education. 

 

What is

Research:  Expert teachers understand the need to maintain a current perspective on the numerous facets of education.  A professional educator strives to engage in the study of pedagogy, examination of the literature related to teaching and explore avenues for the transformation of theory to practice. The act of research is often precipitated by observed events in the classroom and school.  When dilemmas arise, expert teachers ask questions and then seek answers through research.

 

Reflection:  John Dewey stated “The active, persistent, careful consideration of any belief or supposed form of knowledge in light of the grounds that support it is reflective thought” (1933, p.9).  Expert teacher are continuously reflecting upon their practice.  Engaging in critique, they look at the elements of teaching as well as their whole practice within the contexts in which pedagogy is engaged.  The act of reflection requires the teacher to question their behavior, their beliefs as determinants of practice, and carefully consider the responsibility of being a leader of learning.

 

Response: The act of engaging in pedagogy should be responsive.  To implement change or modifications in one’s practice to better facilitate learning is a key element in the repertoire of an expert teacher.  Response however is not change for the sake of change.  Response is the act of planned change given careful research and reflection.  The professional educator employs change in relationship to perceived need, then after review of literature and active research within the classroom, supported by careful reflection, the teacher implements the change.  The expert teacher then monitors the response, actively engaging in continued research and reflection to better their pedagogical practice.

 

Content Knowledge: Teachers need to be broadly educated in the liberal arts and sciences, and be able to knowledgeable of the interdependence of the disciplines. They must be able to analyze and synthesize ideas, information, and data and make applications of knowledge in inquiry, problem-solving, and critical thinking. The professional educator must be an effective communicator, possessing the skills and abilities of listening, speaking, writing, and reading.

 

Pedagogical Knowledge: Professional educators must have the knowledge to effectively engage individuals in the learning process.  In order to engage in teaching excellence they must posses a strong understanding of cognition, the multidimensional dimensions of learners and learning, and demonstrate the skills of research, reflection, and responsive pedagogy.   Via an understanding of human growth and development, a variety of instructional techniques, assessments, materials and technologies, and an abundance of practical experience in classrooms, teacher candidates should be able to mature as exemplar professional educators.

 

Professional Dispositions: Teachers are stewards of society.  They are the models and guides of future generations. In light of their influence in classrooms and schools, all teachers and teacher candidates must model the ethics, values and dispositions of professional educators. They should be able to engage in active reflection, self-critique and accept constructive criticism from others.  The developing professional educator should invite and respect others' points of view and incorporate reasonable suggestions from peers and experts.  Teachers and teacher candidates should be committed to life-long learning and the belief that all candidates can learn.  

 

Learning Communities: Schools and classrooms are microcosms of society, and as such are the venues for candidates to learn and grow as participatory members of the community.  The themes of caring, responsibil°ity, democracy, and stewardship are woven into the fabric of curriculum as teachers and teacher candidates take on the role of facilitators of environments conducive to learning while modeling tolerance, dignity, participation and shared decision making.

 

 < back to Index

 

b. Describe the sequence of courses and/or experiences to develop an understanding of the structures, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology.

 

The psychology program is built around the principle of vertical integration. Important ethical and research concepts are incorporated into every psychology course at every level. The psychology teaching major and minor are built around a core of three required courses: PSYC101 Introduction to Psychology, PSYC210 Statistics, and PSYC212 Experimental Psychology.  This core provides a broad overview of the content and methodology of the science of psychology.  Students are encouraged to complete this sequence of courses early in their undergraduate years so that the basic principles presented in the courses may be applied to later courses.  Students' use of technology is incorporated into the program sequentially. Statistical analyses using Excel and SPSS introduced into PSYC210 Statistics, and continued in PSYC 212 Experimental Psychology.   Research methods, fundamental concepts, and ethical issues presented in PSYC101, PSYC210, and PSYC212, are intended to  repeatedly and by using systems which are easily available both on and off campus (Excel) we hope to make use of statistical techniques an integral part of the student's educational experience. PSYC212 also teaches students to collect experimental data using computer software, and learning through simulations (e.g., Sniffy the Virtual Rat; Alley Rat).

