ࡱ>  JbjbjVV U[<<h||S S S K!"S H_'ZE)p)))*j-  /^^^^^^^$bad^^]J3**J3J3^))_888J3))^8J3^88%V0qY)OMS 4UW$k^_0H_yWbd56bdHqY"bdY/20r80\1J///^^7///H_J3J3J3J3bd/////////| : 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 (Page 1) that is signed by the dean or director. All correspondence regarding this application should be addressed to the appropriate consultant identified in Attachment 1. I. Application InformationInstitutionƵ UniversityMDE Endorsement Area and Code (Attachment 2)History, code CCDate of this Application11/01/10Name and Title of Dean/DirectorJames Jeffery, PhDSignature of Dean/Director II. Contact Information for Questions Related to This ApplicationContact Persons Name and TitleBrian Strayer, Professor of HistoryContact Persons Phone Number269-471-3612Contact Persons Fax Number269-471-6540Contact Persons E-Mail Addressbstrayer@andrews.edu III. Type of Request for Approval (Indicate One)New program for institutionU.S. Department of Education Classification of Instructional Programs(CIP) Code, if vocational occupational areaCompliance with State Board of Education new or modified program criteriaxExperimental programProgram amendment (See Section IX for guidelines) IV. Institutional RepresentativesPlease list individuals available to serve on Michigan Department of Education Ad-Hoc Committees related to this specialty program (e.g., program review, standards development, testdevelopment, forum planning). Include both higher education faculty and K-12 representatives.Name/TitleSpecialtyMailing AddressE-Mail AddressPhoneFaxBrian StrayerHistoryƵ University, 4141 Administration Drive. Berrien Springs, MI 49104-0010 HYPERLINK "mailto:bstrayer@andrews.edu" bstrayer@andrews.edu269-471-3612269-471-6900Becky De OliveiraSocial StudiesƵ University, School of Education 4195 Administration Dr. Berrien Springs, MI 49104-0102 HYPERLINK "mailto:becky@andrews.edu" becky@andrews.edu269-471-3494269-471-6560David ShermanHistoryƵ Academy 8833 Garland Ave. Berrien Springs, MI 49104 HYPERLINK "mailto:Sherman@andrews.edu" Sherman@andrews.edu269-471-6193269-471-6368David FergusonReligion education, Business, leadershipƵ University, 8525 University Blvd. Berrien Springs, MI 49104-0300 HYPERLINK "mailto:ferg@andrews.edu" ferg@andrews.edu 269-471-6681269-471-6388 V. Program InformationProgram SummaryPrepare a program narrative (5-6 page maximum) which: Describes the philosophy, rationale, and objectives of the specialty program and explains how the program is consistent with the philosophy, rationale, and conceptual framework of the unit. Describes 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. Describes how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of students. Describes 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. Describes how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area. Describes how the program prepares candidates to use multiple methods of assessment appropriate to this specialty area. PROGRAM PHILOSOPHY The purpose of the History major and minor offered through the Department of History and Political Science is to educate students to be critical thinkers, careful researchers, and enthusiastic exponents in sharing their knowledge of history and its application to everyday life. The department promotes the study of history, politics, and philosophies within the framework of a Christian worldview, emphasizing both individual and corporate responsibility for service to humanity. The professional education sequence, offered through the Department of Teaching, Learning, and Curriculum, relates nicely to the content emphasis by providing a variety of course work in which the theoretical knowledge of the discipline can be applied through discussions of methods and curriculum as well as in classroom observation and student teaching. The School of Education, the Teacher Preparation Program, and the content area programs (i.e., history, political science, and social studies) operate under the same philosophical assumptions. We believe that God is the ultimate reality, and that He has chosen to reveal Himself through His created universe and through His Word. God created human beings in His image and for relationship with Him. Through His love and mercy, God has provided in His son Jesus Christ the means to redeem human beings from their brokenness and to restore in them His image. As Christian educators supporting the world mission of the Seventh day Adventist Church, we conceptualize the task of education to be a partnership with God in His work of redemption and restoration. Our role in this partnership is to facilitate the spiritual, mental, physical, and social development of our students through modeling and exhortation. Accordingly, we hold that: God calls students to recognize Jesus Christ as Savior and Lord and through His