<<PR/PE Index 


LSSU Response to DH - Earth/Space Science

Review Panel Recommendations - August 2006
     (original reviewer comments March 2006)


Itemized revisions:


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



  • 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


Lake Superior State University

MDE Endorsement Area and Code (from Application Attachment 2)


Earth Space Science (DH)

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. Lewis Brown

Prof. of Geology and Education

Contact Person’s Phone Number

(906) 635-2155

Contact Person’s Fax Number

(906) 635-2266

Contact Person’s E-Mail Address



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


Experimental program


Program amendment (See Section IX for guidelines)



IV.  Institutional Representatives                                                                 

Name/Title Specialty Mailing Address E-mail Address Phone Fax
Dr. Lewis M. Brown Science education; Geology

Dept. of Geology,

Lake Superior State University, Sault Ste. Marie, MI 49783

lbrown@lssu.edu (906) 635-0999 (906) 635-2266
Dr. Paul Kelso Geology

Dept. of Geology,

Lake Superior State University, Sault Ste. Marie, MI 49783

pkelso@lssu.edu (906) 635-2158 (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


            Earth/Space Science (DH) Specialty Program

            Lake Superior State University

            February 4, 2005






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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.


Lake Superior State University academic programs are contained in either of two units, the College of Professional Studies (containing the School of Education) or the College of Arts and Letters (containing the Geology Department).  Two faculty members hold dual appointments with the two Colleges, Dr. Myton (chemistry and education) and Dr. Brown (geology and education).  The School of Environmental and Physical Sciences is comprised of the Departments of Chemistry and Geology/Physics.  The mission of the School is to facilitate student development by helping them identify and achieve their academic, personal, and professional objectives.  We focus on active student involvement in order to create a powerful learning environment, making special use of the abundant natural resources unique to the Upper Great Lakes region. Candidates are engaged in the enterprise of science through undergraduate research, inquiry- and project-based learning, critical thinking, and progressive integration into its community of scholars.


The mission of the Department of Geology is to deliver a rigorous and relevant curriculum that contributes to the intellectual and personal growth of its candidates. We offer the B.S. Geology and B.S. in Environmental Geology in a mutually supportive environment of teaching, learning, and student-centered research. The primary goal of the Department of Geology is to prepare a diverse group of candidates for careers in industry, government, or for entry into graduate and professional schools. The preparation of our candidates includes developing their critical thinking and communication skills, their knowledge of modern instrumentation, their ability to adapt to changing work conditions, their ability to work productively and cooperatively with other people, and their inclination for lifelong learning.


More specifically, we have implemented and adapted modern constructivist teaching/learning theories and previously developed alternative teaching strategies and activities in designing and delivering a new, non-traditional undergraduate geoscience curriculum that integrates geoscience sub-disciplines. The results of a nationwide questionnaire (see assessment) distributed nationally among geology faculty identified core concepts for a comprehensive, quality, undergraduate geology program. Core concepts focused on specific geologic problems in a variety of geologic settings has generated an applied model for students simulating practices by researchers, exploration geologists, and other geology professionals. Instruction throughout the program progressively integrates increasingly more complex projects and active learning strategies. Students develop basic skills and concepts in lower division physical and historical geology courses, such as sedimentary, metamorphic, and igneous rock and mineral classification, identification and description of rock units in field exposures, and construction of maps and cross sections. Students expand their studies in the upper division classes by planning geological studies, gathering and interpreting data, and examining water and oil well logs. Upper division courses feature student teams working together to solve a series of progressively more complex real-world problems, such as groundwater flow and contamination and mineral and hydrocarbon resource exploration, that are drawn from a variety of classic geologic settings including the Canadian Shield, Michigan Basin, Black Hills, and Mid-Continent. A lower and upper division field experience, and significant field components in lower division physical, historical, and structural geology courses and upper division integrated courses including geoenvironmental systems, tectonic systems, and carbonate systems provides students with the opportunity to solve actual geologic problems. Our integrated curriculum emphasizes use of technology and computers by incorporating their use in all courses. Implementation of RockWorks mapping software begins in structural geology, with more sophisticated usage progressing throughout the curriculum. Students will use departmental state-of-the-art geophysics and laboratory equipment in all aspects of geologic studies from project design, to data collection, data analysis and interpretation, and formal project presentation. The earth science component of the degree is enhanced by a campus-based modern weather station and a campus planetarium.