 

In addition to the three lower level core courses, psychology-teaching majors and minors are required to take PSYC311 Learning and Motivation,  PSYC357 Personality Theory , PSYC457 Cognition. Each of these upper level courses can make an important contribution to the psychology student's understanding of the area.  PSYC311 covers the principles of learning and motivation, including both animal and human research.   PSYC357 Personality Theory and PSYC457 Cognition are important for all psychology students, but are especially relevant for Teacher Education Students.  PSYC357 Personality Theory, for example, is important in understanding individual differences, and also in learning about the different methods used by psychologists to formulate and test theories.  PSYC457 Cognition covers problem solving, memory, and language.

 

Psychology majors are also  required to take PSYC396 Tests and Measurements, PSYC459 Physiological Psychology, PSYC456 History and Systems, PSYC498 Senior Research I and PSYC499 Senior Research II. PSYC396 introduces students to the principles of standardized testing (norms, reliability, validity, etc.) and ethical issues regarding testing.  The course covers the history of the use (and misuse) of testing, and is especially important today in an era of high stakes testing. As science's understanding of the physiological basis for learning, memory and emotion expands, PSYC459 Physiological Psychology becomes even more important for psychology students. 

PSYC456 helps students understand the epistemological basis of psychological research, and to gain perspective on the various means of understanding employed by psychologists.   In the senior research sequence, PSYC498 and PSYC499, students learn about advanced research designs, building on the core courses, and plan and carry out their own experimental study.  The participants in these studies are usually other college students, but have also included preschool and elementary age students. As part of their research students write and submit a formal proposal to the Institutional Review Board (IRB), analyze their results, and present their study to the faculty and students in the program. Graduating students have often reported that the senior research sequence is one of the most challenging, and yet most rewarding, parts of their undergraduate experience.

 

Formal admission to the School of Education teacher certification program also requires (in addition to university general education requirements of one year English, one semester of speech, one year of social sciences, on year of humanities and a course in student diversity), the following items:

CSCI101 Introduction to Computer Science – addressing basic competencies in technology

MA207 Statistics

Michigan Test for Teacher Certification Basic Skills Test

Formal Interview

Impromptu timed essay – assessing written communication skills

2.70 minimum overall GPA with no grade below C in major/minor, and

B- minimum grade in professional education sequence courses.

 

< back to Index

 

c.  Describe how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of candidates.

 

Psychology classroom formats range from relatively large (over 100 students) lecture sections in PSYC101 to seminar classes (e.g., PSYC459 Physiological Psychology), to individual meetings with a research supervisor (PSYC499 Senior Research II).  The differing learning styles of students are addressed in various ways:  including varied exam question formats (objective multiple choice, objective written, essay, calculation), multiple exam locations (in class, take-home, assisted testing, on-line), and flexibility in assignments. In some classes such as PSYC210 Statistics, differing preferences for approaching statistical problems (e.g., verbal description, use of formulas, or visual representation) are used as a starting point for learning how to communicate with others about statistics.

 

Student learning styles are a significant topic addressed in the professional education core sequence, especially in TE250 Student Diversity and Schools and TE301 Learning Theory and Teaching Practice.  In TE301 candidates analyze various approaches to teaching and learning and the decisions which teachers make in applying theory to diverse classroom situations.  TE444 Secondary Social Science Methods extends these topics to the social sciences classroom and provide a discipline specific context for continuing these discussions while candidate’s field placements are focused on instructional practice in their science specialty.

 

d.  Describe any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g., instructional resources, field placements, instructional techniques), if applicable.

