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NEBRASKA DEPARTMENT OF EDUCATIONTeacher Preparation Content Program Review

Institution: Chadron State College

Date Submitted: Summer 2012

Contact Person: Barb Limbach

Phone: 308-432-6350 Fax: 308-432-6429

Email: blimbach@csc.edu

Content Group/Area: BusinessAnd/orEndorsements and Grade level: Basic Business (7-12),

Business Marketing Information Technology Education (6-12)

Program Level: X Initial AdvancedIs the program offered at more than one site? Yes X No

If yes, lit the sites at which the program is offered:

_________________________________________________________________________________

_________________________________________________________________________________

Type of Certificate: X Teaching Administrative Special Services

Accreditation Status: X NCATE X State TEAC Regional

Specialty Program Area Recognition ( if applicable):

Program Report Status: X Initial Review Rejoinder Response to Condition

XXX

X

X X X

X X X X

X X X

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Section 1: Contextual Information

Introduction

Institutional Overview

Chadron State College, which began as a Nebraska State Normal School in 1911, remains the only four-year institution of higher education in western Nebraska. In 1964 the institution enhanced its mission and the name was changed to Chadron State College (CSC). The college has experienced numerous changes and continual growth over their millennium.

Though small in number, early graduates represented education to a young, rugged, and rural society. Today, the college prepares students for much more than teacher education. The institutional role, mission, and objectives cover comprehensive college curricula, which includes basic and advanced programs. Teacher education remains, however, a central component. In 2010, for example, almost 30% of our student-body pursued degrees in teaching. These students are primarily from Chadron State’s expansive rural service region, which encompasses 26 counties and approximately 34,700 square miles.

Total institutional enrollment, as of fall 2010, now stands at 2,759 students, of which 64% are full-time. The majority of these students, approximately 61%, are Nebraskans. Traditional students, students under 23 years of age and single, make up the majority of the enrollment. Generally, students are first-generation and are from small rural high schools with graduating classes of 100 students or less. Non-traditional students, students over 23 years of age or married, comprise 41% of our full-time undergraduate enrollment, the majority of which are women.

Due to the expanse of our coverage area, Chadron State offers its courses, via interactive telecommunications, to two locations, Scottsbluff and North Platte, Nebraska, in addition to face-to-face instruction at these sites.

Institutional Charge, Vision and Mission Statements

Statutory charge Priorities for Nebraska State Colleges, as established by the state legislature and reported in the 2006 Coordinating Commission for Postsecondary Education Comprehensive Statewide Plan for Postsecondary Education, are:

First instructional priority is the provision of baccalaureate general academic, occupational, and education degree programs;

Second instructional priority is to provide master's programs in education and other disciplines authorized by statute or by the Commission;

Third priorities are applied research, public service activities, and continuing education activities that serve their geographic service areas.

The Commission further defines CSC’s programmatic service as a Master's (comprehensive) College/University I Carnegie classification. Chadron State College's programmatic service area includes baccalaureate level liberal arts, occupational degree programs and professional degree programs in education.

The primary focus of Chadron State College's educational programs is high quality, comprehensive undergraduate programs leading to baccalaureate degrees in arts and sciences, business, and teacher education, all of which are enhanced by a coherent general education program.

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Chadron State College’s new baccalaureate degree programs will reflect the needs of its service area and the priorities of the State College Board of Trustees.

Chadron State College offers the Master of Education, the Master of Organizational Management, and the Master of Business Administration degrees. http://www.ccpe.state.ne.us/PublicDoc/CCPE/

Like Peru and Wayne State Colleges (the other two institutions within the Nebraska State College system), Chadron State is a regional institution dedicated to teaching, scholarship, and community service, and serves a defined, geographical region.

Institutional vision and mission statements The vision and mission as established by the faculty, professional staff, and administration at Chadron State College are:

Vision Chadron State College aspires to be a premiere institution of higher education in the western high plains states, innovatively pursuing excellence in teaching, scholarship, and service.

MissionChadron State College will enrich the quality of life in the region by providing

educational opportunities, research, service, and programs that contribute significantly to the vitality and diversity of the region.

The vision and mission set the focus for the future of the institution and aid in the development of the strategic plan which will guide us into a continuous state of improvement, and is designed to meet the needs of the region we serve.

Institutional Strategic Plan

Chadron State College has four outcome initiatives and twenty accompanying actions to achieve the initiatives set forth in the plan. The strategic plan for 2011 and beyond is as follows:

1. Initiative One: Streamlined, Relevant, High-Impact Learning Experiences Action (1) Revise Essential Learning Program (General Studies) Action (2) Create integrated and interdisciplinary programs Action (3) Implement experiential learning for college seniors Action (4) Expand student literacy to all areas of technology and media Action (5) Create co-curricular experiences that emphasize leadership, engagement,

civic responsibility and positive human interaction Action (6) Refine and redefine course delivery models Action (7) Promote standards of quality for courses and teaching Action (8) Establish a technology-supported, collaborative and creative teaching and

learning center to provide appropriate resources and tools to create high-impact learning experiences

2. Initiative Two: Competitive, Customer-focused Delivery of Services in Support of Teaching and Learning

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Action (9) Develop a campus-wide definition and process for student advising and schedule building

Action (10) Initiate a review of internal service gaps and establish a plan to improve communication and timely completion of services