Spirit to use principles of Scripture as a guide in their relationships with others. God calls students to be worthy scholars in their chosen academic discipline and to contribute to that discipline as responsible practitioners and researchers. God calls students to live by principles of good health as stewards of His gift of life. God calls students to develop and maintain supportive personal and professional relationships and to use their talents in generous service to the church and society in a culturally diverse world. To these ends, we work for the glory of God. PROGRAM RATIONALE True education means more than the perusal of a certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being, and the whole period of existence possible to man. It is the harmonious development of the physical, mental, and spiritual powers. It prepares the student for the joy of service in this world and the higher joy of wider service in the world to come. . . . In the highest sense the work of education and the work of redemption are one. (Ellen G. White, 1903, Education, Mountain View, CA: Pacific Press, p. 13, 30) The School of Education and its Teacher Preparation Program embrace this vision as the organizing theme for their Conceptual Framework and the inspiration for their mission. Our mission is to prepare teachers who are competent, compassionate, and committed to quality education. The History, Political Science, and Social Studies programs align with these same Christian purposes. CONCEPTUAL FRAMEWORK AND PROGRAM OBJECTIVES The Conceptual Framework of the School of Education is used for organizing all key learning (core concepts, ideas, skills, values, dispositions, and use of technology) for all degree candidates completing a professional preparation program in teacher education. Successful candidates must demonstrate that they will be able to: Element I: Worldview Explain worldviews and trace their historical development Critique worldviews from a Christian perspective Integrate principles of a Christian worldview into their chosen fields of study Element II: Human Growth and Change Describe human development Apply current theories of learning Element III: Groups, Leadership, and Change Facilitate change in groups and organizations Relate effectively with various cultural, racial, and special interest groups Identify political and legal issues Manage human, financial, and material resources Demonstrate servant leadership Element IV: Communication and Technology Communicate effectively in written, verbal, and non verbal forms Use electronic tools effectively for professional communication, teaching, and research Element V: Research and Evaluation Read and evaluate research Conduct research Report research findings Element VI: Personal and Professional Growth Demonstrate continuing professional development Demonstrate ethical behavior in all professional activities Demonstrate balanced physical, mental, spiritual, and social development Element VII: Content Knowledge Demonstrate in depth understanding of at least one specific subject area The objectives of the History program, listed below, are in alignment with these elements. To provide students with a high quality education in history within the context of a Christian worldview. To develop students skills in thinking critically and analytically about historical material. To provide formal instruction in how to write book and article reviews, research papers, and detailed essay examinations. To understand how a history major prepares them for careers in teaching as well as in public service, law, government, business, or medicine. To improve history teachers skills in listening and speaking in small seminar settings as they present the results of their research and have it critiqued by their peers. To provide formal instruction in both the theory and practice of reading and analyzing historical texts (both primary and secondary). To be aware of and practice identified best teaching practices in history teaching methodology and know how to apply them in the classroom. To know the national and state level standards for the history profession as well as available professional resources for the history classroom. To recognize how professional growth demands continual involvement in professional organizations and networking with historical colleagues and professionals. To develop within each prospective teacher a professional lan as well as a Christian character so as to prepare them to do history with integrity. SEQUENCE OF COURSES AND EXPERIENCES The History program is designed to provide candidates with a broad, robust knowledge and experience that will prepare them to be competent history teachers. The course sequence begins with world history survey courses (HIST118 Civilizations and Ideas I and HIST Civilizations