Undergraduate Education Programs

Student outcomes for undergraduate programs in Education are aligned with Michigan Standards for Teachers as well as standards from professional organizations. Student learning is assessed using a vast array of informal and formal assessments, ranging from course embedded assessments, performance during field experiences, and MTTC scores. Assessment data is used for ongoing reflection, critique, and further development of our programs. As part of the larger Education Unit, we are in the process of developing and implementing assessments consistent with NCATE accreditation.


Early Childhood Education (BS) (ZS)

Key assessments of Early Childhood Studies (BS) and Early Childhood Specialization (ZS) programs are up to date reflecting new programs, revisions in programs, changes in accreditation standards, and changes in content within courses. Streamlined seven key assessments are aligned with program objectives and students learning outcomes closely. Assessed competencies and skills include demonstration of theoretical knowledge and application of child development, effective use of communication practices, demonstration of developmentally sensitive practices, and professional dispositions. All assessment measures are practical for instructors to maintain, analyze, and implement data-informed changes in curriculum, and are implemented as assignments in courses.


elementary Education (BS)

The Elementary Education program assesses teacher candidates on their content knowledge, ability to design and deliver instruction, their ability to design and analyze assessment data, and their professional dispositions in their coursework and fieldwork. In 2016-2017 teacher candidates performed above the state average on the Michigan Test for Teacher Certification, which measures content knowledge. Our teacher candidates performed at Proficient level in designing instruction and professionalism in the field. Our candidates performed between the Basic and Proficient levels in delivering instruction (specifically in classroom management) and analyzing assessment data.


Secondary Education


Graduate Education Programs

Student outcomes for Graduate programs in Education, including specialization programs in Early Childhood Education, Educational Technology, Literacy Education and Special Education, re aligned with Michigan Standards for Teachers, standards from professional organizations, and ongoing review of current research and literature. Student learning is assessed and evaluated using student portfolios, course embedded assessments, performance during field experiences, and MTTC scores.  Assessment data is used for ongoing reflection, critique, and development of programs of effective programs.  As part of the larger Education Unit, we are in the process of developing and implementing assessments consistent with NCATE accreditation.


Early Childhood Education (MA)


Educational technology (MA)


Literacy Education (MA)

Assessments in the Master of Arts in Literacy Education program were designed to align with standards set by both the Michigan Department of Education (MDE) and its accrediting body, the International Literacy Association (ILA).  This professional program prepares candidates to take the Michigan Test for Teacher Certification (MTTC) and add the Reading Specialist (BR) endorsement to their teaching certificates. As Reading Specialists and Literacy Coaches, candidates are qualified to teach reading as a special subject and serve as school-wide resource professionals.  The faculty in the Literacy program monitor candidate achievement in academic content knowledge, clinical performance, and professional dispositions through eight key assessments approved by ILA.  These key assessments are varied and include professional and performance-based measures such as case studies, coaching portfolios, student logs, professional development plans, and Michigan’s Reading Specialist endorsement test (MTTC Test #92).  All assessments, except for MTTC exam results, are housed in Tk20.  Candidates are continually asked to reflect upon, analyze, and improve their thinking, knowledge, and practice in both academic and clinical settings.


Inclusive Education (MA)

The Master of Arts in Inclusive Education program prepares professionals to become knowledgeable of and skilled in applying best practices for teaching in an inclusive environment. It provides comprehensive and specific expertise about inclusion; collaboration; best practices for meeting the academic, social, and behavioral needs of all students; and an understanding of students with disabilities, students who are culturally and linguistically diverse, and students who are in poverty. Faculty in the MA in Inclusive Education program regularly complete an analysis of student learning outcomes through varied assessments including practical application of knowledge during field based projects, research projects, student reflections, and through the student’s culminating capstone project. Students acquire the necessary knowledge and skills in close collaboration with their peers and instructors. Faculty revisit the program’s outcomes and benchmarks on an annual basis and incorporate necessary improvements in an effort to continuously improve.


