Professional Education Unit Department of Industrial & engineering Technology College of Science & Technology

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1 Professional Education Unit Department of Industrial & engineering Technology College of Science & Technology PROGRAM SUBMISSION Bachelor of Science in Industrial Education, Engineering and Technology Option Certification: Engineering and Technology Grades 5-12 Governing Kentucky Regulation: 16KAR 2:010.Kentucky Teaching Certificates September 15, 2010 Revised February 2011

2 Table of Contents Document 1: Document 2: Document 3: Conceptual Framework A. Professional Education Unit 3 B. BS in Industrial Education, Engineering and Technology Option Teacher Preparation Program 4 Continuous Assessment Initial Preparation Programs A. Links to the Conceptual Framework 5 B. Integration of Standards throughout Initial Teacher Preparation Programs 5 C. Candidate Assessment 6-7 D. Continuous Assessment System, Multiple Assessments, Checkpoints and Feedback Loops 7-8 E. Professional Dispositions and Code of Ethics 8-9 F. Faculty Evaluation 9 G. Plan for Collection P-12 Student Impact Data 9 H. Technology Supported Assessment System 9-10 I. Ensuring that Assessments are Accurate, Fair, and Consistent 10 Program Experiences Section 1: Descriptive Table: Program Required Courses a) BS in Industrial Education, Engineering and Technology Option Program Courses b) Required Professional Education Course Descriptions Section 2: Holistic Matrices: Kentucky Teacher Standards a) BS in Industrial Education, Engineering and Technology Option Coursework and Links to KYTS 14 b) Required Professional Education Coursework -Links to KYTS 14 Section 3: Holistic Matrices: Conceptual Framework and Standards and Links to Candidate Assessment a) BS in Industrial Education, Engineering and Technology Option Key Assessments and Links to Candidate Assessment b) BS in Industrial Education, Engineering and Technology Option Critical Performances and Links to Candidate Assessment A. Holistic Matrices and Links to International Technology Education Association (ITEA) a) BS in Industrial Education, Engineering and Technology Option Program and Links to ITEA 18 b) Required Professional Education Course Descriptions 18 B. Descriptive Tables: KERA Initiatives a. Required Professional Education Courses and Links to KERA Initiatives C. Descriptive Tables and EPSB Themes a. Required Professional Education Courses and Links to EPSB Themes D. Program Faculty Engineering and Technology E. Curriculum Contract Engineering and Technology P Appendix A: Links to Program Syllabi 37 2

3 Document 1: Conceptual Framework A. Professional Education Unit at Morehead State University Community Engagement: A Light to and from the Mountains The Professional Education Unit at Morehead State University strives to promote the flow of Light to and from the Mountains by engaging with communities of learners at all levels and in a variety of contexts including P-12 students, pre-service candidates and in-service educators, university faculty and staff, and community members. We deliver high quality educator preparation programs that are informed by relevant national and international scholarship. Appalachian research, literature, and experience is integrated throughout curricula to ensure that candidates are equipped with the knowledge and skills needed to improve the schools, quality of life, and communities in eastern Kentucky and beyond. The Professional Education Unit (PEU) has identified a coherent intellectual framework to support candidates, colleagues, public school practitioners, and stakeholders. Four critical concepts comprise this framework and advance the Unit s commitment to engage multiple communities and educators equipped to bring a Light to and from the Mountains. These concepts are: Informed Decision-Making; Diversity and Holistic Education; Collaboration and Coalition Building; and Empowerment. The PEU empowers its candidates to apply these concepts as they move through their academic program. In addition, the PEU identified five performance areas to guide the context used in Unit decision-making, course and program outcome development, and assessment. The Unit and the faculty within individual programs assess the degree to which its graduates: 1) master the content knowledge, professional and the twenty first century skills needed to make an optimal contribution to whole student learning in educational settings; 2) are competent in the collection and use of data to inform decision- making and to demonstrate accountability for student learning; 3) demonstrate professional dispositions; 4) are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively bridge the gaps (economic, achievement, and geographic) ensuring optimal learning for all students; 5) engage in authentic field experiences in collaboration with committed school based partners and are empowered to improve the quality of education throughout this region and beyond. The entire Morehead State Conceptual Framework Document is available on line at 3

