<<PR/PE Index 

 

February 2007 Update:

 

 

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)

 

Business, Management, Marketing and Technology (GQ)

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

Prof. Linda Schmittigal

Assoc. Prof. of English

Contact Person’s Phone Number

(906) 635- 2195

Contact Person’s Fax Number

(906) 635-7565

Contact Person’s E-Mail Address

lschmittigal@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

Linda Schmitigal, Assistant Professor and Chair

Business Education Lake Superior State University  650 W. Easterday Avenue, Sault Saint Marie, MI  49783 lschmitigal@lssu.edu (906) 635-2821 (906) 635-7565
Diane Harrington

Business Teacher

Sault Area Career Center

904 Marquette Avenue

Sault Ste. Marie, MI 49783

 
dianeh@eup.k12.mi.us

906-635-3813

 
 

 


<<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


 


            Business Management Marketing and Technology (GQ) Specialty Program

            Lake Superior State University

            February 4, 2005

 

Section 1.  Summary of Course Requirements

FORM XX: Business (GQ)

REVISED GQ Revised Form XX September 2005

 

FormXX Business, Management, Marketing & Technology 
Revised February 2007
(correction to include MK388 added on 10oct2007 - consistent with program approval)

 

 

 

 

 

 

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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 State proposed program in Business Education is developed to provide potential business teachers with a strong background in Business, Management, Marketing and Technology (BMMT).  In designing this program, the emphasis was on a broad program of study including topic areas such as Accounting, Communication, Ethics, Entrepreneurship, Management, Marketing, and Technology.  The proposed Teacher Preparation program developed by the School of Business, Economics, and Legal Studies attempts to cover all the topics in the new BMMT program either by using existing courses in the school or by modifying some existing courses to meet the State requirements. (See course syllabi) 

 

The School of Business, Economics, and Legal Studies believes that any student entering the school should aspire to the highest standard of learning and to learn to appreciate the value of business education and its role in our economy and business enterprises.  To prepare students, the faculty in the school teach all the courses and are active participants in the student learners university career.  Faculty instructors are advisors, instructors, project managers, and curriculum developers.  All faculty participate in these activities and additionally, expect students work hard to achieve high standards.  All faculty are experts in their fields and have either extensive work experience in a particular area or are terminally qualified in their field or both.

 

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.

 

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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.

 

Students entering the School of Business, Economics, and Legal Studies begin taking business courses immediately.  The first course most students take is Principles of Accounting, Introduction to Business and Computer Applications in Business.  These courses give students a foundation in business content and develop a basis for the rest of the courses to follow.  These courses are also prerequisites for many other courses.  Following these courses, students usually take Business Law and Marketing.  After satisfying University Composition and Mathematic requirements (two Composition and College Algebra) students take Business Communications, Business Statistics, and Economics.  These courses give student a very broad business background and have prepared students to take higher level business classes such as Management, HRM, and E-Marketing. The program requirements are listed in the table below:

 

Principles of Accounting I

 AC132

Principles of Accounting II AC133

  Business Law I  

BA254

Business Law II

BA255

  Personal Finance

FN242

  Introduction to Business

  BA121

  Business Statistics

  BA211

  Business Communications

  BA231

  Principles of Management

  MN360

Marketing Principles and Strategy

MK281

  Automated Office Systems

  OA235

  E-Marketing

  MK300

Human Resource Management

  MN365

Retail Marketing (corrected entry on 10oct2007) MK388

Principles of Macroeconomics

  EC201

Principles of Microeconomics

  EC202

Business Methods for Secondary Business Teachers TE 446

Computer Applications in Business

DP121

  Software Options

Desktop Publishing

 

DP250

Multimedia Applications

DP261

or

 

Troubleshooting and Repair of Personal Computers

 

CS163

Storage Protection and Recovery of Personal Computers

 

CS263

 

 

Technology is a very important part of learning.  Technology is integrated into several classes including Business Communications, Business Statistics and Management.  In addition to integrating technology, several technology courses prepare students to integrate technology into various business scenarios using critical thinking and planning skills.  Students in this proposed program will have the opportunity, after successfully completing Computer Applications in Business, to expand technology into two different areas of technology.  The first area covers desktop publishing software (Aldus Pagemaker and Photoshop) and web page design (Macromedia suite including Flash) while the other area covers computer maintenance, repair, and networking.  The student will have the option to gain specialty knowledge in either area.  (The expectation is that pre-service teachers will, through professional development on-the-job, gain additional expertise in technology wherever their school system may require). 