These constructivist approaches to curriculum design and pedagogy reflect the mission statement of the School of Education. In addition to providing research-like experiences in our courses, we provide the opportunity for students to engage in publishable research in both geology and geoscience education. Learning experiences are situational and contextual in that they are based on real problems and they are presented utilizing modern pedagogical philosophies and techniques. Thus the learning activities provide experience in the types of pedagogy that we expect our students to implement in their own K-12 delivery systems. 


 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

With respect and understanding for individual differences and shared heritages

For whom learning is an ongoing lifelong process, and

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.


As secondary-level Earth/space science teachers, our teacher candidates have a solid foundation in the content knowledge of their discipline.  Their content knowledge has a research basis as faculty incorporate their own research interests into the curriculum, as current developments in the discipline are incorporated into the classroom dialog, and as research into how students learn and understand is applied to the teaching of Earth/space science.  Candidates are frequently engaged in dialog through their courses, like TE443 Secondary Science Methods, in reflecting on their own understanding of science concepts, how to communicate those clearly to novice learners, and to assess student understanding through authentic experiences and exercises.  As candidates apply their pedagogical knowledge gained in the professional education sequence to the teaching of Earth/space science with progressively higher levels of responsibility and autonomy - moving from early field experience, through presentation of single topics, lessons, units to the full responsibility of the student teaching internship.  Candidates are assessed throughout these experiences, field work and internship, against the standards of the ELSMT, against content knowledge expectations, and in their demonstrations of appropriate professional dispositions.  In ever increasing steps the candidate prepare for their full assimilation into the learning community of their school and profession during their student teaching internship as a Earth/space science teacher under the mentorship of a highly qualified classroom teacher and a seasoned veteran who serves as the university supervisor and evaluator.


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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.


Lake Superior State University teacher candidates seeking an Earth/space science endorsement complete either a 57 semester hour major or 29 semester hour minor, as listed on Form XX.  The major is comprised of:

  • GE 121 Physical and Historical Geology I
  • GE 122 Physical and Historical Geology II
  • GE 218 Structural Geology and Tectonics
  • GE 223 Mineralogy and Petrology
  • GE 280 Introduction to Field Geology
  • GE315 Geoenvironmental Systems
  • GE318 Geotectonic Systems
  • GE445 Carbonate Systems
  • NS 116 Oceanography
  • NS 119 Astronomy
  • GG 108 Physical Geography: Meteorology and Climatology
  • MA111 College Algebra (new requirement from August 2006 revision)
  • MA207 - Principles of Statistical Methods - ( new requirement from August 2006 revision)
  • TE443 Secondary Science Methods (table of contents - added July 2006)


Additional geology electives are available within the department including clastic systems, geochemical systems, geophysical systems, hydrologic systems, advanced field geology, and two geology seminar courses. Independent research courses are also available. The geology major will complete one year of calculus, one year of chemistry, and one year of physics as departmental cognates. 


Many candidates completing majors in the department also complete a senior thesis project. These projects are often presented at regional, national, and international science conferences. These projects serve as a landmark event whereby the candidate moves from recipient of knowledge prepared by others (a student) to become the expert in a field, to uncover and develop new knowledge and to participate in the dissemination of this knowledge to others (a researcher/teacher).  Candidates use appropriate technologies in the conducting of this research and in the presentation.


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:

CS101 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.


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


Our students have special training in field experiences through required field trips in sophomore and upper division courses and the introduction to field geology field course. Further, the students engage in a number of real life research-like experiences in their classwork projects. In these courses, students learn to identify a problem and plan field and laboratory work to gather data to solve the problem. The students then gather the data, utilizing a variety of mapping, sampling, and laboratory techniques, and continue by analyzing and interpreting the data and proposing conclusions. Thus the students model the theories of constructivist learning styles. Students also engage in a variety of classroom pedagogical techniques such as group discussions, individual and group presentations, debates, jig-saw activities and many other appropriate educational delivery systems. This directly prepares them to teach Earth/space science and ties to teacher education coursework which addresses learning theory, teaching practice, and secondary science methods.