4 B. Links to the Conceptual Framework: Bachelor of Science in Industrial Education Engineering and Technology Option This program is integrated into the conceptual schema provided by the College of Education s overarching framework of Community Engagement: A Light to and from the Mountains. The conceptual framework helps to formulate the vision of a program and clarifies how that vision is manifested in all aspects of the Engineering and Technology Education program. Candidates in this program are engaged in content knowledge, professional and twenty first century skills thru several avenues. The candidates in the program are 1) located in various schools and industrial settings where they interrelate with the various parties such as students, teachers, administrators, parents, supervisors, owners, engineers, and other individuals appropriate to the setting; 2) exposed to an international faculty and students in the department of Industrial Engineering and Technology as they satisfy the program area requirements; 3) are invited to participate in university, college and department sponsored events intended to expand, test and define their knowledge and abilities. Teacher candidates in Bachelor of Science in Industrial Education, Engineering and Technology Education Option expand their comprehension in 1) technical-management occupations in business, industry, education, and government; 2) applying theories, concepts, and principles of humanities, social and behavioral sciences, and other disciplines to develop communications skills required for supervisors, technical managers and educators; 3) understanding and applying concepts of mathematics, physics, statistics, economics, computer fundamentals, and other disciplines to solve technological problems; and 4) applying concepts and skills developed in a variety of technical and related disciplines including total quality management, materials and production processes, supervisory and management principles, and quality control to manage personnel and facilities. Field experiences and clinical practice are to make sure that candidates have the chance to participate in actual classroom settings. This enables candidates to experience all aspects of a classroom environment so they may be able to provide appropriate experiences for their future students. Course work in the Career and Technical Education (CTE) programs, in this case Bachelor of Science in Industrial Education Engineering and Technology Education Option, integrate various learning experiences for the candidates. CTE 207 Foundations of Career and Technical Education provides an introduction to CTE, philosophy of education, philosophic/ economic/sociological/psychological foundations, and diversity including gender equity and special needs. To meet student needs this course is offered online via Blackboard. CTE 470 Methods of Instruction focuses on learning domains, delivery of an effective lesson, evaluation of a lesson, understanding the learning principle utilized by students, and commitment to a continual improvement process. To meet student needs this course is offered online via Blackboard. CTE 478 Student Teaching Practicum allows the candidates to experience an authentic classroom experience for an entire semester where they develop, teach, and analyzes lessons based on contextual factors and their subject matter. Less than 50% of the Professional Requirements for this program are offered online. 4

5 Document 2: Continuous Assessment A. Links to the Conceptual Framework The Unit s Conceptual Framework states in our mission to prepare engaged educators in Eastern Kentucky, that we promote the flow of Light to and from the Mountains. We believe many voices provide perspectives and resources that contribute to the generation of knowledge. Additionally, we recognize that integrating these resources throughout curricula leads to the effective preparation of educators who are inter-culturally competent regional stewards. Our candidates must demonstrate the knowledge, skills and dispositions that are established by state and national learned societies as being critical to success as an initial or advanced teacher, school counselor, or administrator. The Professional Education Unit (PEU) developed and implements a Continuous Assessment System (CAS) to ensure the goals of the PEU are met and are consistent with the mission of the University. Continuous assessment is interwoven into curriculum and standards-driven instruction. It also plays an important role in PEU evaluation. While assessments occur at the individual level (pre-candidates, candidates, and advanced program candidates), evaluation occurs at the program and Unit level (including evaluation by alumni and the professional educational community). The CAS provides for both the ongoing assessment of candidate achievement (knowledge, skills, and dispositions) and the ongoing evaluation of program quality within the PEU. Implementation of the CAS provides data used for decision-making focused on maintaining or extending the quality of programs as well as candidate performance levels. Faculty, academic administrators, school-based personnel, and candidates are committed to, and invested in, the development and implementation of the Continuous Assessment System. The entire Morehead State Conceptual Framework Document is available on line at B. Integration of Standards in Continuous Assessment Standards-based assessment is interwoven throughout all initial teacher education programs. Undergraduate courses have been designed to address selected standards, course outcomes identify the standard themes students are expected to fulfill, and course assessments determine the level of proficiency achieved by each student. Standards alignment has been documented in relation to the Kentucky Teacher Standards, the KERA Initiatives, the Education Professional Standards Board Themes, and the International Technology Education Association. The entire Continuous Assessment System is available on line at 5

6 C. Candidate Assessment: Monitoring Checkpoints and Multiple Assessments and Feedback System GATES UNDERGRADUATE CANDIDATES MUST BE ELIGIBLE TO MOVE THROUGH TO BE RECOMMENDED FOR INITIAL TEACHER CERTIFICATION Definitions: Gate- A gate is a predetermined candidate checkpoint in the program. Each candidate s performance status is checked to ensure achievement of, at least, the minimum required performance level on required assessments. Candidate success results in movement through a gate. Key Assessments are those that are used to make program admission, continuation, or completion decisions about all undergraduate candidates in the initial teacher certification program. Data from these assessments inform us about program quality. Initial Undergraduate Teacher Certification Gates Gates Assessment Data Outcome Decision Maker(s) 1) Admission to Teacher Education Program (TEP) Pass required ACT, PPST, or GRE Score(s), or Praxis content exam(s) Overall GPA (2.5) Demonstration of Writing Proficiency (Minimum of a B ENG 100 and 200, or success on PPST) Demonstration of Speaking Proficiency Review candidate portfolio documents Candidates informed if they are not eligible to sit for program interview Department/Program Committee formally makes candidate recommendation based on portfolio and interview scores to Educational Services Unit Recommendation lists of successful candidates from each program are presented to Teacher Education Council (TEC) TEC approves or does not approve recommendation made and candidates informed in writing of admission recommendation Educational Services Unit Program Committees Director of Educational Service Unit Teacher Education Council (TEC) 2) Eligibility for Admission/ Enrollment to Clinical Practice Fulfillment of the following: GPA (2.5), in all areas ( C or better in Methods Classes) Review of Academic Record /transcript Candidate notified when ineligible to enroll in clinical practice course. Educational Service Unit Educational Service Unit Scores available for required Praxis Exam(s) Program faculty informed of candidate scores Department Chair notified of candidate scores. Educational Service Unit Educational Service Unit Demonstration of professional dispositions When necessary, candidate remediation plan established; When there is a dispositional concern a remediation plan developed with candidate and implemented Candidate and Advisor Faculty member/advisor informs candidates and ESU of candidate performance. Advisor 6

