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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)


Integrated Science - ELEMENTARY (DI)

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. David Myton

Assoc. Prof. of Chemistry

Contact Person’s Phone Number

(906) 635-2349

Contact Person’s Fax Number

(906) 635-7565

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. David Myton, Assoc Prof Chemistry

General Chemistry Lake Superior State University  650 W. Easterday Avenue, Sault Saint Marie, MI  49783 dmyton@lssu.edu (906) 635-2349 (906) 635-7565

Dr. Barbara Evans, Assoc. Prof. of Biology

Physiology Lake Superior State University  650 W. Easterday Avenue, Sault Saint Marie, MI  49783 bevans@lssu.edu (906) 635-2164 (906) 635-2266
Dr. Gene Wicks, High School Science Teacher Organic synthetic chemistry Sault Area Public Schools  876 Marquette Avenue, Sault Sainte Marie, MI  49783 gwicks@eup.k12.mi.us (906) 635-3839 (906) 635-6619
Mr. Lynn Dunham, HS Science Teacher Science Education Sault Area Public Schools  876 Marquette Avenue, Sault Sainte Marie, MI  49783 ldunham@eup.k12.mi.us (906) 635-3839 (906) 635-6619
Dr. Lewis M. Brown Science education; Geology

Dept. of Geology,

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


lbrown@lssu.edu (906) 635-2155 (906) 635-2266



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


            Integrated Science - ELEMENTARY (DI) 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 chemistry 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-based learning, critical thinking, and progressive integration into its community of scholars.


The mission of the Department of Chemistry and Environmental Science, which coordinates this program, is to deliver a rigorous and relevant curriculum that contributes to the intellectual and personal growth of its candidates. We offer the B.S. Chemistry, B.S. Forensic Chemistry, the B.A. Chemistry, and integrated B.S. degrees in Environmental Chemistry, Environmental Science, Environmental Health, and Environmental Management in a mutually supportive environment of teaching, learning, and student-centered research. The primary goal of the Department of Chemistry and Environmental Science 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.  The department is committed to the preparation of highly qualified and well prepared teacher candidates.  The School of Environmental and Physical Sciences offers majors and minors in teachable programs for both the elementary and secondary level.  These include (pending approval by the MDE) programs in chemistry (Major/minor), Earth/space science (Major/minor), physical science (Comprehensive Major and Major only) and integrated science for both the elementary (M/m) and secondary (Comprehensive Major only) levels.  With two of our faculty members holding dual appointments to the School of Education our programs are closely aligned with state standards, our instructors well informed of the mission and values of the teacher preparation program, and our course content accessible and focused on the preparation of high quality teacher candidates.


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 elementary/middle level science educators, 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 science disciplines.  Candidates are frequently engaged in dialog through their courses, like TE421 Elementary 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 science topics 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 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 ELEMENTARY Integrated Science science endorsement complete a 44-semester hour program, as listed on the revised Form XX.  (Revised Aug 06) .  This Elementary  major contains a foundation of coursework (11-12 semester hours each) in each domain of the elementary science curriculum: biology, chemistry, earth/space science and a single course physics.  There are minor differences between the major and minor, based on the depth of study in some disciplines (one less course in each discipline excluding physics), but not on the core concepts, values or facts.  Since the major requires additional courses which build upon the foundation of our Elementary Planned Program, and use the same foundation courses for the major which are required in the minor, we hope to promote to candidates the completion of majors and minors in science.  The Integrated Science elementary group major is comprised of the following courses:


Additional electives are available in each discipline for students seeking additional enrichment or advanced study.  A complete listing of courses by department is found in Section 10 of this application.  The candidates completing the elementary DI program must complete MA207 Principles of Statistics to address the cognate requirements in the program. (revision from August 2006 to require statistics course).  



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

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.


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.  


The initial program application did not contain direct reference or course syllabi for the professional education courses.  These course syllabi are now directly linked: Education Courses.  TE421 Elementary Science Methods (Revised syllabus Aug06) extends these topics to the science classroom and provide a discipline specific context for continuing these discussions while candidate’s early 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.