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.  TE443 Secondary Science Methods extends these topics to the science 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 Earth/Space Science endorsement is only available to secondary candidates


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


Students travel to diverse geographic regions of the country as part of their geology requirements. For example, the introduction to field methods course is offered in southern and central New Mexico and significant attention is given to the cultural and ethnic diversity inherent in that region. Earth science is by it’s very nature global in perspective and time in all classes is given to discussion of diverse cultural and ethnic perspectives. For example, in the Physical and Historical Geology I course, an activity on the origin of the Earth from Native American perspectives and teaching stories is presented. Gender-equity is addressed directly through encouraging females to pursue Earth Science and by actively supporting female research participation.


Student diversity, and developing an appreciation of diversity issues in science education is addressed in TE443 Secondary Science Methods, a course required for all majors/minors.  The professional education core sequence contains a course devoted to this issue: TE250 Student Diversity and Schools.  TE250 is required for all teacher candidates prepared by Lake Superior State University.


With the August 2006 revision, we provide active hyper links to the course syllabi for the professional education courses associated with the secondary education curriculum.  We hope the reviewers will find these references valuable.


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


Students in all geology classes experience a variety of assessment techniques. They prepare concept maps in all courses and their classroom presentations are videotaped in their freshman, sophomore, and upper division courses. Additionally, they participate in entry and exit interviews in their freshman sequence and they prepare problem solving activities for assessment purposes at the end of their sophomore, junior, and senior years.  


Assessment, in addition to experiences gained through the content courses in the Earth/Space sciences curriculum, field experiences are addressed in TE 443 Secondary Science Methods.  There candidates develop traditional and authentic assessments for both classroom and laboratory based activities, and apply the concepts learned in the professional education core courses such as TE431 Secondary Methods (table of contents - added July 2006) to the chemistry classroom.  In TE443 candidates develop assessment instruments for curriculum units they develop based on their specialty area.






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Section 4 Candidate Preparation

Submit available data specific to the program area being reviewed




In order to construct a curriculum that is representative of current thinking, we developed a questionnaire that was distributed to geology professors nationally. The results of this questionnaire, presented as a talk at American Geophysical Union national conference and subsequently published in Geotimes, provided the basis for our curriculum development.


The results of the questionnaire are described in the abstract for the AGU presentation:


To assist us in developing a new project-based undergraduate geology curriculum at Lake Superior State University, we created a questionnaire to determine geoscience professors’ vision of key concepts in geoscience subdisciplines, their prevailing teaching strategies, and the courses that should comprise the required core of a geoscience curriculum. The questionnaires, distributed by American Geological Institute to all 548 U.S. institutions that grant Bachelor’s degrees or above in geosciences, were sent to department chairs at each institution for distribution to faculty responsible for subdisciplinary courses. The completed questionnaires were returned to AGI to guarantee anonymity for the respondents; AGI forwarded the responses to us. We independently performed an inductive content analysis and frequency analysis of the individual responses. The question “What are the key core concepts that must be covered in a course in ____" had mean response rates of 5 core concepts per questionnaire for physical and historical geology, and 4 key concepts for mineralogy. Concepts that were identified by at least half of the respondents for physical geology (n=35) include plate tectonics (94%), rock cycle (71%), surface processes (63%), and time and scale of earth processes (66%); by at least half of the responses for historical geology (n=17) include organic evolution and origin of life (94%), geologic time (94%), and plate tectonics (59%); and by at least half of the responses for mineralogy (n=19) include mineral composition and chemistry (84%), crystallography and symmetry (74%), and mineral identification (63%).


Responses to the question “In an undergraduate course in ____ what proportion of time should be spent on skills (23%), theory (37%), and knowledge (40%)?” were essentially the same for physical geology (n=34); and groupings of historical/sedimentation/stratigraphy (n=47); and mineralogy/petrography (n=32). Similarly, the three groups reported virtually identical percentage of class time spent on lecture (79%), discussion (10%), projects (5%), and presentations (3%), other (3%). Summarizing all questionnaires that identified the geology core courses from the above three groups (n=70) the essential courses in a geoscience curriculum identified by at least half of the respondents are mineralogy (86%), petrology (79%), structural geology (74%), historical geology (61%), sedimentation/stratigraphy (60%).