Action (11) Review all campus services for relevance and efficiency Action (12) Initiate a review of internal service gaps with respect to academic computing

services Action (13) Establish a deliberate collaborative process to improve communication and

effective teamwork across all areas of the college

3. Initiative Three: Optimal Use of Limited Human and Physical Resources

Action (14) Based on the campus-wide review of services for relevance and efficiency (#11above) reallocate human resources more effectively according to mission-critical processes and functions as opposed to historical silos

Action (15) Implement a system of assessment and accountability for ensuring quality of mission critical functions

Action (16) Differentiate and streamline the role and responsibilities of faculty and staff Action (17) Initiate a digital document and self-service plan for process flow

improvement, accountability, document storage and retrieval, and paper reduction

4. Initiative Four: Increased Revenue

Action (18) Re-allocate one or more existing personnel lines to focus exclusively on market development

Action (19) Develop internal support for grant-writing Action (20) Build on fundraising momentum developed during the Vision

2011Comprehensive CampaignLink to Strategic Plan

Education Unit Mission/Philosophy

Chadron State College’s professional preparation programs are designed to produce “Visionary Leaders for Lifelong Learning”.

Mission

The mission of the Chadron State College Education Unit, founded on educating Visionary Leaders, is committed to creating diverse educational environments that are thoughtfully structured to provide opportunity for the success of all learners, now and for the future.

To accomplish the mission, CSC provides teacher, administrator, and counselor candidates with deliberate and appropriate educational experiences. Knowledge, skills, and dispositions are developed through extensive classroom and field-based interactions. Candidates have opportunities to develop their own professional philosophy and teaching style while learning to meet the needs of learners in authentic educational settings. This is accomplished with a vision that embraces tradition, innovation, and the strength of diversity, always with an eye to the future.

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Philosophically, Education Unit faculty members act upon a set of beliefs that reflect the importance placed on the preparation of qualified professional educators who will meet the learning needs of all children in P-12 educational settings. To this end, unit faculty members are dedicated to the development of Visionary Leaders. The Education Unit believes the educator’s role is to facilitate learning. This facilitation is accomplished by creating opportunities for all learners to actively engage and participate in their learning environment, and to process knowledge delivered through methods appropriate to their individual learning style. The model is based, to a great extent, on the constructivist theory of learning.

Description of the Education Unit – Organization and Structure

The Education Unit is comprised of the Education Department and other campus departments providing teacher certification endorsement coursework at the initial and advanced levels. Campus departments offering endorsements are: Applied Sciences; Business; Counseling, Psychology, and Social Work; Education; English and Humanities; Health, Physical Education, and Recreation; Library Services; Mathematical Sciences; Music; Physical and Life Sciences; Social and Communication Arts; and Visual and Performing Arts. Link to CSC Organizational Chart

The CSC Department of Education houses the initial programs for Elementary Education, Early Childhood Education, Early Childhood Unified Education, and Special Education, as well as advanced programs in Reading Specialist, Educational Administration, and Curriculum and Instruction. (Curriculum and Instruction is not an endorsement program but rather an advanced, professional master’s degree.) The Education Department holds the major responsibility for providing professional teacher education curriculum.

The Education Unit is led by the unit head, the Academic Dean for Professional Licensure. The responsibilities of the academic dean include administrative oversight for program licensures and education programs. The dean serves as Chair of the Teacher Education Committee which includes teacher educators from each of the departments providing endorsement areas, and faculty teaching the professional teacher education programs. This committee is at the frontline for recommendation of policy, curriculum and procedures, and, also reviews assessment data and makes recommendations for change in curriculum, program and assessment processes. Membership of the Teacher Education Committee also includes one student and two public school representatives.

At Chadron State College, curricular changes at the initial and advanced levels are initiated within the departments and then presented to the Teacher Education Committee for advisement input. Initial level curriculum changes for all programs are presented to the Faculty Senate’s Academic Review Committee for final approval. Advanced level/ graduate program changes are presented to the Faculty Senate’s Graduate Council, for final approval. The major function of these committees is to see that changes align with CSC and Nebraska State College System policies.

The Education Unit offers teacher education programs to distant, outreach sites located in North Platte and Scottsbluff, Nebraska, and in Sheridan, Wyoming. The predominant initial education program at these sites is Elementary Education, where candidates may complete their entire pre-service curriculum. These programs operate cooperatively with the community colleges in their corresponding

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locations. At the advanced level, distant, outreach programs are also offered in North Platte and Scottsbluff, Nebraska, for the School Counseling program. Through a combination of on-line delivery and face-to-face delivery, students may complete these programs at the distance sites, enabling Chadron State to better meet the needs of the region.

The Education Unit also offers secondary level, post-baccalaureate certification course programs at these distant, outreach sites and on the main campus. Initial and advanced program course delivery may be offered and received via interactive television (ITV), on-line, or through face-to-face instructional formats.