7 3) Successful Completion of Clinical Practice Successful performance when evaluated using the Clinical Practice Candidate Record of Performance Observation form. Successful performance on Exit Teacher Performance Assessment (TPA) Candidates informed of status by review of submitted evaluations Review of TPA by Analysis Committee and results communicated to Program Faculty Candidates informed of TPA score MSU supervisor and Cooperating Teacher Educational Service Unit Educational Service Unit 4) Eligibility for Certification Fulfillment of all program requirements (transcript) Review of Candidate s Academic record Candidate informed in writing if eligible Office of the Registrar Office of the Registrar Fulfilled all certification eligibility requirements Candidate eligibility for certification reviewed and reported Certification Officer (Education Services Unit) 5) Alumni and Employer Feedback Alumni Surveys & Focus Group data Employer Surveys & Focus Group data Review and revision of programs and processes Department Chair & Department-Designated Faculty Program Coordinator D. Continuous Assessment System: Multiple Assessments, Checkpoints and Feedback Loops REPORT FREQUENCY SUBMITTED TO DATE ACTIONS TAKEN SUBMITTED TO Critical One time per Instructor December, Review; revision of Dean Performances By course semester Assessment Coordinator May critical performance components, Leadership Team By program Chair implementation or By dept. processes, as needed Overall Unit Disposition Report (Problems only) By student By dept Overall Unit Field Experience (FE) Report By course By program By dept Overall Unit Tk20 Subscribers Faculty Usage of Tk20 Tk20 Survey Results Two times per semester One time per semester Three times per year Three times per year Upon request Student s advisor Chair Instructor FE Office Assessment Coordinator Chair Assessment Coordinator Chair Program Coordinators Chair October, December, March, May December, May August, January, May August, January, May Ongoing 7 Review; Revision of processes, implementation, as needed Review; Revision of processes, implementation, course assignments, as needed Review for trends Review for trends and support needs Review feedback; revise courses, programs, processes, as needed Dean Leadership Team Dean Leadership Team Dean Dean Dean Leadership Team Advisory Groups

8 TEP Application Form By program By dept Overall Unit PRAIS II Results One time per semester After each test report Assessment Coordinator Chair Chairs Program faculty Assessment Coordinator October, April Ongoing Review for trends, processes, etc. Revise as needed Review for trends, correlations; revise programs as needed; review and revise support mechanisms for students, as needed Dean TEC Dean TEC Provost Deans Council Teacher Performance Assessment (TPA) One time per year Chairs Program Faculty Assessment Coordinator October and March Review for trends, information on impact of student learning Dean TEC E. Code of Ethics and Professional Dispositions The Code of Ethics statement is included in the Undergraduate Catalogue and the Teacher Education Program (TEP) Handbook. Candidates are required to read and document that they understand and agree with the Kentucky Professional Code of Ethics by signing a statement indicating same when they apply to the Teacher Education Program. In addition, during the first Clinical Practice seminar, cards containing the Code of Ethics are distributed to all candidates and the ideas are discussed as part of the session that focuses on the laws and ethics section of that seminar. To reinforce the idea of taking personal responsibility, candidates are expected to consistently demonstrate the following Professional Dispositions (behaviors) throughout the Teacher Education Program: Behavior Consistently Not Consistently The Candidate: Demonstrated Demonstrated 1. Fulfills the attendance and punctuality requirements 2. Demonstrates sensitivity to all students 3. Fulfills responsibilities 4. Identifies and solves problems independently 5. Cooperates, works well with others 6. Solicits suggestions and feedback from others 7. Maintains confidentiality 8. Engages in self-reflection 9. Exhibits adaptability and resilience 10. Demonstrates professional dress and demeanor 8