 

The psychology major is the same for elementary and secondary majors, and the psychology TE minor is the same for elementary and secondary majors.  The electives were removed from the earlier proposal to strengthen the preparation and ensure coverage of all content standards.  The additional endorsement programs follow the requirements of the minors

 

The professional education sequence  is described below.  All candidates complete the initial three courses, through the course on learning theory.  Course syllabi and course descriptions for the professional education courses are linked from this page - professional education 

 

Professional Education Requirements (46-49 credits)

EDUC150 Reflec. on Teach./Learn. (3)         _____

EDUC 250 Student Div. & Schools (3)           _____

EDUC 301 Learn. The. Teach. Prac. (4)        _____

EDUC480 Intern Teaching:Seminar (1)         _____

EDUC480 Intern Teaching:Seminar (1)         _____

EDUC491 Intern/Adv Meth: [subject] (8)         ____

EDUC492 Intern/Adv Meth: [subject] (8)         ____

EDUC602 Reflect Inq Teach. Practice I (3)  ____

EDUC605 Integ Appr Curr Desig Implem (3) ___

 

Complete one of the following two sequences

Elementary candidates complete:

EDUC 330 Reading Elem Classroom 3         _____ ___

EDUC 410 Corrective Reading 3                   _____ ___

EDUC 411 Elem Lang Arts Methods 3           _____ ___

EDUC420 Elementary Math Methods 2          _____ ___

EDUC421 Elementary Science Methods 2    _____ ___

EDUC422 Elem Meth Social Stud 2   _____ ___

 

Secondary Candidates complete:

EDUC 430 Gen. Meth. Sec. Teac. (3)            _____ __

EDUC 431 The Secondary Learner (3)          _____ __

EDUC 440 Reading Content Area (3)            _____ __

Select at least one from the following list based on academic major/minor or the respective independent study methods course by subject

EDUC 441 Secon Lang Arts Methods/ EDUC451

EDUC 442 Secon Math Methods/EDUC452

EDUC 443 Secon Science Methods/EDUC453

EDUC444 Secon Social Studies Meth/EDUC454

EDUC445 Secon Comp Sci Methods/EDUC455

EDUC446 Second Busin Methods/EDUC456

 

            

e.  Describe how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area.

 

Psychology courses which directly address the issues of gender equity and multi-cultural and global perspectives include  PSYC101 Introduction to Psychology, PSYC357 Personality  and PSYC217 Social Psychology.  Psychology faculty also choose to incorporate research examples that reflect these issues.

 

In addition, candidates with a psychology language program are required to take EDUC/TE250 Student Diversity and Schools, a course designed to prepare all teacher candidates at Lake Superior State University to address issues of gender equity and multicultural perspectives in a classroom. Discussion of the multicultural perspectives in the preparation of teachers is initially covered in EDUC250 “Student Diversity in the Classroom”.  While this is a required course in the professional education sequence, and thus required in Spanish teaching program, it is not a course taught through the psychology department or faculty.  The PRPE index page has the syllabus for this course, and others in the professional education sequence, it is directly from this link: Professional Education Courses.  EDUC250 objectives include to  

"study ...the forms of diversity found among students and how these differences affect students' participation in school. History and philosophy of American schools are also studied as are the legal responsibilities and rights of teachers and school districts. Student study cooperative learning, questioning techniques, make school visits and plan and tutor elementary or secondary students as part of a 15-hour fieldwork component.”

In-class assignments and assigned readings include this example which addresses the stated course objective to “Explain the meaning of diversity in schools and describe ways that schools may respond to diversity”

 

 

f.  Describes how the program prepares candidates to use multiple methods of assessment appropriate to this specialty area.

 

In PSYC101 Introduction to Psychology are exposed to many different content areas and methods.  In PSYC210 Statistics learn to apply statistical analyses to behavioral data, and learn about the limitations of particular methods of measuring behavioral outcomes.  In PSYC212 Experimental Psychology students expand their assessment experience by planning, collecting, analyzing, and interpreting survey, behavioral, and experimental data.  In PSYC357 students learn about assessment techniques related to individual differences.  Majors. who are required to take PSYC396 Tests and Measurements, will also learn about the technical characteristics of standardized tests, and their uses and limitations.  Finally, majors will have additional experience planning assessment as part of their senior research projects in PSYC498 and PSYC499

 

 

Section 3 Faculty

Instructional Faculty [TABLE] - updated November 2006 (.doc format)

 

REVISED Instructional Faculty listing is given below to reflect changes in faculty staffing since the time of the initial application.  This table replaces the original list.