The Unit

The Teacher Education Unit offers certification programs aligned with state and national standards. Chadron State College offers twenty-eight initial endorsement programs, four initial supplemental endorsements, and four advanced endorsements.  The following endorsements are currently in the phase-out stage: Specialist -Superintendent, secondary field -Industrial Education Technology, supplemental - Skilled and Technical Science Education, and supplemental - Driver Education.  Certification programs offered through the Unit are:

Initial Level Programs (Bachelor of Science Degree (BS))

Secondary Education (7-12) o Art (K-12)o Basic Business (6-12) (4-9)o Biology (7-12)o Business Marketing and Information Technology Education (6-12)o Chemistry (7-12)o Coaching (7-12)o Earth Science (7-12)o Educational Library Media (K-12)o English (7-12)o Family and Consumer Sciences Education (7-12) (4-9)o Health (7-12)o Health and Physical Education (K-12)o History (7-12)o Industrial Technology Education (6-12)o Language Arts (7-12) (4-9)o Mathematics (7-12) (4-9)o Music (K-12)o Natural Science (7-12) (4-9)o Physical Education (K-6) (7-12)o Physical Science (7-12)o Physics (7-12)o Social Science (7-12) (4-9)

o Theatre (7-12)o Vocal Music (K-8)

Middle Grades (4-9) Elementary Education (K-8)

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Early Childhood (B-3) Early Childhood Unified Education (B-3) Mild/Moderate Disabilities (K-12)

Advanced Level Programs (Masters of Science Degree (MS))

Educational Administrationo School Principal; (K-12) (K-6) (4-9) (7-12) Endorsemento Special Education Coordinator; (K-12) Non-endorsement

School Counseling; (K-12) (K-6) (7-12) Curriculum and Instruction; Non-endorsement

o Secondary Educationo Elementary Fieldo Elementary Generalist

Reading Specialist; (K-12) Endorsement (non-degree seeking)

In the 2010-2011 academic year, at the initial level, education majors numbered 604. Of these, 125 were part-time students. At the advanced level, 164 of the 180 students were enrolled part-time. For the 2010-2011 academic year 82 students graduated at the advanced level. This represented approximately 55% of the institutions advanced degrees granted.

Unit Field Experience Requirements

All initial level candidates must complete 100 - 125 clock hours of classroom observation/participation within a classroom setting prior to their student teaching capstone experience; this number varies between Secondary and Elementary level programs, respectively. Pre-service field experience hours are required at all levels throughout the program, culminating with the student teaching field experience. Field experiences and their respective hourly requirements are listed below.

EDUC 131: Introduction to Teaching -- 10 clock hours of classroom observation PSYC 231: Educational Psychology -- 15 clock hours of classroom observation EDUC 300/320: Education Observation & Participation:

o EDUC 300: 75 clock hours for secondary candidates, and o EDUC 320: 100 clock hours for elementary candidateso EDUC 480/490: Student Teaching – 40 hours per week, over 16 weeks (1

semester)

See Chadron State College General Catalog for written evidence.

At the advanced level, the endorsement for Educational Administration requires 250 hours of field experience. The School Counseling endorsement program requires 450 hours of field experience for K-6 endorsement; 450 hours of field experience for 7-12 endorsement; and 900 hours for K-12 endorsement. See Chadron State College General Catalog for written evidence.

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Program Transition/Gateway Points: Admission, Retention and Exit

(Initial and Advanced Programs)

Initial Level Gateways At the initial level candidates are provided basic information about program gateways (transition points) and assessments. The information is outlined and available online, in the Teacher Education Handbook and the CSC General Catalog 2011-2013 as well as in several education courses, e.g., EDUC 131: Intro to Teaching; EDUC 300/320: Observation & Participation. Five (5) transition points (gateways) serve as a guide for the candidates. A summary of these transitions/gateways is below.

Gateway 1: Admission to Chadron State College

Chadron State College admits all graduates of accredited Nebraska high schools and qualified out-of-state students. Upon admission to CSC students must: (1) complete the ACT or SAT exam and have official scores sent directly to the CSC Admissions Office; (2) have official high school/college transcripts sent; (3) submit application form and fee. Advisors are assigned to all students who gain entry into the college. Candidates enrolling in teacher education programs of study have, as their primary advisors, faculty from either the Education Department (Elementary and Special Education programs) or the department responsible for the endorsement (Middle Grades and Secondary Education programs).

Transfer students work through the START Office (Student Transition and Registration Team) to have their transcripts evaluated for CSC General Studies program requirements. Following the evaluation, the candidate is assigned an advisor. Transfer students who have completed an Associate’s Degree from an accredited institution are given credit for the CSC General Studies program requirements with the exception of six (6) credit hours of upper division level courses (Ethics and a global and social/cultural awareness course). An evaluation is then conducted related to the teacher education program core competencies as described in the conceptual framework document.

Gateway 2: Pre-Admission to Teacher Education Program

Pre-Admission program requirements, students/candidates must: (1) complete EDUC 131: Introduction to Teaching with at least a grade of “C” or better; (2) submit the Education Dossier; (3) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (4) submit application form, including a record of the above listed documents.

Gateway 3: Admission to Teacher Education Program (Candidacy)

Prior to admission to the Teacher Education Program and enrollment in EDUC 300 or 320: Observation & Participation, students/candidates must: (1) pass standardized basic skills proficiency test (Praxis I/PPST) with minimum scores of 170 in reading, 172 in writing, and 171 in mathematics; (2) submit application form; (3) complete coursework with at least a 2.5 grade point average on a four-point scale; (4) earn a “C” or above in English composition and oral communication (ENG 135, ENG136, and CA 125) or equivalent courses; (5) earn a grade of “C” or above in all professional education core coursework; and (6) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”. Students/Candidates who meet all pre-requisites may register for EDUC 300 or 320 Observation & Participation (field experience 75-125 hours). At this point students are fully admitted into the Education Program and officially become “candidates.”