9 Professional Dispositions are assessed a minimum of two times for all initial candidates in the Professional Education Unit: 1) prior to clinical practice, candidates must have the dispositions form completed by two faculty members; (2) during clinical practice, a dispositions form is completed by the university supervisor and the district/school cooperating teacher. In addition, faculty can complete and process a Professional Disposition Assessment Form any time there is a behavioral concern. When this occurs, a program faculty committee is convened to meet with the candidate to develop a plan to address the concern. A timeline is also established to review the candidate s progress. The Teacher Education Program Handbook is located at The complete Professional Disposition Form, the process used for evaluation, and when needed, remediation: F. Faculty Evaluation Evaluation of faculty across the University occurs annually. All faculty members are required to input workload and performance information into the Faculty 180 database system annually. The three areas of evaluation are Teaching Effectiveness, Professional Achievement, and Service. Morehead State University Tenure Policy (Pac-27) and Promotion Policy (Pac-2) establish the criteria to be used for faculty evaluation. Candidates evaluate faculty teaching and course delivery. Faculty peers, the department chair, the dean and provost evaluate faculty performance in all areas of evaluation and provide written feedback to each faculty member addressing their performance strengths and areas of concern. Personnel policies are located at the following web site, G. Plan for Collecting P-12 Student Impact Data The initial teacher preparation programs are designed to introduce candidates to the concept of student assessment and the need to evaluate assessment data. EDF 311 Learning Theories and Assessment in Education, and CTE 388 Methods of Curriculum Development introduce the concept of student assessment as well as organization of assessment items based on skill and Depth of Knowledge (DOK). CTE 470 Methods of Instruction includes measuring and evaluating student achievement and instructional assessment and evaluation. CTE 478 Student Teaching Practicum during student teaching (also known as Clinical Practice) the candidates are responsible for completing the exit Teacher Performance Assessment (TPA). Candidate proficiency in the area of producing learning gains for all students is evaluated utilizing the Assessment Rubric. H. Technology Support for the Professional Education Unit In an effort to centralize multiple data sources and to enhance data-driven decision making at the candidate and program levels, the Unit installed Tk20 the Campus Wide 9

10 Tools Assessment, Accountability, and Reporting System, that enables the Unit to collect data systematically, plan our assessments, compare them against specified outcomes objectives and generate detailed reports for compliance, analysis, and program improvement. In addition, all candidate data and selected performances are entered into Tk20. Data can be reviewed to determine each candidate s status in regard to the fulfillment of program requirements and performance quality. I. Ensuring Assessments are Accurate, Fair, and Consistent Teacher education initial program candidates are expected to fulfill policies and performance expectations and these are published in candidate resources such as the Student Teacher Handbook, Tk20, and the Initial Undergraduate Certification Gates Document. There is consistency in the policies and expectations presented in each publication. Candidates who meet the published standards are eligible to proceed through the program. To ensure candidates have a process that can be implemented when they have an academic or due process concern regarding the accuracy or fairness of a policy or grade, the university has developed and published the Academic Grievance Procedure. Candidates can refer to a complete description of this procedure in the University online catalog. All students have the right to file an Academic Grievance. The grievance procedures are located at Document 3: Program Experiences Section 1: Descriptive Tables of BS in Industrial Education, Engineering and Technology Option Program: Course Prefix and Number IET 110 a. BS in Industrial Education, Engineering and Technology Option Required Content Courses BS in Industrial Education Core Course Title Catalogue Course Description Fundamentals of Computer Technology A general introduction to the computer systems. Basic hardware concepts are covered. Main topics include an overview of components of a computer, the components of system unit, operating systems and utility programs, communications and networks, the Internet and World Wide Web, Web development programs, e-commerce, and system maintenance. Designed for students who have some basic familiarity with Microsoft Office application. This course satisfies the computer competency requirement for general education. IET 120 Technology Systems Precollege curriculum requirements should be met. An introduction to major areas of technology including 10

11 IET 300 Technology and Society communication, construction, manufacturing, and transportation systems. This course satisfies the area studies-practical living for general education. Prerequisites: ENG 100 and MATH 123 or higher. A study of the issues that arise as technology becomes a creative human enterprise. Students will be engaged in reading, dialog, and group activities in order to increase their abilities to identify and assess the implications and ramifications of productively living in a technological society. This course satisfies area studies-social and behavioral sciences for general education. IET 307 Materials Science Prerequisites: MATH 152 and PHYS 201, or consent of instructor. An organized investigation of engineering materials, including their classification, properties, and means of testing to determine their properties. The application of materials to manufactured and constructed products and the effects of manufacturing processes and in-service stress on materials will be considered. IET 317 Just In Time and Lean Systems Prerequisite: ITMT 186. Analysis of industrial production methods for profit improvement. Elements of lean manufacturing and just-in-time inventory control are covered. IET 319 Quality Control Prerequisite: MATH 353. Analytical and statistical inference techniques for process and manufacturing product control. IET 320 IET 327 Industrial Project Management Applied Industrial Management Prerequisites: IET 110, 120, and ENG 200; or consent of instructor. A study of industrial project management methods for the analysis and design of industrial-level projects. Content includes planning, scheduling, and control of project resources from an industrial perspective. Concepts and activities are integrated according to the Project Management Institute's Body of Knowledge. A study of basic industrial management practices and procedures. Designed to serve the technician, first-line supervisor, or lay management individual to provide an awareness rather than to prepare a practitioner of management. IET 330 Industrial Design Prerequisites: junior/senior standing and all 100 level IET core courses and all departmental specific general education MATH requirements met. Conduct design with emphasis on consumer demands. The key principles, elements and precepts of modern design with heavy emphasis on the design methodology in both collaborative and individual settings. IET 419 IET 422 Total Quality Improvement Industrial Safety Standards and Enforcement Prerequisites: IET 319 and 320, or consent of instructor. A study of total quality concepts and their impact on the quality and competitiveness of products. A study of industrial safety codes, standards, regulations, and enforcement procedures. Explanations of worker safety as related to attitude and production. Review of current laws regulating safety and those agencies related to enforcement and training. 11