 

 

 

 

REVISED Instructional Faculty Listing

Courses

Faculty Member

Highest

Degree in this Specialty Area, Indicating

Study Focus and Research Area

Professional Development Experience in the Last

3 Years

Familiarity with

K-12 Curriculum

Framework and

MEAP Assessment

Special Awards and Recognition

P-12 Collaborative Work

PSYC259

PSYC357

Neil Gregory, lecturer (full-time)

MS, Counseling, ABD Counseling

Completing dissertation

PSYC210

PSYC212

PSYC311

PSYC498

PSYC499

Susan Ratwik , full professor (full-time faculty)

Ph.D. Experimental Psychology (1978)

Language development

Development of on-line course supplements-documents, online quizzes, films, etc. (on WebCT)

Has been an evaluator for federal and state programs at the elementary ed. and preschool level; Used the MEAP as a case study in PSYC396 Tests & Measurements.

LSSU -Distinguished Teacher 1991

Provision of statistical consulting services to area educators seeking advanced degrees.

PSYC101

PSYC155

PSYC217

PSYC311

PSYC465

PSYC457

Todd J. Smith (full-time faculty)

Ph. D. Experimental Psychology, (2003) Animal behavior

Southeastern Psychological Association (2002). Special topics student research award for animal/biological research

 

 

 < back to Index

 

Section 4 Candidate Preparation

Submit available data specific to the program area being reviewed

 

 

 

Michigan Test for Teacher Certification(MTTC) for Psychology

Only one psychology minor took the MTTC for Psychology in 2004, and this individual passed. Table 3 below compares this student's performance to that of other psychology minors across the state.

 

Psychology Minors at:

 

Number of Examinees

 

Mean Scaled score

 

Number passing

 

% Passing

Percentage of Examinees with Subarea Scaled Scores of 220 (passing) or greater

Foundations, skills and Methods

Human Development

Behavior

Personality Theories & Psych Disorders

Social Behavior

LSSU  

1

227.0

1

100

100

100

0

0

100

Statewide

104

230.5

82

79

87

82

38

70

81

 

Assessment of Psychology Majors in General

There are  no recent data evaluating psychology major's content preparation, but some information is available regarding previous performance on the Major Field Test in Psychology and the Graduate Record Exam Advanced Test Psychology. The MFAT was administered to seniors enrolled in the Senior Research Sequence during Fall, 1990, and to juniors during late in the Spring of 1993, and to seniors in 1994, with the results shown in Table 1.  The MFAT has two subtests; Subtest 1 experimental, which evaluates content related to sensation/perception, physiological psychology, and learning, and Subtest 2 social, which evaluates content related to  personality, abnormal, social, and developmental psychology.  The LSSU total and subtest means were all higher than the MFAT 1990 comparison means, although Z-tests indicated that the differences were statistically significant only for the 1993 means.  One-way analysis of variance indicated the means did not change significantly between 1990 and 1994. 

 

 

 

Table 1.   MFAT in Psychology Performance

 

Score

 

Total

 

Subtest 1: Experimental

 

Subtest 2: Social

 

Year

 

Norm

1990

 

LSSU

 

Norm

1990

 

LSSU

 

 Norm

1990

 

LSSU

 

1990

 

1993

 

1994

 

1990

 

1993

 

1994

 

1990

 

1993

 

1994

 

Mean

 

157.4

 

164.2

 

171.0

 

165.4

 

57.5

 

64.9

 

71.4

 

64.8

 

57.5

 

63.5

 

67.9

 

63.3

 

SD

 

14.2

 

9.3

 

11.3

 

16.0

 

14.2

 

9.0

 

12.0

 

15.2

 

13.9

 

9.8

 

9.5

 

17.7

 