and Ideas II) and American History survey courses (HIST204 American Experience I and HIST205 American Experience II). These courses are followed by HIST 235 Historical Inquiry, which is the candidates introduction to historical research. These foundational courses introduce candidates to the overall structures of American and world history and to the reading of primary source documents. Upper division history courses take candidates into deeper understanding of multiple areas, focusing more intensively on historical interpretation through reading and analyzing primary source documents. Candidates take two American history elective courses and two non-Western history electives. They learn about the philosophy and epistemology of history in HIST488 Faith and History. In HIST404 Adventist Heritage they study the backgrounds of the Seventh-day Adventist Church. Candidates study political economy in PLSC237 The Individual, State, and Marketplace. HIST480 Senior Seminar is a capstone course that includes reading of classic works of history and the taking of the comprehensive oral examination for the history program. HIST490 Research Seminar provides an introduction to historical research methodology and requires the candidate to write research paper using primary sources. The candidate must present this paper using PowerPoint. In order to round out their general knowledge of government, geography, and economics as they relate to history, candidates who are seeking secondary certification also take PLSC104 American Government, GEOG110 Survey of Geography, and ECON225 Principles of Macroeconomics. Candidates who are seeking secondary certification in history are concurrently enrolled in the School of Educations Teacher Preparation Program where they complete all appropriate professional education courses required in that program. They also complete at least 12 weeks of student teaching in a history classroom under the guidance of a qualified mentor teacher. INSTRUCTIONAL APPROACHES Required general pedagogical courses like EDTE228 Strategies for Educating Exceptional and Diverse Learners, EDTE408 Principles of Teaching and Learning, EDTE459 Methods for Teaching Secondary School, and EDTE476 Methods for Integrating Instructional Technology, are taught by School of Education faculty. In addition to these courses, history candidates also take HIST459 Special Methods in Teaching History and Social Studies, a practicum that emphasizes methods, materials, and techniques of teaching history in grades 7-12. In this content-area pedagogy course, candidates get practice in evaluating and using textbooks, preparing effective quizzes and exams, using audio-visual materials for more effective teaching, and creating appropriate lesson plans. DIVERSITY IN THE HISTORY PROGRAM The History program is very conscious of incorporating diversity into its teaching. Gender equality, multiculturalism, and a global perspective are infused in all the content area courses. All content area courses give attention to the role of women, ethnic groups, and interactions among different groups. An elective course, HIST468 Multi-cultural America, specifically explores multicultural aspects of the United States. HIST117 Civilizations and Ideas I and HIST118 Civilizations and Ideas II are all about global perspectives. The faculty of the Department of History and Political Science reflect ethnic and gender diversitythere are two women and two ethnic minorities (Croatian and African-American) represented in the full time faculty of the department. MULTIPLE METHODS OF ASSESSMENT Candidates are taught to use multiple methods of assessment in the School of Education course EDTE424 Classroom Testing and Evaluation. Further, they learn assessment methods that are particularly appropriate to the teaching of history in HIST459 Special Methods in Teaching History and Social Studies. Program CourseworkComplete Attachment 3 (SEE ATTACHMENT 3 BELOW) showing the required and elective courses for this program. This list should include the following information. Contact person for specialty program. Course title and number. Number of semester hours for required and elective courses. Designation for elementary, secondary, or K-12 certification. Course descriptions. Please refer to the Quick Reference Chart at:  HYPERLINK "http://www.michigan.gov/documents/MinimumRequiredHoursSpecialty-AreaProgramA21931_74344_7.PDF" http://www.michigan.gov/documents/MinimumRequiredHoursSpecialty-AreaProgramA21931_74344_7.PDF for the available program options and required semester hour minimums.  