 

Additionally, many courses in the School of Business have prerequisites that are satisfied by courses students must take as a part of their general education requirements.  For example:  BA211 Business Statistics’ prerequisite is MA111 College Algebra.  This course, MA111, satisfies the University’s mathematic general education requirement and prepares students to solve college level algebra problems including inequalities, functions, graphs of linear, polynomial and rational functions, exponential and logarithmic functions, mathematics of finance, systems of linear equations and matrices and introduction to probability.  Other examples include communications courses, social science, natural science, and cultural diversity.  The goal of the University’s general education requirement is to produce a student well-rounded in the traditional arts, letters, and sciences.

 

 

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.

 

In the content area of business, courses are taught by experienced educators.  Pre-service teachers will be exposed to variety of testing methods in a variety of business courses.  In Teacher Education courses, various methods of evaluation, assessment and testing will be covered.  In the Business Methods course, different methods of evaluation from demonstration, comprehension, and assimilation will be covered particular to each content topic area.

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 School of Business, Economics, and Legal Studies at Lake Superior State University is seeking secondary certification approval only

 

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

 

By the very nature of the Business content area, all these topics are covered in many classes.  Business by its very nature is multi-cultural; it must be to successful and multi-cultural aspects are incorporated into many courses such as Marketing, Management, Introduction to Business, and Business Communication to name but a few.  Other areas of equity are covered in courses such as Introduction to Business, Management, and Business Communications.  Topics such as the “glass ceiling”, “comparable worth”, “pay equity”, and “communication styles” are covered in these courses.  And finally, business is global, especially today with E-commerce breaking down national borders.  Student in any business curriculum will be studying concepts such as “outsourcing”, “global marketing and economics’, and “global opportunities”.  Such is the case with the curriculum at LSSU.  Students are exposed to global business in a variety of courses including economics, introduction to business, management, E-commerce, and marketing.

 

 

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

 

Pre-service Business Education students must take TE446 during their last semester prior to their Teaching Internship.  Part of the content of this course requires students to prepare assessment plans for units in Accounting, Marketing, Technology, Keyboarding, Economics, and Personal Finance.  The method of assessment planning is a part of the “Enduring Understanding” lesson plan process.  This process is a backward design starting with the assessment activity (how will students demonstrate knowledge) then planning learning activities, lectures, labs, or other classroom activities.  Assessment is covered extensively in other Teacher Education preparation courses as well. 

 

 

 

 

 

 

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Section 4 Candidate Preparation

Submit available data specific to the program area being reviewed

 

 

 

 

To date, all students taking the Business Education, Accounting, Business Administration and Secretarial Science tests have passed—many well above the state average.  Again, evidence that the course of study presented by the School of Business, Economics, and Legal Studies prepare pre-service teacher education students to have the content area necessary (according to state standards) to be effective classroom teachers.

 

MTTC Test results from 2002 to 2004

 

Subject

Test Code

Test Date

#

Scaled Mean Score

# Pass

% Pass

# Not Pass

% Not Pass

Sub area pass %

 

 

Business Ed

32

1/12/2002

1

253

1

100

0

0

100

100

100

100

100

100

Business Ed

32

7/12/2003

1

231

1

100

0

0

100

0

0

100

100

100

Business Ed

32

1/10/2004

3

259.7

3

100

0

0

67

33

67

100

67

100

Business Ed

32

4/3/2004

1

259

1

100

0

0

100

100

0

100

100

100

Business Ed

32

10/16/2004

1

259

1

100

0

0

100

100

100

100

100

100

Statewide Business Ed

32

 

 

235.6

 

72

 

28

52

54

24

93

67

93

Accounting

33

4/3/2004

1

241

1

100

0

0

100

0

100

100

 

 

Statewide Accounting

33

 

 

238.3

 

75

 

25

100

25

75

75

 

 

Busin Admin

34

4/3/2004

1

269

1

100

0

0

100

100

100

100

 

 

Statewide Business Administ.

34

 

 

230.7

 

70

 

30

74

78

57

61

 

 

Secretarial

35

1/12/2002

1

281

1

100

0

0

100

100

100

100

100

 

Secretarial

35

7/12/2003

2

268

2

100

0

0

100

100

100

100

100

 

Secretarial

35

1/10/2004

1

290

1

100

0

0

100

100

100

100

100

 

Secretarial

35

4/3/2004

1

274

1

100

0

0

100

100

100

100

100

 

Statewide Secretarial Science

35

 

 

274

 

100

 

0

100

100

100

100

100

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(NOTE:  Because we are a new program—only in our third year in Business Education certification—the number of students taking the test is not great.

 

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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)? 