N

 

5427

 

14

 

11

 

12

 

5427

 

14

 

11

 

12

 

5427

 

14

 

11

 

12

 

During the academic years of 1991-2, 1992-3, and 1995-6 (including one student who actually took the test during the fall of 1996), psychology majors were encouraged to take the GRE Advanced Psychology test.  Although not all majors were able to take the test, the mean scores shown in Figure 1  give some idea of graduating student performance.  There was a steady increase in mean psychology scores between 1991 and 1996. (GRE scores after 1996 are not available). In order to further evaluate GRE Advanced Psychology performance, the percentage of students with scores above and below the median of the test were also evaluated (See Table 2). 

  

 

 

Table 2.  Percent of Psychology Students Falling At or Above the Median on the GRE Advanced: Psychology Test

Year

N

Percent of Psychology Students Falling At or Above the Median

1991-2

10

30

1992-3

5

60

1995-6

8

75

 

The psychology faculty evaluated student content knowledge to be generally above average.  Additional information from MFAT testing would have been necessary to determine whether this  level of performance was been maintained over time. 

 

Psychology Minors at:

 

Number of Examinees

 

Mean Scaled score

 

Number passing

 

% Passing

Percentage of Examinees with Subarea Scaled Scores of 220 (passing) or greater

Foundations, skills and Methods

Human Development

Behavior

Personality Theories & Psych Disorders

Social Behavior

LSSU  

1

227.0

1

100

100

100

0

0

100

Statewide

104

230.5

82

79

87

82

38

70

81

 

 

 

 

 < back to Index 

 

Section 5 Collaborative Partnership

  • Describe how candidates for majors and minors in specific specialty programs participate in early field experiences in K-12 schools. 
  • Describe aspects of the student teaching experience for certification candidates that enhance the applicants’ abilities to teach in this specific specialty area.  Are candidates in your institution assigned to K-12 classrooms as student teachers in both their major and minor (if applicable)? 

 

 

 

 

 

 

 

Field placements are integrated throughout the  professional education  sequence beginning with EDUC250 Student Diversity and Schools where the focus is on tutoring experiences.  In subsequent courses, after admission to the School of Education, candidates have diverse and varied experiences of increasing responsibility and duration.  These early field experiences require a minimum of 15 hours per semester per course in focused experiences coupled with reflective journaling and fulfillment of additional course outcomes focused on the experiences.  Field experiences are required in each of the professional education core courses required for elementary teacher candidates: EDUC250, EDUC301, EDUC330, EDUC110, EDUC411 and EDUC420, EDUC421 and EDUC422.  Each course requires a directed field experience with K-8 students in settings appropriate to their level and major/minors.  Course EDUC250-EDUCDUC411 each require 15 clock hours per course, EDUC420-EDUC422 each require 10 clock hours per course.  All EDUC courses and field work must be completed prior to entering the student teaching internship.  During the internship candidates work for approximately 22 weeks under the direct supervision of a classroom teacher and the periodic oversight of a university supervisor.  Candidates meet regularly with a university instructor for a seminar course, and are also concurrently enrolled in a graduate course each of the two semesters of the internship.  During the fall semester, candidates complete EDUC602 Reflection and Inquiry in Teaching Practice I examining qualitative and quantitative research methods and developing their own research based question addressing student learning.  During the spring semester students complete a second graduate level course on curriculum planning and implementation, EDUC605.

 

Student teaching internship placements extend across two university semesters, beginning generally with the start of the academic year in August/September and continuing through mid-April.  Candidates are strongly advised to use the transition at mid-year to change their placement venue to gain experience at a second level or subject area in the spring.  Such changes in placement do require the consent and concurrence of the building principals and teachers, and in some cases teachers wish to continue with a single student the entire time.  Wherever possible candidates are placed in situations where they can teach in both their major and minor fields, either through split morning/afternoon assignments with different teachers, or placements in different schools for each semester.  In the case for an elementary science major, therefore, we would seek a placement for one portion of the two semester student teaching placement in a middle school classroom teaching science. 