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Gateway 4a: Admission to Semester I of the Professional Year (Block)

Prior to admission to Semester I of the Professional Year (Block), the candidates must: (1a) elementary-level candidates must complete Elementary endorsement area and at least 50% of another endorsement(s) and/or a supporting minor(s); (1b) secondary-level candidates must complete Professional Education coursework and at least 75% of secondary content endorsement; and (1c) middle-level candidates must complete all of the professional education courses and at least 15 of the 18 required credit hours for the first content area of specialization, and at least 12 of the 18 credit hours of the second specialization; All candidates must (2) complete EDUC 300 or 320 with a grade of “C” or above (75/125 hours of verified field experience); (3) earn a GPA of 2.50 for all coursework and in each endorsement and/or supporting minor; (4) complete 90 credit hours and must meet residency requirements; (5) present five (5) faculty recommendations; (6) be recommended by the department faculty of the endorsement(s) area(s); (7) submit a revised Education Dossier; (8) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (9) submit the Application to the Professional Year form.

Gateway 4b: Admission to Semester II of the Professional Year (Teacher Internship)

Prior to placement in Semester II of the Professional Year (Teacher Internship/student teaching), candidates must: (1) complete Semester I of the Professional Year (Block) with a grade of “C” or above in all courses; and (2) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement.”

Gateway 5: Graduation, Certification and Entry to the Profession

Upon graduation, candidates will have met all the teacher certification requirements for Nebraska licensure. These requirements are: (1) submission of the Application for Graduation to the Registrar’s Office; (2) completion of the Teacher Intern (student teaching) experience with a minimum GPA of 2.5 (State of Nebraska requirement); (3) complete all CSC degree requirements; and (4) submit application for a teaching certificate. (See Initial Gateway Table.)

Advanced Level Gateways. At the advanced level candidates are provided the gateway information online in the CSC Graduate Catalog 2011-2013 and at the CSC Graduate website http://www.csc.edu/graduate/index.csc). The candidates must proceed through the following four (4) transition (gateway) points:

Gateway 1: Admission to Graduate Study

Chadron State College admits all candidates for the Master of Education degree who hold a Bachelor’s degree in Education from accredited colleges and universities. In addition the candidate must: (1) have earned an undergraduate GPA of 2.75 or have completed 12 graduate hours at CSC with a GPA of 3.25 or higher; and (2) submit an application for admission to graduate study. (The Graduate Record Examination (GRE) is required for the Masters of Education in Curriculum and Instruction, Science focus).

Gateway 2: Admission to Graduate Status (filing Plan of Study)

Admission to Graduate Status requires completion of a Plan of Study within the first 9-18 hours of graduate coursework. Candidates must maintain a 3.00 GPA or higher.

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Gateway 3: Application for Oral Examination

Application must be made for the Oral Examination for the Master’s Degree. The candidate must: (1) submit the application form; (2) complete the majority of coursework and practicum requirements as described by each department and college policy; (3) maintain a minimum GPA of 3.00 for all program coursework; (4) meet all college requirements for credit hours and residency; and (5) be enrolled in course work necessary to complete the degree. The student must complete the degree program within a period of seven years from the year the student completed his or her graduate course applicable toward their degree.

Gateway 4: Application for Graduation and Conferring of Degree

Candidate must: (1) complete and submit application for graduation; (2) prepare and present a professional portfolio document in the area of concentration; (3) complete all requirements successfully as stated on the plan of study; and (4) pass a final oral examination.

See Advanced Programs Gateway Table.

Key Program Assessments

Initial Level Key Assessments. Consistent with each program gateway (cited above) are specific program key assessments. Table for Key Assessments for Initial Programs-Attachment C as well as the CSC Assessment Plan for Initial Programs are presented in each endorsement folio. As the tables illustrate, the key assessments cover content knowledge; pedagogical and professional knowledge, skill and dispositions; and effects on student learning. Multiple assessments are applied for each assessment target.

Advanced Level Key Assessments. Advanced level assessments for the Educational Administration, School Counseling, and Curriculum and Instruction are presented in the Table of Key Assessment Advanced Programs- Attachment C. The assessments address content knowledge, pedagogical and professional knowledge, skills and disposition, and effects on student learning. Multiple assessments are applied to each key area for these programs in the CSC Assessment Plan for Advanced Programs.

Explanation of the Conceptual Framework -Developing Visionary Leaders for Lifelong Learning

The term “visionary,” in the context of the model, implies a forward looking, far-seeing, positive, and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates to provide visionary leadership within the high plains educational settings and to educational environments beyond this region. The model supports and compliments the Chadron State College Vision and Mission.

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The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three interlocking circles, each representing an interrelated area of the curriculum, for the initial level: General Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to provide candidates with a broad liberal studies background, while the Specialty Studies curricula is comprised of the content coursework in each teaching endorsement area offered at Chadron State College. The Professional Studies curriculum is comprised of those core education courses taught by Education Department faculty. These Professional Studies courses emphasize the pedagogical knowledge, skills, and dispositions candidates use to effectively teach P-12 students. At the graduate (advanced) level, the “Visionary Leader” model continues to build on the pedagogical knowledge, skills, and dispositions developed for the candidate’s academic and professional career. The General Studies represents the core master’s program (research and inquiry); Specialty Studies describes the specialized content necessary for the degree; and the Professional Studies encompasses the practical and field based learning’s demonstrated by the candidate. At the advanced level, Specialty and Professional Studies often are blended into the same courses and experiences.

