To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and willingness to continuously improve schools and related entities so that they become more effective with their clients by:
2. Improving the human condition by creating positive learning environments;
3. Becoming change agents by demonstrating reflective professional practice;
4. Solving client problems through clear, creative analyses;
5. Assessing client performance, creating and executing effective teaching, counseling, and educational leadership by utilizing a variety of methodologies reflecting current related research; and
6. Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy and effectively communicating with all stakeholders.
Students are change agents who seek to improve the quality of education, and consider and use new ideas.
Students are problem solvers who think clearly, creatively, and analytically; as independent, open-minded, curious professionals who reflect on what they do.
Students are skilled and knowledgeable educators who assess student performance, create/execute instruction, use various methods, and are aware of current research. They are sensitive to individual differences, have knowledge of the content taught, and become ethically responsible.
Students are enthusiastic and engaged educators who are interested, energetic, and confident. They love learning, enjoy working with people, and are socially and personally responsible.
Students are well-educated. That is, they are generally and liberally educated, technologically literate, and think and communicate clearly.
Fall, 1997
The counselor education program offers a master's degree
in counseling; students declare a cognate in either agency counseling or
school counseling. Differences between the two programs reflect differing
requirements for certification and licensure, and attend to requirements
for national accreditation for professional counselors. Goals of the program
are focused in four areas:
1) Core knowledge domains
Core knowledge domains include an understanding of eight
dimensions of the profession of counseling, forming the knowledge base
for a generalist. The eight domains are Human Development, Social Foundations,
Helping Relationships, Group Work, Appraisal, Research, Career Counseling,
and Professional/Ethical Orientation.
2) Specialty knowledge domains.
Students must identify an in-depth area of competence
in their knowledge of counseling. Choices include marriage/family therapy,
school counseling, or substance abuse prevention.
3) Clinical performance
Because there is a low correlation between knowledge
of counseling skills and the ability to perform these at appropriate moments,
all students participate in four on-campus clinical practica and an off-campus
internship. The focus of these increasingly more difficult experiences
is on case conceptualization and application of counseling skills, techniques,
and methods. In addition, these skills are used somewhat differently in
each of four required modalities: individual counseling, group counseling,
couples counseling, and family therapy. Performances are initially observed
and supervised in role plays, then with actual clients on campus, finally
with actual clients in community settings.
4) Research Project
The counseling profession identifies its members as scientist-practitioners.
Our graduates must therefore demonstrate an ability to apply their course
work in statistics and research design to an original investigation. The
Special Project requirement for the master's degree is defined as one yielding
results that could be published in a professional journal or presented
at a professional conference.
The mission of the Bachelor of Science in Dental Health
Education is to provide educational opportunities for dental education
associate degree graduates who wish to continue and expand their education.
Upon completion of this degree, graduates are prepared to begin careers
as Dental Health educators or as dental products representatives.
1. Students will demonstrate knowledge and apply principles of basic educational practices and theories as they relate to dental education students.
2. Students will demonstrate competence in clinical, laboratory, and classroom teaching, utilizing a variety of teaching strategies.
3. Students will interpret and evaluate current dental education research findings and apply them appropriately.
4. Students will demonstrate competence in assessing student performance in the clinical, laboratory, and classroom settings.
5. Students will create a positive learning environment for dental education students.
6. Students will demonstrate effective communication skills in a variety of educational settings.
7. Students will develop skills in thinking, analyzing, reasoning, questioning, and decision-making.
8. Students will advance the dental profession through service activities and affiliations with professional organizations.
2. Students will demonstrate the ability to plan appropriate curricula in a variety of early childhood settings consistent with young children’s developmental level, characteristics, interests, and needs (including special needs).
3. Students will plan safe and effective learning environments appropriate for the age and program context and demonstrate enthusiastic interaction with children and colleagues.
4. Students will incorporate appropriate instructional approaches including observation and assessment tools, delivery of instruction, and interpersonal interaction.
5. Students will apply their knowledge of family, culture, and community relationships to facilitate and support the growth of the child in social contexts.
6. Students are liberally educated, informed about technology, and engage in reflection to improve their performance in the classroom, e.g. questioning, journaling, and rereading.
1. Students will use self-help and reflection (e.g questioning, journaling, re-reading) to think clearly, creatively, and analytically to make subject matter useful to elementary school children.
2. Students are competent consumers of research in elementary education, use various methods to teach the core curriculum, and assess student performance.
3. Students design effective learning environments so that elementary school children of all cultures and abilities learn and help one another.
4. Students explore new ideas in schools to prepare for the role of change agent.
5. Students are enthusiastic, engaged, confident people who seek effective ways to help children grow through the elementary school curriculum.
6. Students are liberally educated and efficiently use technology to enhance their pupils’ learning as well as their own.
1. Students will understand and apply findings of research to modify instructional programs for elementary school pupils.
2. Students will design ways to improve the reasoning and original thinking of learners.
3. Students will use current technologies to make knowledge more accessible to their students and to offer additional opportunities for individualized learning.
4. Students will prepare instruction that meets the needs of students of different cultures and pupils with diverse strengths.
5. Students will use a range of assessment strategies to identify multiple abilities and ways to demonstrate knowledge and skills.
6. Students will demonstrate the potential for leadership in curriculum development, instructional methodologies, and professional collaboration.
The Master of Science degree with a major in School Administration (non-thesis) is designed to prepare students for positions in elementary or secondary school administration and supervision.
Optimal knowledge concerning educational administration and supervision is demonstrated when the future school administrator:
1. Demonstrates administrative leadership behavior and skills in determining educational needs of students,
2. Demonstrates knowledge and skills in school management,
3. Demonstrates knowledge and skills of curriculum design and improvement of the instructional program, and
4. Demonstrates knowledge and skills in staff development and teacher evaluation.
2. Students will engage in ongoing professional involvement for growth and renewal.
3. Students will recognize and incorporate in their personal educational philosophy the social value of a liberal education.
4. Students will value and encourage creativity in teaching strategies and in students.
5. Students will understand and create a positive learning environment valuing diversity using developmentally appropriate curricula.
6. Students will understand the process of problem solving with analysis, hypothesis, and reflection about possible results.
The secondary education graduate degree offers students an opportunity to enrich their pedagogic knowledge by broadening basic skills in the psychological and social foundations of education, by exploring aspects of educational research, by reviewing secondary and middle school curricula, and by strengthening knowledge of methods in their area(s) of expertise. In addition, students take courses in and outside the School of Education to professionalize their major or minor areas of teaching.
1. Graduate students will understand and apply current research to enhance instructional programs for secondary students.
2. Graduate students will use current technologies to build upon their knowledge base while making information more accessible to students.
3. Graduate students will explore techniques that encourage reasoning skills and creativity in problem solving.
4. Graduate students will create instruction that meets the needs of a diverse student population with equally diverse strengths.
5. Graduate students will explore a range of strategies to identify and assess multiple student abilities.
6. Graduate students will exhibit the potential for leadership in instructional methodologies and professional collaboration.