 

Expanded Narrative: Early Field Experiences

Field experience, in classrooms related to their levels and subjects of certification, are required in EDUC 250, 301, 430, 431, 440, and 443.  Course descriptions and syllabi of each of the professional education courses are now available as a part of this program application.  Each education course requires 15 clock hours of field experience in the subjects of their training, e.g. Spanish, for a total preservice field experience requirement totaling a minimum of 90 hours.  The requirements for these field experiences are described in our Field Experience Guidelines which apply to candidates AFTER Admission.  These guidelines are part of the school policy documents and are posted online at http://education.lssu.edu/All%20forms.html.  The candidates submit their field logs using the LSSU form F325-b -a Field Experience Log for courses EDUC301 and above (includes a reflective narrative), and candidates submit  F320-b Field Experience Log for EDUC250 experiences.  Additional narrative is provided in Section 5 of the Program Application narrative.  The field experience requirements are discussed in the Undergraduate handbook, available online, but also excerpted below:

 

Field Experience Expectations

Field experience for EDUC 150, EDUC 250, and EDUC 400 level classes

outside of the Sault Area School District will be arranged by the

individual student. Arrangements for field experience in the Sault

Area Schools will be handled through the office of the Field

Placement Director.

·         Canadian students may complete their field experience in the K-12 schools in Ontario.

·         Field experience for EDUC 301 will be arranged by the Field Placement Director in cooperation with the course instructor.

·         All placements for the internship year will be made by the Field Placement Director.

 

It is required that all students entering into the Internship

experience carry professional liability insurance. This insurance is

offered through the office of the Uniserv Director of the Michigan

Education Association. The insurance is at a reasonable rate and

includes a student membership in the professional organization of

MEA

Additional Information

·         These field experiences are required of students as partial fulfillment of each course.

·         Students are required to provide their own transportation to and from the field sites.

·         Students are expected to dress appropriately and conduct themselves in a professional manner when working in the schools.

·         Additional field experience throughout the teaching preparation years is encouraged. Persons needing assistance in locating additional experiences may seek help from the Field Placement Director.

·         Students should report to the office at the school upon each visit.

·         Students should wear nametags when visiting the schools.

LINK: professional education course-listing 
(w/ descriptions)

EDUC 250 Student Diversity and Schools

During this course students will be required to participate in 15

hours of tutoring students at the elementary or secondary levels.

This may include working with individual students, small groups

and/or large groups. Individual instructors will require evidence of

completion of this requirement and may establish other

requirements related to this experience.

EDUC 301 Learning Theory and Teaching Practices

The field experience for this course is an integral part of the class.

Students will be expected to spend eight class sessions in the

schools at the level in which they plan to teach. Specific

expectations for this field experience will be designed by the course

instructor.

EDUC 400 Level Courses

Students are expected to spend a minimum of three hours per week,

per course, engaged in classroom practice during the fall and spring

semesters working at the level of and in the area of their expertise.

Instructors of these courses will provide specific requirements for

the field experiences and required documentation.

EDUC 491/492 Internship in Teaching Diverse Learners I and II

Teacher Interns will begin their academic courses on campus in

mid-August before reporting to their K-12 assignments. The

teaching internship begins in the field when teachers report for their

fall semester or at the completion of the August classes on campus.

Interns are expected to be with their assigned cooperating teachers

during the school year. A calendar of activities related to the

internships will be distributed to all interns, cooperating teachers,

school administrators and university supervisors.

Students will be asked to identify the geographical area within

LSSU service area where they would like to serve their internship

year. The School of Education will attempt to place the students

where they desire. However, there is no guarantee, actual or

implied, that internships will be provided in these areas. Students

are not allowed to do their internship at a school where a family

member is employed and will not be placed in a school district

where a family member is an administrator or on the school board.

Students who attempt to establish their own internship placement

without going through the process as established by the Field

Placement Director may jeopardize their placement for that given

academic year.

.