The Professional Studies circle of the model embraces the seven components that make up the conceptual framework for the Unit. These components are: Assessment, Communication, Human Relations/Diversity, Methodology/Technology, Professionalism, Thinking Skills, and Leadership. These seven components are interwoven throughout the unit’s professional preparation programs and form the basis of the constructivist approach in preparing candidates to become Visionary Leaders. The seven components are introduced and developed within the first three years of the initial candidate’s educational program, and serve as the basis for each of the unit’s key assessments. Advanced level candidates receive their introduction to the components during the EDCI 631 Introduction to Graduate Studies course. Following are the seven components of the Visionary Leader Model and their respective student outcome statements. (The colors of each conceptual framework component will be used throughout the folio to visually link CSC’s Conceptual Framework to key assessment data displays.)

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Assessment. Successful candidates will understand both formal and informal strategies to assess the learner’s intellectual, social, and physical development. The candidate will be able to design and assess learning activities utilizing the data collected from those assessment measures to make instructional and/or curricular decisions to improve student learning.

Communication. Successful candidates will demonstrate effective communication skills with all constituents, while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications.

Human Relations/Diversity. Successful candidates will develop and maintain a physically inclusive and emotionally safe classroom environment conducive to effective learning, which encourages the voicing of student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.

Methodology/Technology. Successful candidates will demonstrate the active willingness to model and use skills and knowledge to promote learning activities that are consistent with identified learning objectives, using varied methodological and technology driven modalities. Similarly, candidates are constructing their own beliefs about effective teaching practices.

Professionalism. Successful candidates will demonstrate conduct befitting a professional educator, to include the following dispositions: regular self-reflection; positive ethical behavior; respectful attitude; proper mode of dress; effective classroom management skills; appropriate knowledge of subject matter; and seeks the opportunity to grow professionally.

Thinking Skills. Thinking skills apply to all subjects and to student learning at all levels. Candidates at all levels will recognize and demonstrate activities that elicit critical thought beyond recall and comprehension.

Leadership. Successful candidates recognize and demonstrate leadership traits that promote the engagement of individuals in a professional and ethical manner to lead toward common goals.

Candidate Proficiencies Aligned with Professional and State Standards

In applying the seven components of the Visionary Leader model with their associated outcomes, candidates meet the professional standards for the Nebraska Department of Education and National Council for Accreditation of Teacher Education preparing educators and other professional school personnel for initial and advanced programs. The matrix shown in Section II will illustrate the alignment of the Nebraska Standard to the individual endorsements offered at Chadron State College.

Section 2: Key Assessments and Findings

This section will describe the results for the basic business and business marketing and information technology education (BMITE) endorsements for content; pedagogical and professional knowledge, skills, and dispositions as related to the Chadron State College

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conceptual framework; and effects on student learning. The section will also briefly discuss the comparison of the basic business and (BMITE) education candidates to non-education business majors at Chadron State College.

Content Knowledge

Content knowledge (subject matter) is assessed with three measures: the grade point average (GPA) calculated on the endorsement curriculum content, the content area assessment score provided by the endorsement area faculty based on the program’s specialized performance measures, and the candidate’s performance during student teaching relative to content knowledge. Grade point average in the endorsement area is checked prior to the candidate’s admission to the Professional Year. (See Initial Program Gateway Table , Table for Key Assessments for Initial Programs, and CSC Assessment Plan for Initial Programs.).

The Content Area Assessment for Secondary/Specialized Endorsements spreadsheet represents the average content knowledge performance scores from fall 2007 through spring 2011. The spreadsheet displays the three assessments used for content: (a) endorsement content grade point average (GPA) and the standard deviation, (b) the content area assessment score average and standard deviation from the endorsement department faculty, and (c) the content knowledge question/rating from the Teacher Intern Checklist (TIC) score average and standard deviation from the teacher internship (student teaching) experience provided by the cooperating teacher, the college supervisor, and the candidate. “TIC Content ?” refers to the Teacher Intern Checklist rating which is the knowledge assessment for the student teaching experience. The cooperating teacher is the P-12 teacher who is working with the candidate within the school. The supervisor is the college faculty observing the candidate during the internship. “Self” refers to the candidate’s assessment of his or her performance.

For basic business and BMITE candidates, the content area assessment score is based on a faculty recommendation utilizing the Content Area Assessment Rubric . The content score from the program faculty is determined from results of a nationally normed exam for all business graduates. Until 2010/2011 the exam used was from ETS. Currently the exam is from Peregrine. http://www.peregrineacademics.com .

Section 2: Table 1 illustrates the content scores for basic business and BMITE candidates, uses averages and standard deviations on a 4-point scale, and shows the average content knowledge scores for all non-Praxis II endorsement area education candidates. For basic business candidates, the multiyear average for (a) the GPA within the endorsement courses is 3.34 (.62), (b) the content area assessment score average is 3.53 (.71), and (c) the candidate internship content knowledge score averages are: 3.58 (.68) from cooperating teachers, 4.00 (.00) from college supervisors, and 3.56 (.53) from candidates. For BMITE candidates, the multiyear average for (a) the GPA within the endorsement courses is 3.62 (.23), (b) the content area

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assessment score average is 4.00 (.00), and (c) the candidate internship content knowledge (TIC Content ?) score averages are: 3.75 (.50) from cooperating teachers, 3.80 (.45) from college supervisors, and 3.67 (.58) from candidates. Compared to the overall secondary average content area score of 3.49, basic business at 3.34 (.62) is slightly lower, and BMITE at 4.00 (.00) is higher. The overall average GPA for basic business candidates is 3.63 and for BMITE is higher at 3.87.