12 IET 496 Organization and Management of the Laboratory Principles of shop and class organization and management, including program planning and development of shops and laboratories; selecting and purchasing equipment and supplies; and organizing and administering the instructional program. IET 499c Senior Project Prerequisites: senior standing and completion of 18 hours in option. Problems using the scientific method of inquiry in conjunction with faculty members from the major area of study will be conducted. The proposed problem is inclusive of the statement, background, and parameters of the problem, as well as methods and procedures for the solution. This course satisfies the integrative component for general education. ITCD 103 ITCM 101 Computer Aided Design and Drafting I Introduction to Construction Technology The study and application of producing two and three dimensional drawings with CAD. Costs, software applications, advantages and disadvantages of a CAD system are also discussed. Discussion of various aspects of the construction industry including typical building methods, cost factors, and personnel requirements. Includes residential and commercial building. ITEC 141 DC Circuits An introduction to fundamentals of electricity and electronics, including electronics principles, components, quantities, measurements, and design and analysis of DC circuits. ITMT 186 Manufacturing and Fabrication b. Required Professional Education Courses Ferrous and nonferrous metals, basic metallurgy and heat treating, sheet metal, basic welding, casting, forging, manufacturing processes and concepts. Program: Engineering and Technology 5-12 Course Prefix Course Course Description And Number Title CTE 207 Foundations of Career and Technical Education Orientation for students enrolled in vocational teaching program in agricultural education, industrial education, and family and consumer science education. Course will provide a historical overview of vocational education legislation. (Field Experience Hours EDF 311 EDMG 330 Learning Theories and Assessment in Education Foundations of Reading Required - 16, Level I) Theories, principles, and concepts of human development, learning motivation and assessment are presented and applied to the interpretation and explanation of human behavior in relation to classroom practices and the teaching profession. Prerequisites: EDF 207, EDF 211, EDSP 230, EDEE 305 or EDMG 306. Co-requisites: EDEL 302 and EDSP 367 (5-9 students, EDMG 347). Must have completed 24 semester hours. (Orientation/Exploration, Preparation Level Industrial Education students are exempt from Prerequisites not required in their program). An explanation of the developmental aspects of the reading process in grades P-9 in terms of 12

13 EDSP 230 CTE 388 CTE 392 CTE 470 CTE 478 IET 496 Teaching the Exceptional Student Methods of Curriculum Development Methods of Instructional Technology Methods of Instruction Student Teaching Practicum. Organization and Management of the Laboratory instruction, assessment, materials, and classroom organization. Procedures for identification, education, and treatment of exceptional children the gifted, those with low intelligence, and handicapped including behavioral deviations. Prerequisite: CTE 207. A comprehensive study of current curriculum content in Vocational Education. Emphasis on modifying and developing new curricula. Cross listed with AGR 388 and HS 388. Field Experience Hours Required 20, Level II) Restriction: admission to TEP. Holistic approach to curriculum development with an introduction to the use of technology to develop and enhance curriculum and instruction. A portfolio will be maintained and presented at the end of the class. Equates with AGR 392. (Field Experience Hours Required 20, Level II) Restriction: admission to TEP. The principles of instructional methods which apply to the teaching of industrial education subject matter which is included under the major program components of Orientation/Exploration and Preparation Level education programs. Equates with AGR 470. Field Experience Hours Required 10, Level III) Restriction: admission to TEP. Each student is assigned to an approved student teaching center offering comprehensive teaching experience in industrial technology education. Cross listed with AGR 478 and HS 478. Principles of shop and class organization and management, including program planning and development of shops and laboratories; selecting and purchasing equipment and supplies; and organizing and administering the instructional program. Field Experience Hours Required 20, Level III) 13

14 1.Demonstrate Applied Content Knowledge 2. The Teacher Designs and Plans Instruction 3. The Teacher Creates and Maintains Learning Climate 4. The Teacher Implements & Manages Instruction 5. The Teacher Assesses and Communicates Learning Results 6. The Teacher Demonstrates Implementation of Technology 7. The Teacher Reflects on and Evaluates Teaching & Learning 8. Collaborates w/ colleagues/ parents/ others 9. Evaluates Teaching & Implements Professional Development 10. Demonstrates Leadership in the School & Community 1.Demonstrate Applied Content Knowledge 2. The Teacher Designs and Plans Instruction 3. The Teacher Creates and Maintains Learning Climate 4. The Teacher Implements & Manages Instruction 5. The Teacher Assesses and Communicates Learning Results 6. The Teacher Demonstrates Implementation of Technology 7. The Teacher Reflects on and Evaluates Teaching & Learning 8. Collaborates w/ colleagues/ parents/ others 9. Evaluates Teaching & Implements Professional Development 10. Demonstrates Leadership in the School & Community Section 2. Holistic Matrices: Kentucky Teacher Standards a. BS in Industrial Education, Engineering and Technology Option: Links to KYTS Program: Kentucky Teacher Standards (KYTS) BS in Industrial Education Core Content Courses IET 110 IET 120 IET 300 IET 307 IET 317 IET 319 IET 320 IET 327 IET 330 IET 419 IET 422 ITCD 103 ITCM 101 ITEC 141 ITMT 186 IET 496 IET 499c b. Required Professional Education Coursework: Links to the Kentucky Teacher Standards (KYTS) Program: Engineering and Technology 5-12 Kentucky Teacher Standards (KYTS) Professional Courses CTE 207 EDF 311 EDMG 330 EDSP 230 CTE 388 CTE 392 CTE 470 CTE