VI. Content Guidelines/Standards MatrixComplete the Content Guidelines/Standards Matrix (FOLLOW THIS LINK TO VIEW THE ATTACHMENT 4 MATRIX:  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/michigan_standards_h.doc" Content Guidelines/Standards Matrix) (a sample format is provided in Attachment 4); appropriate program standards must be selected for each program: Standards approved by the State Board of Education (SBE) in matrix format arelocated at:  HYPERLINK "http://www.michigan.gov/mde/0,1607,7-140-5234_5683_6368-24835--,00.html" http://www.michigan.gov/mde/0,1607,7-140-5234_5683_6368-24835--,00.html A list of standards to use for each specialty program is located at:  HYPERLINK "http://www.michigan.gov/documents/Standards_to_use_for_Approval_of_Each_Specialty_Program_11_109415_7.04C44693_A74354.doc" http://www.michigan.gov/documents/Standards_to_use_for_Approval_of_Each_ Specialty_Program_11_109415_7.04C44693_A74354.doc  VII. Supporting Documentation HYPERLINK "http://www.andrews.edu/sed/resources/assessment/vii-a_field_experien.doc" Field Experiences CLICK HEREDescribe 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)?  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/vii-b_instructional_.doc" Instructional Methods CLICK HEREDescribe how candidates are prepared to teach in this specific specialty area.  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/vii-c_course_descrip.doc" Course Descriptions CLICK HEREProvide descriptions of all courses contained on Attachment 3. Descriptions must provide enough information to show that standards could logically be metin these courses. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/syllabi_hist_polisc_.html"Syllabi CLICK HEREProvide a representative syllabus for each required course (those listed on Attachment 3 and referenced in the standards matrix).Faculty (SEE ATTACH. 5 BELOW)Please complete the Instructional Faculty table from Attachment 5. Include all faculty teaching the courses shown on the Summary of Course Requirements for Specialty Program (Attachment 3), including those whomaybe temporary or non-tenure stream. List additional faculty positions that will be added if this program is approved. HYPERLINK "http://www.andrews.edu/sed/resources/assessment/vii-f_technology.doc" Technology CLICK HEREDescribe how this program will utilize technological resources.Vocational Work ExperienceIf applicable, please describe the structure and content of the required vocational workexperience program. How is this evaluated? VIII. Experimental Program Description (Rule 53)Program PurposeAttach a statement describing the purpose and objectives(s) of this preparation program. Please include the following: Employer needs/student aspirations. National/statewide needs (for content area, level, diversity, etc., as per the goals of theexperimental program). The number of candidates you anticipate preparing for this endorsement during each ofthe first three years, if this program is approved.Program DesignThe hypothesis being tested. The design of the program (including all courses). Control and experimental groupings. Assessment and evaluation instruments and techniques.Program DurationSpecify the period of time you wish for the experimental program to be in effect. Approval by the State will normally be granted for a time period of three to five years. Once approved, institutions should submit annual reports, including any changes in the experimental program design, and an analysis of evaluation data. IX. Guidelines for Applying for Amendments to Currently Approved Teacher Preparation ProgramsIf the amendment is very minor (e.g., change in a course number(s), change in course sequenceminor modification to a course, etc.) and does not affect how the program standards are met, theamendment may be described in a letter to the Office of Professional Preparation Services (OPPS). Minor amendments do not require official State approval and are filed with program documentation previously submitted. If the proposed amendment is not clear, or if more information is needed, the institution will be contacted by the OPPS. Once approved, the description of the amendment will be attached to the program application that is currently on file. If the amendment is more extensive, or is submitted in response to new state standards, a complete Application for State Approval of Teacher Preparation Specialty Programs should be submitted to the Office of Professional Preparation Services. (Institutions may copy, for inclusion in the new application, any sections of the previously approved application that have not been affected by the amendment.)  