The BMITE candidates score slightly higher than the basic business candidates; however, the difference becomes less during the teacher internship (student teaching). The BMITE candidates have a broader curriculum base than the basic business candidates, thus explaining some of the difference in content performance. Four of the six candidates in BMITE are Post-Baccalaureate candidates—perhaps, this is an additional factor. The content performance ratings for all the business education candidates are comparable to other secondary endorsements within the Chadron State programs.

Section 2: Table 1

Basic Business and BMITE Candidates’ and all Candidates’ Content Knowledge Scores Overall GPA @ Graduation

Education Courses GPA

Endorsement Content GPA

Content Area Assessment Score

TIC Content ? Cooperating Teacher

TIC Content ? Supervisor

TIC Content ? Self

Basic Business Total Spring 2008- Spring 2011 N = 11; N = 13 with Fall 2007

Average 3.60 3.82 3.34 3.53 3.58 4.00 3.56

SD 0.35 0.40 0.62 0.71 0.68 0.00 0.53

BMITE Total Spring 2008- Spring 2011 N = 5; N = 6 with Fall 2007

Average 3.87 3.97 3.62 4.00 3.75 3.80 3.67

SD 0.07 0.05 0.23 0.00 0.50 0.45 0.58

Endorsement Content Areas (K-12; K-8; 7-12) Total Fall 2007 - Spring 2011 N = 160; N = 175 with Fall 2007 (Fall 2007, used a 5-point scale)

Average 3.56 3.76 3.58 3.49 3.75 3.83 3.67

SD 0.29 0.22 0.29 0.38 0.38 0.26 0.39

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). Teacher Intern Checklist Question/Rating (TIC ?): The intern’s overall knowledge of his/her subject matter. Fall 2007 data are not included in the calculation as those scores were calculated on the previously used 5-point scale.

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For complete data sets use the following links: Basic Business Key Assessment Content Knowledge KSD –Basic Business Content Tabs 1-4 and BMITE Key Assessment Content Knowledge KSD— BMITE Content Tabs 1-4

Pedagogical and Professional Knowledge, Skills, and Dispositions

Developmental Key Assessments Results for the Total Candidate Group Pedagogical and professional knowledge, skills, and dispositions are measured as part of CSC’s Visionary Leader Conceptual Framework during EDUC 131 Introduction to Teaching, PSCY 231 Educational Psychology, and EDUC 300/320 Observation and Participation prior to the Professional Year. Key program assessments are embedded into each of these courses. The key assessments are built around a clinical experience at each level, and feature an internal and external evaluator model. Professional education courses include pedagogical knowledge; thus, education course GPA is a measure of pedagogical knowledge. This measure is described in the previous section. Candidates must pass professional education courses with a “C” or above as described in the Initial Programs Gateway Table. (See Initial Program Gateway Table, Table of Key Assessments Initial, and CSC Assessment Plan for Initial Programs.). Results for each key assessment follow.

Freshman Level—EDUC 131 Introduction to Teaching Cooperating P-12 teachers and EDUC 131 professors evaluated freshman level students/candidates on their clinical experiences. Students/candidates at this level are not divided by endorsement or program, as many have not declared a specialization. Cooperating teachers’ ratings are related to student/candidate’s demonstrated behaviors in professionalism and dispositions. Professors’ ratings are based on the cooperating teachers’ ratings and the student/candidate’s performance on the Observation Report. (Assignment information and both assessment rubrics may be found by following the following links: Disposition Survey-Evaluator, Disposition Survey-Self, Observation Report, Online Instructions, Plans, Teacher Evaluations, Observation Do’s & Don’ts , Personal & Professional Fitness Oath Statement.)

Cooperating teachers rate CSC students/candidates much higher than EDUC 131 professors. Cooperating teachers’ ratings range from 3.73 (.51) for Communication to 3.86 (.39) for Attendance. All ratings fall into the Proficient (3) level. Professors consider these ratings, but also evaluate the student/candidate’s report of the observation experience. The report describes other dimensions relating to course content and skills. Professors’ ratings range from 2.77 (.76) for Methodology/Technology to 3.00 (.86) for Human Relations/Diversity. Ratings generally are at the Progressing (2) level, except Human Relations/Diversity. Overall, cooperating teachers’ rating of students/candidates is 3.80 (.36); overall professors’ rating of

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students/candidates is 2.86 (.83). The ratings are higher and the variability is much lower for cooperating teachers’ ratings than it is for professors’ ratings. This difference may indicate CSC students/candidates performance is more positive and more uniform in the schools than it is on the classroom observation report assignment. (See Section 2: Table 2 below.