Mathematics Education for Elementary and Early Childhood Educators (MA)


Master of Arts in Secondary Education with Certification (MAC)

Assessments in the Master of Arts in Secondary Education with Certification program are designed to align with standards set by both the Michigan Department of Education (MDE) and our prior accrediting body, the National Council for the Accreditation of Teacher Education (NCATE).  NCATE has subsequently been subsumed under a new national accrediting body known as the Council for Accreditation for Educator Preparation (CAEP). 

This professional program prepares candidates to teach secondary-level students in any content area with a particular focus on teaching in urban high schools.

Program Goal and Objectives:

The goal of the Secondary MAC program is to prepare an urban educator like no other through the following educational objectives for each teacher candidate who demonstrates the following:

  1. Awareness of unique characteristics and needs of diverse student populations;
  2. Understanding of how principles and theories of adolescent development can inform educational practice;
  3. Awareness of educational and social issues that are unique to an urban high school context;
  4. Ability to develop and implement a variety of instructional strategies that are effective in urban high school settings;
  5. Understanding of the social, cultural, psychological, and emotional components of the adolescent (i.e., “teaching to the whole child”);
  6. Ability to work collaboratively in order to enhance school/community relationships;
  7. Enhanced knowledge of how to integrate new technologies into teaching and learning;
  8. Pedagogical-content knowledge necessary to make appropriate instructional decisions; and
  9. Exposure to current research and theory in education.

Key Assessments:

While preparing for our upcoming renewal of accreditation through CAEP, we are currently following NCATE’s framework for program level assessment. The six required assessments (followed by an optional seventh assessment) are each listed followed by a brief description of the assessment we conduct to meet the requirements.

  1. Licensure assessment, or other content-based assessment

    1. The SAT serves as an assessment of basic skills, as required by the state of Michigan
    2. The Michigan Tests for Teacher Certification (MTTC) serve as content-based assessments
  2. Assessment of content knowledge

The Interdisciplinary Project (occurring in EDS 530 & EDR 548) assesses the teacher candidate’s ability to plan instruction that incorporates content from the two key disciplines of literacy and mathematics in which urban students struggle to succeed.

  1. Assessment of candidate ability to plan instruction

The Ability to Plan Instruction assessment (occurring in EDS 698) measures the teacher candidate’s ability to plan a coherent, standards-based series of lesson within an instructional unit.

  1. Assessment of student teaching/field experiences

The Student Teaching Observation is a formal assessment conducted at four points during the student teaching year by a faculty member and the coaching teacher. The observation is formative in providing performance feedback and summative in determining the teacher candidate’s successful completion of student teaching.

  1. Assessment of candidate’s effect on student (P-12) learning

The Impact on Student Achievement is a performance-based assessment measuring teacher candidate’s ability to plan instruction, teach, conduct formative and summative assessment, collect student performance data, analyze performance data, modify instruction accordingly, and further refine future teaching.

  1. Additional assessment that addresses professional standards

The Professional dispositions assessment is administered at three points in the program to measure and provide formative feedback to the teacher candidate about his/her professionalism. This performance-based assessment is conducted by faculty, the coaching teacher, and as a self-assessment by the teacher candidate.

  1. Additional assessment that addresses professional standards (optional)

The Clinical Observation and Reflective Log is a weekly assessment throughout the two years of the program measuring the teacher candidate’s observational skills and reflective practice as it relates to the candidate’s developing understanding of teaching practices and self-knowledge in developing relationships with learners to ensure effective teaching and their academic success.



Educational Administration (MPA)


Education Specialist (Ed.S)


Doctor of Education (Ed.D)



Social Work

Student outcome assessment data for the Social Work Program indicated that the four goals of the program are met. Results of four different measures of student performance indicated that the cohort of students completing the 2005-2006 professional block were prepared with the necessary cognitive knowledge, emotional and personal insight, and behavioral skills to claim preparation as a generalist social worker according to the standards of the Council on Social Work Education. Evidence from this assessment also indicates that the cohort of students is exceptionally well prepared when compared to their academic peers nationally.

In an atmosphere of continuous improvement, program administrators are currently developing strategies to assess the experiences of students as they graduate and experience market realities. Future student outcome assessment processes will explore the link between exceptionally strong academic preparation already evidenced, with new observations of licensure, employment and graduate school opportunities not yet directly measured.