 

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Section 6 Professional Development and Support

Postponed until 2005-20012

 

 

 < back to Index 

Section 7 Standards Matrix

Standards matrix (CE Psychology) original submission 2005

 

REVISED Standards Matrix - April 2007

required courses and descriptions modified to reflect changes to form XX

 

 

 

 

 

 < back to Index 

 

Section 8 Special Recognition

Optional

 

 

 

 < back to Index 

 

Section 9 Instructional Methods

Describe how candidates are prepared to teach in this specific specialty area. 

Describe how this program will utilize technological resources.

 

 

 

 

 

 

Lake Superior State University secondary teacher candidates are prepared in instructional methods through both the professional education sequence (EDUC150-EDUC447) and through courses in their Spanish language curriculum.  In the professional education sequence, the secondary candidate completes EDUC430 General Methods for Secondary Teachers (a study of strategies and methodologies to facilitate learning...), EDUC431 the Secondary Learner, EDUC440 Reading in the Content Area (a study of reading methods...) and EDUC447 Language Methods for Secondary Teachers (curriculum, objectives, content, materials, organization methods and assessment).  Each of these courses has a required fieldwork component where the candidate applies the concepts and theories through modeling and practice lessons in secondary classrooms as appropriate to their certification. 

 

Lake Superior State University elementary teacher candidates are prepared in instructional methods and the applications of instructional technology through the professional education sequence (EDUC/TE150-EDUC/TE422). In the professional education sequence, the elementary candidate completes 

EDUC/TE 150 Reflections on Learning  

EDUC/TE 250 Student Diversity and Schools

EDUC/TE 301 Learning Theory and Teaching Practices  

EDUC/TE 330 Reading in the Elementary Classroom

EDUC/TE 410 Corrective Reading in the Classroom 

EDUC/TE 411 Elementary Language Arts and Methods across the Curriculum

EDUC/TE 420   Math Methods for Elementary Teachers

EDUC/TE 421 Science Methods for Elementary Teachers  (Revised syllabus Aug06)

EDUC/TE 422 Social Studies Methods for Elementary Teachers (page 2 modeling and practice lessons in elementary classrooms as appropriate to their certification. 

 

Technology is integrated throughout the professional education sequence, in fulfillment of the 7th standard of the Entry Level Standards for Michigan Teachers (ELSMT).  Students work in each course to implement appropriate application of technology through their own instruction, and with the K-8 learner.  Assessment of the student teaching internship is directly aligned to the ELSMT standards.  The School of Education impresses on students the necessity of technological competence through appropriate technology use by our faculty, the requirement for an electronic portfolio for the education program, and by providing appropriate technologies for students through the university learning center and the School of Education office.  The School of Education uses extensive resources available for Michigan teachers to enhance their preparedness for the effective use of technology, including, for example, the Michigan Teacher Network (http://mtn.merit.edu), and the Preparing Technology Proficient Teachers(www.preteacher.org), Coalition for Outstanding Achievement through Teaching with Technology (http://www.coatt.org) and Intel's Teach to the Future project into our professional education sequence.  This integration is reflected in many of our internal documents which are archived on the School of Education website.

 module summary.

 

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Section 10 Course Descriptions

Provide descriptions of all courses contained on Application Attachment 3.  Descriptions must provide enough information to show that standards could logically be met in these courses. 

 

 

EXPANDED and Hyperlinked course syllabi and descriptions

Course

Number

Cr

Description

Introduction to Psych. (required in major and TE minor)

PSYC101

4

A general introduction to the systematic study of behavior and mental processes in humans and animals.

Statistics (required in major and TE minor)

PSYC210

3

Introduction to basic statistical methods of analyzing psychological data. Emphasis is placed on statistical inference, e.g., t-tests, F-tests and selected non-parametric tests. This course provides students with basic statistical concepts and skills necessary for laboratory and survey work, and for understanding psychological literature, and introduces them to statistical analysis on the computer.