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Section 2: Table 2EDUC 131 Intro to Teaching Cooperating Teacher’s and Professors’ Summary Data

EDUC 131 Intro to Teaching Summary Data--Fall 2007- Summer 2011

Cooperating Teachers’ Evaluation Professors’ Evaluation from Observation Report

Coo

pera

tion

App

eara

nce

Att

itude

Com

mun

icat

ion

Att

enda

nce

Ale

rtne

ss

Ave

rage

SD

Lea

ders

hip

Ass

essm

ent

Com

mun

icat

ion

Hum

an

Rel

atio

ns/

Met

hodo

logy

/ T

echn

olog

y

Prof

essi

onal

ism

Thi

nkin

g Sk

ills

Ave

rage

SD

Average Grand Total N = 752

3.81 3.76 3.84 3.73 3.86 3.82 3.80 2.88 2.70 2.94 3.00 2.77 2.92 2.82 2.86

SD 0.43 0.47 0.40 0.51 0.39 0.42 0.36 0.87 0.74 0.88 0.86 0.76 0.87 0.81 0.83Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level).

For complete data sets use the following links: EDUC 131 Professors Tables-Charts and EDUC 131 Cooperating Teachers Tables-Charts

Sophomore Level—PSYC 231 Educational Psychology Cooperating P-12 teachers and PSYC 231 professors evaluate sophomore level students/candidates on their clinical experiences. Students/candidates at this level are not divided by endorsement or program, as many have not declared a specialization. Cooperating teachers’ ratings are related to student/candidate’s demonstrated behaviors in professionalism and dispositions. Professors’ ratings are based on the cooperating teachers’ ratings and the student/candidate’s performance on the Observation Report. (Assignment information and both assessment rubrics may be found by following the following links: Disposition Survey-Evaluator, Disposition Survey-Self, Personal & Professional Fitness Oath Statement, Classroom Checklist, Observation/Rating Rubric, Observation Do’s & Don’ts, Observation Report, Online Instructions, Teacher Evaluation.)

Cooperating teachers rate CSC students/candidates about the same as PSYC 231 professors. Cooperating teachers’ ratings range from 3.09 (.41) for Communication to 3.21(.30) for Attendance. All ratings fall into the Proficient (3) level. Professors consider these ratings, but also evaluate the student/candidate’s report of the observation experience. The report describes other dimensions relating to course content and skills. Professors’ ratings range from 3.09 (.96) for Leadership to 3.18 (.98) for Thinking Skills. Ratings are at the Proficient (3) level. Average scores are very similar, but the variability is much lower for cooperating teachers’ ratings than it is for professors’ ratings. This difference may indicate CSC students/candidates’ performance is more uniform in the schools than it is on the classroom observation report assignment. (See Section 2: Table 3 below.)

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Section 2: Table 3PSYC 231 Educational Psychology Cooperating Teacher’s and Professors’ Summary Data

PSYC 231 Educational Psychology Summary Data--Fall 2007- Summer 2011

Cooperating Teachers’ Evaluation Professors’ Evaluation from Observation ReportC

oope

ratio

n

App

eara

nce

Att

itude

Com

mun

icat

ion

Att

enda

nce

Ale

rtne

ss

Ave

rage

SD

Lea

ders

hip

Ass

essm

ent

Com

mun

icat

ion

Hum

an

Rel

atio

ns/

Met

hodo

logy

/ T

echn

olog

y

Prof

essi

onal

ism

Thi

nkin

g Sk

ills

Ave

rage

SD

Average Grand Total N = 526

3.14 3.13 3.16 3.09 3.21 3.16 3.77 3.093.1

4 3.12 3.13 3.14 3.13 3.18 3.13

SD 0.37 0.41 0.37 0.41 0.30 0.36 0.44 0.960.9

6 0.97 0.96 0.97 0.99 0.980.9

7

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

For complete data sets use the following links: PSYC 231 Cooperating Teachers Tables-Charts and PSYC 231 Professors Tables-Charts.

Junior Level—EDUC 300/320 Observation and Participation Cooperating P-12 teachers evaluate junior level candidates on their clinical experiences. EDUC 300/320 Observation and Participation professors did not complete an evaluation, but they did grade the candidate and conducted an informal exit interview. (In the future the professor will complete the same evaluation rubric as the cooperating teacher.) Candidates at this level are divided by program for data purposes, and they are admitted into the Teacher Education program. Cooperating teachers’ ratings are related to candidate’s demonstrated behaviors in professionalism and dispositions. (Assignments and rubrics may be found by following the following links: Disposition Survey-Evaluator, Disposition Survey-Self, Evaluation Form, Data, Handbook, Syllabus, Written Assignment, Personal & Professional Fitness Oath Statement, and Verification Form.)

Section 2: Table 4 describes the cooperating teachers’ ratings. Cooperating teachers’ ratings range from 3.62 (.62) for Communication and Thinking Skills to 3.85 (.35) for Human Relations Diversity. All ratings fall into the Proficient (3) level.

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Section 2: Table 4EDUC 300/320 Observation & Participation Cooperating Teacher’s and Professors’ Summary Data

EDUC 300/320 Observation & ParticipationSummary Data by Conceptual Framework Dimensions Spring 2008 – Spring 2011

Lea

ders

hip

Ass

essm

ent

Com

mun

icat

ion

Hum

an

Rel

atio

ns/D

iver

sity

Met

hodo

logy

/ T

echn

olog

y

Prof

essi

onal

ism

Thi

nkin

g Sk

ills

Ave

rage

Stan

dard

Dev

iatio

n

Elementary Grand Average N = 194 3.76 3.75 3.64 3.87 3.67 3.84 3.62 3.76 3.76

Elementary Grand SD 0.44 0.45 0.52 0.33 0.49 0.39 0.51 0.44

Middle Grades Grand Average N = 3 3.94 3.83 3.50 4.00 3.83 3.75 3.50 3.78

Middle Grades SD 0.12 0.37 0.47 0.00 0.37 0.42 0.50 0.30

Secondary Grand Average N = 181 3.73 3.73 3.64 3.81 3.63 3.79 3.65 3.73

Secondary Grand SD 0.49 0.47 0.54 0.42 0.55 0.47 0.52 0.48

Grand Average Total N = 378 3.75 3.74 3.62 3.85 3.65 3.81 3.62 3.74Grand SD 0.44 0.46 0.52 0.35 0.51 0.43 0.52 0.45