15 Gate 1: Passing Score on ACT, PPST, GRE or Praxis Content Gate 1: GPA 2.5 Gate 1:Writing Proficiency Gate 1:Speaking Proficiency Gate 2: GPA 2.5 and C or better in all methods classes Gate 2: Praxis scores available GATE 2: Professional Disposition Gate 3: Observation Success Gate 3: Success TPA Gate 4: Fulfill Program Requirements Gate 4: Fulfill Certification Requirements Gate 5: Alumni Feedback Section 3: Holistic Matrices: Conceptual Framework and Standards and Links to Candidate a. BS in Industrial Education, Technology Education Option Key Assessments: Links to Candidate Assessment Program: BS in Industrial Education, Engineering and Technology 5-12 Conceptual Framework Outcomes and Standards Mastery of content, professional and 21 st century skills Competent data based decision makers/assessment Authentic field and Clinical experience Culturally Competent/account for all learners Demonstrate professional dispositions KYTS Demo applied Content knowledge Design/Plan Instruction Creates/ Maintains learning climate Implements/ Manages Instruction Assess/ Communicate Learning results Effective use of technology Reflect on teaching/ 15

16 Critical Performance 1: Philosophy of Education Critical Performance 2: Diversity Critical Performance 3: IEP Development Critical Performance 4; Assessment Critical Performance 5: Digital Portfolio Critical Performance 6: Mini TPA Critical Performance 7: Exit Teacher Performance learning Collaborates: Parents, colleagues Evaluates Teaching/PD Provides leadership ITEA The Nature of Technology Technology and Society Design Abilities for a Technological World The Designed World Curriculum Instructional Strategies Learning Environments Students Professional Growth Closing the Achievement Gap EPSB Themes Diversity Assessment Literacy Closing the Achievement Gap b. BS in Industrial Education, Engineering and Technology Option Critical Performance Assessments: Links to Candidate Assessments Program: BS in Industrial Education, Engineering and Technology 5-12 Conceptual Framework Outcomes and Standards Mastery of content, professional and 21 st century skills Competent data based 16

17 decision makers/assessment Authentic field and Clinical experience Culturally Competent/account for all learners Demonstrate professional dispositions KYTS Demo applied Content knowledge Design/Plan Instruction Creates/ Maintains learning climate Implements/ Manages Instruction Assess/ Communicate Learning results Effective use of technology Reflect on teaching/ learning Collaborates: Parents, colleagues Evaluates Teaching/PD Provides leadership ITEA The Nature of Technology Technology and Society Design Abilities for a Technological World The Designed World Curriculum Instructional Strategies Learning Environments Students Professional Growth EPSB Themes Diversity Assessment Literacy Closing the Achievement Gap 17

18 Standard 1: The Nature of Technology Standard 2: Technology and Society Standard 3: Design Standard 4: Abilities for a Technological World Standard 5: The Designed World Standard 6: Curriculum Standard 7: Instructional Strategies Standard 8: Learning Environments Standard 9: Students Standard 10: Professional Growth Standard 1: The Nature of Technology Standard 2: Technology and Society Standard 3: Design Standard 4: Abilities for a Technological World Standard 5: The Designed World Standard 6: Curriculum Standard 7: Instructional Strategies Standard 8: Learning Environments Standard 9: Students Standard 10: Professional Growth A. Holistic Matrices: International Technology Education Association (ITEA) a. BS in Industrial Education, Engineering and Technology, Required Content Courses: Links to ITEA Standards Program: International Technology Education Association Technology Education Option Courses IET 110 IET 120 IET 300 IET 307 IET 317 IET 319 IET 320 IET 327 IET 330 IET 419 IET 422 ITCD 103 ITCM 101 ITEC 141 ITMT 186 IET 496 IET 499c b. Required Professional Education Courses: Links to ITEA Standards Program: BS in Industrial Education, Engineering and Technology 5-12 International Technology Education Association Courses CTE 207 EDF 311 EDMG 330 EDSP 230 CTE 388 CTE 392 CTE 470 CTE