Attachment 1 Contact Information for Program Review Consultants ALL communication regarding the approval of specialty programs should be addressed to the following individuals according to content area: Bonnie Rockafellow 517-373-7861  HYPERLINK "mailto:rockafellowb@michigan.gov" rockafellowb@michigan.govSteven Stegink 517-241-4945  HYPERLINK "mailto:SteginkS@michigan.gov" SteginkS@michigan.govThomas H. Bell 517-241-0172  HYPERLINK "mailto:BellT1@Michigan.gov" BellT1@Michigan.govAll bilingual education All science programsAll business educationAll English language artsComputer ScienceAll social studies & social science All humanitiesEnvironmental StudiesAll vocationalAll world languagesGuidance & CounselingAgricultural EducationDanceHealthEducational TechnologyEarly Childhood EducationMiddle LevelFamily & Consumer SciencesElementaryMathematicsFine ArtsEnglish as a Second LanguagePhysical EducationLibrary MediaMusicRecreationIndustrial TechnologySchool PsychologistVisual Arts EducationSpecial Education Attachment 2 Michigan Department of Education Endorsement Areas and Codes September 2008 AX COMMUNICATION ARTS BX LANGUAGE ARTS BA English BC Journalism BD Speech BR Reading Specialist BT Reading RX SOCIAL STUDIES CA Economics CB Geography CC History CD Political Science SOCIAL SCIENCE*1 CE Psychology CF Sociology CH Anthropology*4 CL Cultural Studies*4 CM Behavioral Studies*4 SCIENCE*1 DA Biology DC Chemistry DE Physics DH Earth/Space Science DI Integrated Science DP Physical Science EX MATHEMATICS WORLD LANGUAGE & CULTURE FA French FB German FC Greek FD Latin FE Russian FF Spanish FG Other FH Italian FI Polish FJ Hebrew FK Arabic (Modern Standard) FL Japanese FR Chinese (Mandarin) BILINGUAL EDUCATION YA Bilingual French YB Bilingual German YC Bilingual Greek YE Bilingual Russian YF Bilingual Spanish YH Bilingual Italian YI Bilingual Polish YJ Bilingual HebrewBILINGUAL EDUCATION (Cont.) YK Bilingual Arabic YL Bilingual Other YM Bilingual Vietnamese YN Bilingual Korean YO Bilingual Servo-Croatian/Bosnian YP Bilingual Chaldean YR Bilingual Chinese YS Bilingual Filipino YT Bilingual Japanese BUSINESS EDUCATION*1 GQ Business, Management, Marketing, and Technology GM Marketing Education HX AGRISCIENCE AND NATURALRESOURCES IX INDUSTRIAL TECHNOLOGY JX MUSIC EDUCATION*2 JQ MUSIC EDUCATION KH FAMILY AND CONSUMER SCIENCES ART EDUCATION*1 LQ VISUAL ARTS EDUCATION LZ VISUAL ARTS EDUCATION SPECIALIST HEALTH, PHYSICAL EDUCATION, RECREATION, AND DANCE*1 MA Health MB Physical Education MD Recreation MH Dance MISCELLANEOUS NB National Board Certification ND Library Media NJ Environmental Studies*4 NP Educational Technology NR Computer Science NS English as a Second Language NT Guidance and Counseling OX FINE ARTS PX HUMANITIES*4 PR Academic Study of Religions*4 PS Philosophy*4SPECIAL EDUCATION SA Cognitive Impairment SB Speech and Language Impairment SC Physical or Other Health Impairment SE Emotional Impairment SK Visual Impairment SL Hearing Impairment SM Learning Disabilities SP Physical Education for Students with Disabilities SV Autism Spectrum Disorder TX TECHNOLOGY AND DESIGN ZA EARLY CHILDHOOD EDUCATION*3 ZD MIDDLE SCHOOL*3 ZL MIDDLE LEVEL*3 ZG GENERAL EL K-5*3 CAREER AND TECHNICAL EDUCATION VH Vocational Family and Consumer Sciences Vocational Natural Resources and Agriscience Pathway VA Vocational Agriscience and Natural Resources Vocational Business, Management, Marketing, & Technology Pathway VB Vocational Business Services VM Vocational Marketing Education VZ Vocational Hospitality VOCATIONAL HEALTH SCIENCES PATHWAY VS Vocational Health Sciences VOCATIONAL ENGINEERING, MANUFACTURING, INDUSTRIAL, & TECHNOLOGY PATHWAY / VOCATIONAL ARTS AND COMMUNICATION PATHWAY VT Vocational Technical VOCATIONAL HUMAN SERVICES PATHWAY VC Vocational Child Care VE Vocational Cosmetology VF Vocational Law Enforcement/Fire Science VG Vocational Teacher Cadet *1 Endorsements for the Social Science group (formerly CX), the Science Group (formerly DX), the Business Education group (formerly GX), the Arts Education group (formerly LX), or the Health, Physical Education, Recreation, and Dance group (formerly MX) are no longer program options. *2 The JX endorsement may not be offered to new candidates after the fall semester of the 2006-2007 academic year. *3 The Z codes are used only by teacher preparation institutions for recommending these grade levels to the Michigan Department of Education (MDE), and do not appear on a teaching certificate. *4 The MDE will discontinue endorsement effective January 1, 2009. Attachment 3 Form XX Summary of Course Requirements for Specialty Program Institution:Ƶ UniversityDate:11/1/10 Specialty Program:History (CC)  Program Standards:HistoryStandards Date:6/9/09 Program Contact Person(s):Brian Strayer DIRECTIONS: On the matrix below, list the required courses for this specialty studies program. Also, indicate the number of electives and any special considerations that apply. In addition to listing the course title, course number, and course semester hours, please indicate whether the course is required for the secondary major or minor, elementary major or minor, the K-12 major, and/or an additional endorsement. Course TitleCourse NumberSem. HoursElementarySecondaryK-12 