This application for the Elementary Integrated Science program is aligned to the elementary DI standards, where a greater emphasis on breadth over content depth is the defining difference.  The elementary program uses first-year or general education level courses for much of the major and minor programs, with the minor adding an additional course in each subdiscipline.  The Professional Education Courses reflects differences for elementary teacher candidates through the two reading courses, and additional methods courses in Elementary and Language Arts, and methods courses in science and mathematics in addition to TE421 Elementary Science Methods (Revised syllabus Aug06).


A separate application has been submitted for the secondary DI program, since the requirements, outcomes, and standards are substantially different.  The content requirements of the secondary DI program are essentially aligned to the secondary minor/endorsement requirements submitted individually for biology, chemistry and earth/space science, plus one year of physics.  Additional training in the instructional techniques for the secondary classroom, concepts related to the secondary learner, reading in the content area, and other aspects of the professional education sequence are different for the secondary education track.


Both the elementary and secondary programs have extensive and early field experiences, discussed below in the program narrative.


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

Discussion of the multicultural perspectives in the preparation of teachers is initially covered in TE250 “Student Diversity in the Classroom”.  The initial DI application did not contain the course syllabi for the education related courses, but these course syllabi and descriptions are now included in a linked document from the PRPE index page and directly from this link: Professional Education Courses.  TE250 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.

Assessment, in addition to experiences gained through the content courses in chemistry, is addressed in TE 421 Elementary Science Methods.(Updated Aug2006)   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 TE421.  Unit plans developed in this course require development of assessments including grading rubrics and other methods of authentic assessement.






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Section 4 Candidate Preparation

Submit available data specific to the program area being reviewed





Lake Superior State University has had an approved group science minor program for elementary education Aggregation of student pass rate data is necessary to protect the identity of students in programs with limited enrollment.

Subject Test Code Test Date #  Examinees Scaled Mean Score # Pass % Pass # Not Pass % Not Pass Sub area pass %    
Science 16 7/15/2000 2 271.5 2 100 0 0 100 100 100 100 100  
Science 16 10/7/2000 2 275 2 100 0 0 100 100 100 100 100  
Science 16 1/13/2001 4 267.4 4 100 0 0 100 100 100 75 50  
Science 16 4/21/2001 4 266 4 100 0 0 100 100 100 100 50  
Science 16 7/14/2001 2 255 2 100 0 0 100 100 50 100 50  
Science 16 10/6/2001 1 249 1 100 0 0 100 100 100 100 100  
Science 16 4/20/2002 6 260 6 100 0 0 100 100 100 100 100  
Science 16 10/5/2002 2 258 2 100 0 0 100 100 50 100 100  
Science 16 1/11/2003 5 272.2 5 100 0 0 100 100 100 100 100  
Science 16 4/12/2003 5 254.4 5 100 0 0 80 100 80 100 80  
Science 16 10/18/2003 3 238 2 67 1 33 100 100 67 33 33  
Science 16 1/10/2004 3 234.7 3 100 0 0 100 100 67 100 33  
Science 16 4/3/2004 3 250.3 3 100 0 0 100 100 100 100 67  
Science 16 7/10/2004 1 215 0 0 1 100 100 0 100 0 100  
Science 16 10/16/2004 5 236.2 5 100 0 0 100 100 60 60 40  
Statewide Science 16     235.9   74   26 90 82 65 53 60  




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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 required for elementary teacher candidates: TE250, TE301, TE330, TE110, TE411 and TE420, TE421 and TE422.  Each course requires a directed field experience with K-8 students in settings appropriate to their level and major/minors.  Course TE250-TTE411 each require 15 clock hours per course, TE420-TE422 each require 10 clock hours per course.  All TE 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 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.  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 TE 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. chemistry, 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 TE301 and above (includes a reflective narrative), and candidates submit  F320-b Field Experience Log for TE250 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 TE 150, TE 250, and TE 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 TE 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


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.


TE 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.

TE 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


TE 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.

TE 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



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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.






Lake Superior State University teacher candidates are prepared in instructional methods through the professional education sequence (TE150-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 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).  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 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 and syllabi for the professional education courses are linkable (new in August 2006 revisions).


Course descriptions for all courses are published in the university calendar (catalog), and for the science courses the descriptions are 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 Number / Course Title (updated August 2006)

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