19 Program of Studies KERA Goals and Academic Expectations B. Descriptive Tables: KY Education Reform Act (KERA) Initiatives a. BS in Industrial Education, Engineering and Technology Professional Courses: KERA Initiatives Program: BS in Industrial Education, Engineering and Technology Professional Courses Initiative Course Explanation of course delivery of KERA initiative. CTE 207 Candidates learn about KERA Goals and Academic Expectations through reading, instruction and writing about these topics and links to teaching/education. EDF 311 Candidates understand measurement concepts and use measurement appropriately and accurately. EDMG 330 Candidates Learn about KERA Goals and Academic Expectations in conjunction with KTIP lesson plan development. EDSP 230 Candidates learn about KERA Goals and Academic Expectations through classroom participation, field experience, presentations, notebooks and reflections. CTE 388 Candidates learn about KERA Goals and Academic Expectations through reading, instruction and discussion about these topics and links to teaching/education. CTE 392 Candidates learn about KERA Goals and Academic Expectations through reading, instruction and writing about these topics and links to teaching/education. CTE 470 Candidates learn about KERA Goals and Academic Expectations through reading, instruction and writing about these topics and links to teaching/education. CTE 478 Candidates learn about KERA Goals and Academic Expectations through reading, instruction and writing about these topics and links to teaching/education. CTE 207 EDF 311 EDMG 330 EDSP 230 CTE 388 CTE 392 Candidates learn about CTE Skill Standards. Candidates learn to design classroom assessment and observe classroom teaching tied to the Program of studies in their content areas in school classrooms. Candidates learn to design instruction tied to the Program of Studies in conjunction with KTIP lesson plan development. Candidates learn to design instruction and classroom management tied to the Program of Studies in their content areas in school classrooms. Candidates learn to design classroom assessment and observe classroom teaching tied to the Kentucky Skill Standards in their content areas in school classrooms. Candidates learn about CTE Skill Standards. 19

20 Core Content for Assessment CTE 470 CTE 478 CTE 207 EDF 311 EDMG 330 EDSP 230 CTE 388 CTE 392 CTE 470 CTE 478 Candidates learn about CTE Skill Standards. Candidates learn about CTE Skill Standards. Candidates learn about Core Content for Assessment through reading, instruction and writing about these topics and links to teaching/education. Candidates select area of the Core Content for Assessment in their specific content area/grade level and design lesson objectives and classroom assessment at varied cognitive levels. Candidates will use the current Core Content for Assessment when planning KTIP lessons. Candidates will use the current Core Content for Assessment when planning instruction. Candidates learn about Core Content for Assessment through reading, instruction and discussion about these topics and links to teaching/education. Candidates learn about Core Content for Assessment through reading, instruction and writing about these topics and links to teaching/education. Candidates learn about Core Content for Assessment through reading, instruction and writing about these topics and links to teaching/education. Candidates learn about Core Content for Assessment through reading, instruction and writing about these topics and links to teaching/education. 20

21 Assessment Diversity C. Descriptive Tables: the Education Professional Standards Board (EPSB) Themes a. Required Professional Education Core Courses and EPSB Themes Program: BS in Industrial Education, Engineering and Technology Courses Theme Course Explanation of course delivery of EPSB theme. CTE 207 Observations during field experiences in diverse classrooms; Discussion of gender, class and non-traditional students and assessment of same. EDF 311 Expected learning outcome: The candidate will understand and apply the principles underlying and the criteria for developing and/or selecting classrooms tests, performance assessments, student evaluation, and standardized tests including modification for diverse populations. Expected learner outcome: The candidate will define, describe, and explain strategies and techniques for facilitating student learning in diverse populations. EDMG 330 The candidate will understand diversity as discussed in weekly readings. EDSP 230 The candidate will review books, research, field trips or informational videos for diverse populations. CTE 388 The candidate will understand and apply the principles underlying and the criteria for developing and/or selecting classrooms tests, performance assessments, student evaluation, and standardized tests including modification for diverse populations. CTE 392 Diversity is addressed through the American with Disabilities Act compliance and diverse learner needs in the technology world. CTE 470 The candidate will describe how to create an effective learning environment in a diverse classroom. CTE 478 All candidates identify the cultural context of the school. In addition they work with the cooperating teacher to familiarize themselves with the cultural diversity factors that need to be accounted for when planning and implementing lessons that will best ensure all students learn. The TPA documents candidate s level of proficiency. CTE 207 EDF 311 Introduction to the idea of assessment and evaluation. Student understanding is assessed. Expected learning outcome: The candidate will observe, record, and evaluate human behavior with precision and objectivity. Expected learning outcome: The candidate will design an original classroom assessment project, 21

22 Literacy Education EDMG 330 EDSP 230 CTE 388 CTE 392 CTE 470 CTE 478 CTE 207 EDF 311 EDMG 330 EDSP 230 CTE 388 CTE 392 grounded in core content for assessment for his or her grade level/content area. The objectives for the assessed lesson will contain six cognitive levels. The multiple choice, open response items, and performance assessment will measure learning in all six of Bloom s cognitive levels. The student will design scoring rubrics for openresponse items with four score points. Expected learning outcome: The candidate will be able to interpret standardized test scores in terms of mean, standard deviation, percentile, stanines, and scaled scores. Expected learning outcome: The candidate will be able to apply the concepts of validity, reliability, and standard error of measurement in explaining standardized test scores to students and parents. The candidates will apply their knowledge of reading when designing assessments. The candidates will apply their knowledge of the exceptional child when designing assessments. The candidate will design a classroom assessment project, grounded in program area content. The candidates will apply the use of technology when assessing students. The candidates will discuss and evaluate various measuring and evaluation techniques of student achievement. During clinical practice candidates are expected to develop and demonstrate student evaluation and assessment skills. In addition, candidates are expected to review assessment data and to use the same to modify learning to ensure that all students learn. Discussion and writing about the various philosophies of education and how these relate to literacy. Expected outcome: The candidate will recognize gender gaps in reading standardized test score and will use research based strategies for teaching reading within their content area at the high school level. Expected outcome: The candidate will be able to apply learning theory in planning classroom instruction. The candidate will apply learning theories as appropriate thru reading assignments. The candidate will be able to apply learning theories as appropriate to the exceptional child. The candidate will be able to develop auxiliary lesson plans for remediation and enhancement. The candidate will be able to apply learning theory in planning classroom instruction. 22