MajorAdditional Endorse-mentMajorMinorMajorMinorMacro EconomicsECON2253XXSurvey of GeographyGEOG1103XXCivilization & Ideas IHIST1173XXCivilization & Ideas II HIST1183XXAmerican Experience I HIST2043XXAmerican Experience IIHIST2053XXHistorical InquiryHIST2353XXAdventist HeritageHIST4043 XXSecondary Methods: HistoryHIST4593XXSenior SeminarHIST4803XFaith & HistoryHIST4883XResearch SeminarHIST4903XAmerican GovernmentPLSC1043 XXIndividual, State & MarketplacePLSC2373XXArea StudyPLSC3603XAmerican Foreign RelationsPLSC3653XCrafting Constitution and Public Policy (To be replaced by Public Policy)PLSC425 (To be replaced by PLSC435)3XXClassical, Medieval, and Early Modern European Political ThoughtPLSC4563XXEducational Psychology EDPC3023XXPhil. & Soc. Foundations of EducationEDTE1654XXStrategies for Educ. Exceptional & Diverse LearnersEDTE2283XXPrinc. Of Teaching and LearningEDTE4083XXTeaching Reading in the Sec. Content AreaEDTE4173XXClassroom Testing and EvaluationEDTE4242XXSecondary Teaching MethodsEDTE4593XXMethods for Integrating Instructional TechnologyEDTE4763XXFirst Days of SchoolEDTE4802XXStudent Teaching SeminarEDTE4871XXStudent Teaching SecondaryEDTE4881-15XXTotal number of SEMESTER HOURS required for each option offered: * If the institution assigns a different type of credit, please convert to semester hours. 54 39  Please provide descriptions for all courses contained on the above listing. Descriptions must provide enough information to show that standards could logically be met in these courses. ( HYPERLINK "http://www.andrews.edu/sed/resources/assessment/vii-c_course_descrip.doc" CLICK HERE TO SEE COURSE DESCRIPTIONS) Attachment 4 Content Guidelines/Standards Matrix Sample (FOLLOW THIS LINK TO VIEW THE ATTACHMENT 4 MATRIX:  HYPERLINK "http://www.andrews.edu/sed/resources/assessment/michigan_standards_h.doc" Content Guidelines/Standards Matrix) College UniversityƵ University (See Attached document)CodeCC Source of Guidelines/StandardsMDE, June 9, 2009Program/Subject AreaHistory DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met. If electives are included, they should be clearly indicated. The size of the cells may be adjusted, as needed. #Guideline/StandardNarrative Explaining How Required Courses and/or Experiences Fulfill the StandardsElementaryMajor: Minor:SecondaryMajor:Minor:K-12Major: Attachment 5 Instructional Faculty Institution:Ƶ UniversityDate:11/1/10 Specialty Program:HistoryCertification/Endorsement CODE:CC Please include all faculty teaching the courses shown on the Summary of Course Requirements for Specialty Program (Attachment3), including those who may be temporary or non-tenure stream. CoursesFaculty MemberHighest Degree in this Specialty Area, Indicating Study Focus and Research AreaProfessional Development Experience in the Last 3 YearsFamiliarity with K-12 Curriculum Framework and MEAP AssessmentSpecial Awards and RecognitionP-12 Collaborative WorkEDTE 408Bacchiocchi, Michelle A.MAT Elementary Education A. U., Finished coursework for DoctorateWorking toward my PhD in Educational Psychology (93 credits) started in Fall of 2007: taking an average of three courses per semester Completion of course work June 2010 Starting dissertation in fall of 2010Regularly review and recently reviewed K-12 Standards NoneWork with Hollywood Elementary School in EDTE408 Principles of Learning course for student participation.EDPC 302Gabriel, Elvin S.EdD., In CounselingWithin the past year, I have completed 72 hours of continuing education in Mental Health Counseling. In 2007, I served as a mentor to elementary- level children, in the Benton Harbor Area Schools. I have attended professional conferences of the American Counseling Association and the Society for Religion in the U.S. and ItalyIn undergraduate & graduate classes in learning, assists students in projects pertaining to daily and unit lesson plans which incorporate the K-12 curriculum framework. Share information on the MEAP assessment with in-service and pre-service teachers. Received the Augsburger Award for Teaching Excellence in 2009.NoEDTE 165McGarrell, Faith- AnnPh.D., Curriculum and Instruction A.UConference Attended: 3rd Tri-ennial World Conference of the International Association for the Advancement of Curriculum Studies, Somerset-West, Cape Town, South Africa, September 7-10, 2009. American Education Research Association, Chicago, Illinois, April 9-13, 2007. American Association for the Advancement of Curriculum Studies, Chicago, Illinois, April 2007. Office of University Assessment Faculty Learning Group Member 2007-present Attended Workshops sponsored by the Center for Teaching and Learning Excellence and the Center for distance Learning and Instructional Technology: Building Faith Through Biomimetics ; Click to Engage Memberships: AERA, AAACS, IAACS, NCTE Paper Presentations: AERA 2006, 2007, 2010 and IAACS 2009 Service (Committees): Graduate Council (2008-present), Graduate Program Development (2009-present), Ƶ and Academic Standards (2009-2010), Teacher Education Council (2007-present)Familiarity with Michigan K-12 Frameworks, specifically English/Language Arts Curriculum Frameworks, due to teaching EDTE408 Principles of Teaching; EDTE444 Language Arts Methods; EDTE448 Methods of Integrating Art & Movement; EDCI650 Curriculum Design and DevelopmentNone- Supervise student teachers in K-12 2008-present: Observations. Berrien Springs, MI. -Collaborate with local elementary and secondary teachers in facilitating classroom observations for EDTE165/630 -Collaborate with local schools in facilitating field experiences for language arts methods courses (during the semesters I teach the course). -Participation in The First Days of School and Professional Days with local private and public school teachers, principals, and administrators. EDTE 228Agnetta, Nancy J. M.S. Education Educational Psychology and Research Univ. of Kansas Lawrence, KS-Took class ENGL 407 Literature for Children (Ƶ University, Spring, 2010). - Member of university study group - Informal Classroom Assessments and How to Implement Them (Ƶ University, Berrien Springs, MI, 2008 to present) -attended Dowagiac School District Pre-Service Conference on Co-Teaching and Differentiated Education (Dowagiac, MI, 2008). -attended conference Celebrate Literacy (Western Michigan University, Southwest campus in Benton Harbor, MI, 2007).K-12 C.F. (review of standards and benchmarks for use in students lesson plans EDTE 420); I do not review the MEAP test in any course.Nonecollaborate with Reading Specialist (Benton Harbor School District) in placement of students who are required to tutor elementary students with reading weaknesses EDTE 420Davidson, R LeeEd.D., Administration of Curriculum and Instruction -Took DGME175 Digital Imaging Fall 2007 -The Assessment Institute 2009, Annual Conference, Indianapolis, IN. -Fusion 2009 The Art of Learning (2009), Annual Conference, Minneapolis Saint Paul, MN. -Teaching Well with Technology (April 3, 2009) 2009 Annual Midwest Conference on the Scholarship of Teaching and Learning University Center for Excellence in Teaching, Indiana University South Bend, South Bend, IN -National Educational Computer Conference: Convene,Connect, Transform (2008), Annual Conference, San Antonio. -North American Division Science Curriculum Committee, Corpus Christi, June 2008 As part of this I produced a demonstration DVD that was distributed by NAD to all 5-8 science teachers. -Cultivating Excellence through Mentoring and Collaboration (April 11, 2008), 9th Annual Midwest Conference on the Scholarship of Teaching and Learning, University Center for Excellence in Teaching, Indiana University South Bend, South Bend, IN -GeoScience Research Institute(2007). Attended & presented at the 4 day GeoScience Research Institute Conference, Salt Lake City, UT July 2007 -Workshop Building Faith through Biomimetics, March 2009 -Workship click to Engage, Feb 2009Very Familiar: Regularly review and recently reviewed K-12 Standards 2 awards for excellence in teachingBenton Harbor math program. RMES, Board ChairEDTE 447De Oliveira, Becky A.MA., Education, Ƶ Univ. MA., Creative Writing Lancaster Univ. Attended AERA (2009). Took class: Introduction to Qualitative Research (2010) through Nova Southeastern University. Attended Thinking Qualitatively a one-week training event hosted by the International Institute for Qualitative Research (2010) in Edmonton, AB. Some familiarityWriting specialistWorking with a fourth grade class at a local elementary school on a service learning project.EDTE476, EDTE 424Prince, Marian VPh.D. in Curriculum & Instruction, Focus-Mathematics Education, Research Area--Michigan Educational Assessment Program (MEAP)Common Core State Standards Initiative Roll Out, Alignment of Michigan Grade Level Content Expectations with the Common Core State Standards, Cooperative Learning Training, Unit Design Training, Choice Therapy Training, Quality Schools training, Data-Driven Decision Making, 6+1 Writing Traits, Texas Instrument Instructor Professional Development.Research Area of Dissertation--7th Grade Mathematics MEAP Assessment, Alignment of Michigan Grade Level Content Expectations with the Common Core State StandardsCoach--State Championship LEGO Robotics TeamFormed and coordinated SciMaTech Academy--magnet school within Hull Middle School; School Improvement Team.EDTE480, EDTE 487, EDTE 488Reid, Barbara APh.D., EDCI (Science), Univ. of Maryland, College Park2008: Teacher Certification Update NCLB Highly Qualified Michigan Department of Education, Muskegon, MI October 2008:Understanding the Program Review Process: Reviewing Elementary Programs Using the