Experimental Psychology (required in major and TE minor)

PSYC212

4

An examination of the basic research methods employed in the social sciences with emphasis on the experiment. Topics: Epistemology, laboratory experiments, field experiments, survey construction, correlational research. Students will each participate as a subject and an experimenter, collect data, analyze data, and write a laboratory report according to the editorial style of the American Psychological Association. Laboratory assignments require use of computer applications for experimental purposes, including running experiments and collecting data, analyzing results, creation of appropriate figures, and communication of results in text and oral presentations

Social Psychology

(one of the 3 restricted elective courses from which majors may select, required in TE minor)

PSYC217

3

Topics include attitude formation and change, interpersonal attraction, aggression, altruism, conformity and environmental psychology. Students read and interpret original research articles and make group research presentations.

Learning and Motivation

(required in major and TE minor)

PSYC311

3

An introduction to the theory and research of learning. Factors are examined that influence the acquisition and performance of behaviors in classical and instrumental learning paradigms.

Personality Theory

(required in major and TE minor) required in major)

PSYC357

3

This course surveys the major psychological theories used to conceptualize, treat and research personality issues.

Tests and Measurements

 

PSYC396

3

Part one of this course covers measurement theory, the properties of the normal curve, reliability, validity and measurement statistics. Part two reviews major tests used by researchers, educators, clinicians, counselors, addictions counselors and industrial psychologists.

Cognition

(required in major and TE minor)

PSYC457

3

A survey of recent findings on cognition in humans. Topics include learning, memory, problem solving, language and complex perceptual processes. Students read and interpret original research articles and make group research presentations.

Physiological Psychology

(required in major)

PSYC459

3

This course is an introduction to the neurophysiological structures of the brain and their functions as regulators of animal and human behavior.

History and Systems

(required in major)

PSYC456

3

An examination of persons, events, theories, schools and systems that influenced and define contemporary psychology.

Senior Research I

(required in major)

PSYC498

3

The study of methods employed in gathering data for research purposes including direct observational techniques and self-report measures. Students will also learn to use the computer to gather data, analyze data and present data graphically; and will develop a research prospectus.

Senior Research II

(required in major)

PSYC499

4

The study of methods employed in gathering data for research purposes including direct observational techniques and self-report measures. Students will also learn to use the computer to gather data, analyze data and present data graphically; and will develop a research prospectus.

Abnormal Psychology

(one of the 3 restricted elective courses from which majors may select)

PSYC259

3

This course is a systematic investigation of the identification, dynamics and treatment of deviant and maladaptive behavior.

 

Course descriptions  for each course are published in the university calendar (catalog), and reproduced here for reference.  Catalog course descriptions broadly describe course objectives, credit earned and prerequisites.  The course syllabi, provided in Section 11, are the more complete record of course content, objectives, assessment, and alignment to the content standards.

 

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Section 11 Syllabi

 

Provide a representative syllabus for each required course (those listed on Application Attachment 3 and referenced in the standards matrix).

COURSE SYLLABI - contained in the attached file

 

 

 

  NEW syllabi listing, individual files for each course syllabus, all in PDF format for consistency and to facilitate review.

  • Course

    Number

    Introduction to Psych. (required in major and TE minor)

    PSYC101

    Statistics (required in major and TE minor)

    PSYC210

    Experimental Psychology (required in major and TE minor)

    PSYC212

    Social Psychology

    (one of the 3 restricted elective courses from which majors may select, required in TE minor)

    PSYC217

    Learning and Motivation

    (required in major and TE minor)

    PSYC311

    Personality Theory

    (required in major and TE minor) required in major)

    PSYC357

    Tests and Measurements

     

    PSYC396

    Cognition

    (required in major and TE minor)

    PSYC457

    Physiological Psychology

    (required in major)

    PSYC459

    History and Systems

    (required in major)

    PSYC456

    Senior Research I

    (required in major)

    PSYC498

    Senior Research II

    (required in major)

    PSYC499

    Abnormal Psychology

    (one of the 3 restricted elective courses from which majors may select)

    PSYC259

     

 

 

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