23 Strategies for Closing the Achievement Gap CTE 470 CTE 478 CTE 207 EDF 311 EDMG 330 EDSP 230 CTE 388 CTE 392 CTE 470 CTE 478 The candidate will be able to prepare lesson plans to address the necessary types of remediation. The candidate will recognize the reading gap in their students and be able to adjust their lessons to accommodate all students. Introduction to the idea that there is an achievement gap between some groups. Expected outcome: The candidate will be able to design and use formative assessment to identify the content and cognitive level of students understanding. The candidate will use this knowledge to identify what need to be retaught to individual students to allow the student to reach mastery of content. Expected outcome: the candidate will be able to understand disaggregated data and interpret achievement gaps. Expected outcome: The candidate will recognize unethical, legal, and otherwise inappropriate assessment methods and uses of assessment information. Candidates will be able to design instruction to ensure development of students with differences. Candidates will be able to design instruction to ensure development of students with differences. The candidate will be able to design and use assessments to recognize the content and cognitive level of students knowledge. Candidates are introduced to various technologies in their field of study and this facilitates in achievement in diverse learners. Candidates are prepared to account for learning activities designed to ensure development of students with differences. Candidates develop proficiency in accounting for the many factors that impact student learning by developing and using a variety of learning strategies to better ensure all students have the potential to learn and achieve. 23

24 D. Program Faculty Name of Faculty Member Highest Degree Area(s) of Specialization University Assignment/role Faculty Rank Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Tenure/ Non Tenure Track Relationship: to the institution Relationship: to the unit Relationship: part-time to the program Teaching or other professional experience in P-12 Schools Name of Faculty Member Highest Degree Area(s) of Specialization University Assignment/role Faculty Rank Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) Tenure/ Non Tenure Track Relationship: to the Dr. Sanjeev Adhikari Ph.D. in Civil Engineering Construction Management, Transportation Material Michigan Technological University Industrial Engineering & Technology Department: ITCM 202 ITCM 202L ITCM 204 ITCM 307 ITCM 310 ITCM 310L ITCM 403 ITCM 410 ITCM 410L Assistant Professor - Secretary of Construction Management Division at ATMAE - President of Engineering Division at Kentucky Academy of Science, KAS - Awarded a grant to participate in the Summer Doctoral Fellows Program, Washington State University, Pullman, WA, June 2008 Tenure Track Part-time None Dr. Hans Chapman Ph.D. Materials Engineering University of Surrey, United Kingdom Industrial Engineering & Technology Department: IET 317 IET 319 IET 327 IET 330 IET 330L IET 419 IET 619 Assistant Professor - Member, American Society for Engineering Education - Member, Association of Technology, Management, and Applied Engineering (ATMAE) - Designee for FAMU-FSU College of Engineering, Universities Space Research Association Tenure Track 24

25 institution Relationship: to the unit Relationship: part-time to the Part-time program Teaching or other professional None experience in P-12 Schools Name of Faculty Member Dr. William R. Grisé Highest Degree Ph.D Area(s) of Specialization Physics (Solid State) University University of Texas at Austin Assignment/role Electronics/Telecommunications/Materials: IET 300 IET 499C ITEC 241 ITEC 241L ITEC 242 ITEC 242L ITEC 245 ITEC 245L ITEC 346 ITEC 346L Faculty Rank Full Professor Scholarship, Leadership in Professional Association(s), and Service (List up to 3 major contributions in the past 3 years) - Co-PI on NSF-EPSCoR grant with UK, U of L, etc., for establishment of research Center for Advanced Materials (CAM) at UK. MSU receives $10,000/yr for student support - Co-PI on NSF-MRI grant to purchase semiconductor characterization $175,000 (with Drs. Q. u, S. Krijestorac, and K. Price) - Presented 6 papers over last three years at NAIT/ATMAE Conference. - Wrote self-study (with Drs. Zargari and Alavi) for IET Department reaccreditation by NAIT (2008). Was contact person for NAIT visiting team. Tenure/ Non Tenure Track Tenure (2000) Relationship: to the institution Relationship: to the unit Relationship: part-time to the Part-time program Teaching or other professional None experience in P-12 Schools Name of Faculty Member Dr. Nilesh N. Joshi Highest Degree Ph.D. Area(s) of Specialization Systems Engineering University Assignment/role Faculty Rank University of Virginia Teach courses in the areas of Industrial design, Industrial Engineering, and Technology: AGR 603 IET 330 IET 330L IET 421 IET 430 IE T499C IET 603 IET 621 ITCD 103 ITCD 103L ITCD 215 ITCD 215L Assistant Professor 25