ACEI Standards, Working with Berrien Springs Chemistry Teacher. Page 15 of 15 Eastern Michigan University June 2008: New Standards Program Review Elementary Certificate Program Michigan Department of Education, June 2008: Annual Meeting of the Higher Learning Commission Finding Common Ground: Accreditation, Assessment, and Accountability Chicago IL April 2008: Annual Meeting of NARST conference Baltimore, MD March 2007: AAAS Atlas of Science Literacy Workshop, Washington, DC. October 2007: Fred Jones Classroom Management Workshop, Rockville, MD July 2007: Concept Mapping Workshop (NARST) New Orleans, LA April 2007Recently assisted in the completion of the MI elementary Education folio documents. Consistently use math and science standards, & assessment documents.NoneWorking with Berrien Springs Chemistry Teacher.EDTE 417Ostrander, Ray J.Ph.D., Administration, Curriculum, and Instruction, Univ. of Nebraska, LincolnACEI folio training May 2010; IRA April 2010; IRA May 2009; LiveText April 2009; IRA May 2008, LiveText April 2008; AACTE February 2008Regularly review and recently reviewed K-12 Standards.NoneMaintain positive relationships with Coloma Elementary in order that my students in my language arts methods classes can use their classrooms for my students to practice teaching methods they are learningECON 225Samuel ChuahPhD in EconomicsAttended teaching and research conferencesNoneNoneNoneECON 226Leonard GashugiDegree: PhD in Economics Teaching: Economics and Finance. Research areas: Economics and Finance Published two cases in Finance along with two instructors notes. Attended annual conferences of the Midwest Economic Association and presented a paper at the conference in march 2008.None2008: Teaching Award by graduate students in the School of Business 2007: The J.N. MedallionNoneBHSC 230, I dont think its required for programsHerbert HelmPhD PsychologyMidwestern Psychological Convention for the last 3 yearsVery littleNone recentNone BHSC 235Oystein LaBiancaPhD Anthropology2 Books Published Developing Field School in JordanNone Chosen Vice Pres. Of American Schools of Oriental ResearchNoneHIST435, 458, 468, 469, 235, 437, 488, and 490Gary Land (Retired September 2010)PhD in American Intellectual Cultural Historyread books on teaching methodology; presented papers at conferencesgeneral familiarityJ. N. Ƶ Teaching Award; Pacific Union College Alumnus of the YearNoneHIST118John MarkovicPhD Modern Russia and Soviet History, Anti-SemitismPostmodern (Emergent) ChristianityNoneFull Professor/Dept. ChairNonePLSC 120, PLSC237Marcella MyersPhD. Public Policy, Political ExtremismPublished dissertation spring 2010 In the last 3 years Paper presentation at Midwest Political Science Assoc. Spring 2008 Panel participant at Michigan Conference Political Science -Fall 2010 Oxford Roundtable Participant/Presenter- forthcoming Spring 2011Adapted curriculum with dept. chair to meet State Education Standards.N/AN/APLSC104 PLSC365Gary WoodPhD The Political Thought of John Quincy AdamsRead books on Teaching MethodologyAdapted curriculum with dept. chair to meet state education standards.NoneNoneHIST117 HIST459 HIST118Brian StrayerPhD Early Modern Europe. France, 17th -18th CenturyAttending Western Society for French History and Assoc. Of SDA Historians conferences.Yes (through NCATE , NCSS and MDE evaluations, 1994-2011)2004-Medallion of Religious Freedom, PUC 2007- Research Scholar - AU center for Adv. Research 2007- Phi Kappa Phi (AU chapter)Have served on AUs K-12 Committee and Teacher Education Council (2002-2011)GEOG110James, Harold E.PH.D GeologyNoneNoneNoneNoneHIST204 HIST490Silva-Banks, Kathryn M.PhD, U.S. History, 1789-present, Womens History and African American History - LaborI 7 C M \ k l   + , > ? @ M Z \ Ի⠑⻯yyhvCJOJQJ^Jh1CJOJQJ^Jh1hvCJOJQJ^Jh1h=CJOJQJ^JhsICJOJQJ^Jh$ph=CJOJQJ^JhvOJQJ^Jh$ph=5OJQJ^Jh$ph=OJQJ^J h$ph=CJOJQJ^JaJ+IJS l m $If & F$a$$a$- w $If](P$If]pkd$$IfTl4$h%  04 laf4p T v $If](P$If]pkd$$IfTl0$0804 laT  v $If](P$If]pkd;$$IfTl0$0804 laT , ? v $If](P$If]pkd$$IfTl0$0804 laT? @ [ \ v $If](P$If]pkdg$$IfTl0$0804 laT\ ] ^ $Ifpkd$$IfTl0$0804 laT w $If](($If]pkd$$IfTl4$h%  04 laf4p T     / ; < = ] q r 7 9 YZi{ Mٸ٬ّٝفp h@RAh@RACJOJQJ^JaJh$ph=5CJOJQJ^Jhz]CJOJQJ^Jh$ph+CJOJQJ^Jh+CJOJQJ^JhkdOJQJ^JhR8OJQJ^Jh$ph=OJQJ^Jh$ph=CJOJQJ^JhmPCJOJQJ^Jh;7CJOJQJ^J&   v $If](($If]pkd8$$IfTl0$0804 laT  / < v $If](($If]pkd$$IfTl0$0804 laT< = ] r v $If](($If]pkdd$$IfTl0$0804 laTr s t  $Ifpkd$$IfTl0$0804 laT (($If]pkd$$IfTl4$h%  04 laf4p T 7 8 (($If]pkd5$$IfTl0$R 04 laT8 9 l$(($If]a$gdkd(($If]pkd$$IfTl0$R 04 laT (($If]pkda$$IfTl0$R 04 laT (($If]pkd$$IfTl0$R 04 laT m ,8 JP !$`'0*-$1$Ifpkd $$IfTl0$R 04 laT a) ;0Jp@ P !$`'0*-<<$Ifukd# $$IfTl4$h%  04 laf4p T #3BHLqqqqqq($ ;0Jp@ P !$`'0*-$Ifa$ekd $$IfTl4$h%04 laf4TLM:kdN $$IfTlֈF $. 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