 

 

 

 

 

 

 

Students enrolled in Teacher Education courses who are Business Education majors have opportunity to observe and tutor students in business courses.  Students have completed these field experiences in several different locations.  Some students have observed and tutored students are the Sault Area Career Center.  Here student observe students working in a self-paced, individualized instructional classroom.  Student enrolled in the BMMT curriculum as the Career Center complete modules consisting of instruction, assignment, and assessment materials corresponding with the new State of Michigan BMMT curriculum.  Other students in the program observe and tutor students in a smaller school where business classes are conducted in a traditional, teacher-led classroom. There are several small schools in the Eastern Upper Peninsula that offer business curriculum (to varying degrees).  These teacher education students get the opportunity to experience teaching in a small school (mostly Class D).  And finally, some Business Education students observe and tutor students in Sault Ste. Marie, Ontario and experience the methods and curriculum of secondary business curriculum in Canada.

 

All these experiences are discussed in TE446, Business Methods, and a comparison of curriculum and teaching strategies are made.

 

Internship placements to date have been in schools in the Eastern Upper Peninsula or the Northern Lower Peninsula.  During these placements students follow the curriculum developed by the current school district.  Students placed at the Sault Area Career Center have expressed surprise and concern about teaching in a self-paced, individualized instructional classroom.  More discussion of this style of instruction will be incorporated into TE446 Business Methods.

 

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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Students enrolling in this program will obtain a broad business background.  The first standard, Business, introduces and provides students with a background essential to all business students.  Courses inherent to business student such as Accounting, Business Law, Personal Finance, Introduction to Business and Business Communications are required.  These courses give students a foundation (basic skills) to begin building higher level business concepts.  Standard two, Management, introduces business education students to concepts such as Principles of Management, Microeconomics, and Macroeconomics, the very essence of business training.  These courses provide students with a background in leadership, the economic theory of supply and demand, fiscal and monetary policy, and the decision making framework to make sound economic recommendations and decisions.  The third standard, Marketing, introduces students to functions of a business that produce, price, place, and promote products and services.  Additionally, students learn the key concepts of marketing for both a brick and mortar or an internet-based business.  The final standard, Technology, is an essential requirement for business education students.  These students need to not only be able to use the software used in business today but to also understand the importance/reliance of business on technology.  Issues such as security, accessibility, and reliability of data are a critical component.  Therefore, courses are included in this degree program to help students become excellent users, organizers, and developers of software and/or data sources. 

 

The matrix with its related courses matching each standard/guideline should provide a clear picture of the skills, knowledge, and capabilities a student completing this program will acquire.  The matrix includes links to each course syllabi matching each standard/guideline to provide a better understanding of the content of the proposed program.

 

 

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Section 8 Special Recognition

Optional

 

 

 

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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.

 

 

 

 

 

TE446 Business Methods is designed as a culminating course for Business Education students.   The course not only incorporates the teaching strategies, unit plan designs, and teaching theory of all prior TE courses but adds the State Standards and State Curriculum in Business Education.  Students study the standards and develop teaching strategies and unit plans to teach the content of the State Curriculum.  The objectives of this final TE course which students take before entering their internship includes the following items:

 

  • Plan curriculum for a comprehensive business program at the secondary level following state approved curriculum
  • Discuss competency-based education as it applies to business courses, i.e. skill-based courses (include self-paced, individualized instruction during Spring 05)
  • Explain and demonstrate learning the teaching theory in business education with emphasis on the basic business subjects.
  • Create cohesive units of instruction in Keyboarding, Accounting, Office Cluster, Marketing, Personal Finance, International Business/General Business, and Computer Software
  • Build lessons and units that address national and state standards using current assessment instruments
  • Create a career module consisting of career exploration in business, career opportunities, career outlooks, and earning potentials.  Include a pathway for transition from school to work.

 

The evaluations of Business Education students completing this course indicate an extremely high level of satisfaction and relevance of this course.  Students completing the proposed GQ Business Education Certification Program will have had opportunity to learn and use a variety of software programs.  The list is as follows 

  • Microsoft Word

  • Microsoft Excel

  • Microsoft Access

  • Microsoft PowerPoint

  • Adobe PageMaker

  • Adobe Photoshop

  • Macromedia Flash

  • Macromedia Dreamweaver

  • Macromedia FreeHand

  • SPSS (statistics software)

  • WebCt

  • Norton Utilities

  • Internet browsers and search engines (including acceptable search parameters)

 

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 TE446 Business Education 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. 

 

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 (shown on form XX) 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).

 

 

 

 

 

 

 

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