We have analyzed results from our initial concept map and interview exercises. These results were presented at Geological Society of America-North Central and a manuscript has been accepted for publication by Journal of Geoscience Education. The abstract for the publication follows:


A Model of Formative Assessment in Physical Geology:

Probing Understanding through Concept Maps

and Clinical Interviews



Using concept maps and clinical interviews, we assessed the extent to which students restructure their conceptual knowledge at progressively more sophisticated levels over the course of a lecture-based two-semester physical geology sequence. Concept maps and clinical interviews both illustrated acquisition of geologic concepts longitudinally with a disproportionately small increase in integration of those concepts into frameworks of understanding.  The assessment tools exposed a number of misconceptions that reflect undergraduate students' fundamental lack of understanding of key geologic concepts, some but not all previously documented.  These data indicate that the lecture-based course does not properly address integration of concepts into students' framework of understanding nor does it sufficiently dispense of misconceptions.  In addition, concept maps and clinical interviews appear to be viable and complementary approaches in determining the degree to which student accomplishment objectives are being met in this geology course. 


                            MTTC Earth/Space Science Test Summary Data


Subject Test Code Test Date #  Examinees Scaled Mean Score # Pass % Pass # Not Pass % Not Pass Sub area pass %  
GE/Earth 20 4/21/2001 1 240 1 100 0 0 100 100 100 100 100
GE/Earth 20 7/13/2002 1 257 1 100 0 0 100 100 100 100 0
GE/Earth 20 4/12/2003 2 250 2 100 0 0 50 100 100 100 100
Statewide Earth/Space Science 20     226.4   66   34 79 57 66 56 50


Aggregation of student pass rate data is necessary to protect the identity of students in programs with limited enrollment.  Since July of 2002 there have been only four students completing the Earth/Space endorsement.  All four achieved passing test scores on the initial administration of the Earth/Space (DH) MTTC Specialty exam.


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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 TE250 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 (TE250, TE301, TE430, TE431, TE440 and TE443) 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 TE602 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, TE605.


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.


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Section 6 Professional Development and Support

Postponed until 2005-20012



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Section 8 Special Recognition





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Section 9 Instructional Methods

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

Describe how this program will utilize technological resources.






Students are prepared to teach Earth/space science by virtue of directly experiencing the various pedagogical techniques implemented in the coursework. The courses are in actuality a laboratory of teaching techniques and utilize the most up-to-date methodologies. Additionally most courses utilize up-to-date technology. The Geology Department maintains a computer lab that is utilized during classes. Students also use this lab to prepare their class assignments. Computer software includes the usual Excel and Word programs and specialty software such as RockWare, Surfer, Illustrator, and Photoshop. Students use modern petrographic and binocular microscopes and a variety of modern field equipment. Students have access to a microscope mounted digital camera to prepare reports and to a microscope mounted video camera used for instructional and demonstration purposes.


Lake Superior State University teacher candidates are prepared in instructional methods through both the professional education sequence (TE150-TE443) and through courses in their chemistry curriculum.  In the professional education sequence, the secondary candidate completes TE430 General Methods for Secondary Teachers (a study of strategies and methodologies to facilitate learning...), TE440 Reading in the Content Area (a study of reading methods...) and TE443 Science Methods for Secondary Teachers (curriculum, objectives, content, materials, organization methods and assessement... ).  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 teacher candidates are prepared in instructional methods through both the professional education sequence (TE150-TE443) and through courses in their geology curriculum.  In the professional education sequence, the secondary candidate completes TE430 General Methods for Secondary Teachers (a study of strategies and methodologies to facilitate learning...), TE440 Reading in the Content Area (a study of reading methods...) and TE443 Science Methods for Secondary Teachers (curriculum, objectives, content, materials, organization methods and assessement).  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. 


Technology is integrated throughout the professional education sequence, in fulfillment of the 7th standard of the Entry Level Standards for Michigan Teachers (ELSMT).  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 Preparing Teachers for Tomorrow project through Merit (http://ptft.merit.edu) 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, including the PTFT alignment matrix and the PTFT assessments per 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. 





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).



With the August 2006 revision, we provide active hyper links to the course syllabi for the professional education courses associated with the secondary education curriculum.  We hope the reviewers will find these references valuable.


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