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

For complete data sets use the following links: EDUC 300/320 Observation & Participation CF Charts

Professional Year (Semester II) Key Assessment Results The teacher internship (student teaching experience) is the culminating performance assessment for the candidates for pedagogical and professional knowledge, skills, and dispositions. The full data sets compare all candidate completers from Chadron State College, which includes the elementary, middle grades and secondary candidates so that the reader can compare all completers. The specific information for candidates in social science and history endorsements is also presented within this discussion of the pedagogical and professional knowledge, skills, and dispositions.

Candidates may have two different placement experiences. If the student has different grade levels, the experiences will reflect two different levels. If the candidate has two areas of study, the experiences are reflective of two different endorsement areas. Generally, the elementary and middle school candidates have two placements, for level and for endorsement area, respectively. Secondary candidates, unless they have two endorsements, generally have one placement experience.

First experience findings reflect the first 8-week experience of all elementary education candidates who have two, 8-week placements. Elementary placements are at a primary and an intermediate level. Elementary education candidates who have an additional endorsement would

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have a placement in that endorsed area as one of the 8-week placements. The only time an elementary education candidate would have a special methods supervisor rating is if they have an additional subject endorsement (K-8 vocal music, K-8 physical education, etc.). Secondary education candidates generally have one, 16-week placement. Therefore, secondary candidates’ ratings would be submitted at the end of their experience and be included in the second experience data set. If a secondary candidate has two placements for different grade levels or for multiple endorsements, then there would be an additional summative rating included in the first experience data.

The pedagogical knowledge, skill and professional dispositions are examined in light of the conceptual framework components of Leadership, Professionalism, Communication, Human Relations/Diversity, Communication, Thinking Skills, Assessment, and Methods/Technology. Elements within these components establish the rubric, Teacher Intern Checklist (TIC), for determining performance quality.

Findings for the Total Candidate Group during the Professional Year Semester II

First Experience First experience grand averages for conceptual framework (CF) pedagogical and professional knowledge (K) items as rated by cooperating teachers range from 3.61 for Thinking Skills to 3.81 for Professionalism. College supervisors’ knowledge ratings range from 3.50 for Thinking Skills to 3.66 for Professionalism. Special methods supervisors’ knowledge ratings range from 3.40 for Thinking Skills to 3.73 for Professionalism. Candidates’ self-evaluation rating for Methodology/Technology is lowest at 3.49; while the highest rating is 3.83 for Professionalism. Across the board, there is a general spread of scores from .43 to .60 (standard deviation).

First experience grand averages for CF skills (S) by cooperating teachers range from 3.58 for Communications to 3.80 for Professionalism. College supervisors’ skills ratings range from 3.44 for Assessment to 3.62 for Professionalism. Special methods supervisors’ ratings range from 3.28, Methodology to 3.57, Professionalism. Candidates’ self-evaluation ratings range from 3.46 for Assessment to 3.83 for Professionalism. Standard deviations range from .43 to .68 across all evaluator groups.

First experience grand averages for CF dispositions (D) by cooperating teachers range from 3.66, Assessment to 3.79, Human Relations/Diversity. College supervisors’ ratings range from 3.54, Thinking Skills to 3.69, Professionalism. Special methods supervisors’ disposition ratings range from 3.54 for Methodology/Technology to 3.73 for a tie between Professionalism and Human Relations/Diversity. Less deviation is seen in disposition ratings with a range in standard deviations from .42 to .56.

Grand averages for all combined CF pedagogical and professional knowledge (K) items are: 3.70 (cooperating teachers), 3.58 (college supervisors), 3.59 (special methods supervisors),

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and 3.65 (candidates’ self-evaluation. Standard deviations for combined knowledge elements are fairly similar (.50, .54, .53, .50, respectively). Grand averages for all combined CF skills (S) items are: 3.67 (cooperating teachers), 3.51 (college supervisors), 3.43 (special methods supervisors), and 3.60 (candidates’ self-evaluation). Standard deviations for combined skills items are more spread out (.52, .58, .65, .53, respectively). Grand averages for all combined CF dispositions (D) items are: 3.72 (cooperating teachers), 3.62 (college supervisors), 3.62 (special methods supervisors), and 3.67 (candidates’ self-evaluation). Standard deviations for combined dispositions items are virtually the same (.49, .52, .51, .50, respectively).

Overall, even though grand averages for pedagogical and professional knowledge, skills, and dispositions rate above 3.40, skills rate slightly lower than either pedagogical and professional knowledge or dispositions by all rater groups. Rater groups (P-12 cooperating teachers, college supervisors, special methods supervisors, and candidates’ self-evaluation) exhibit very similar standard deviations (.45, .50, .51, and .44). The lowest individual average rating is 3.34 for Thinking Skills (S) by special methods supervisors, and the highest individual rating average is 3.83 for Professionalism pedagogical and professional knowledge (K) by candidates’ self-evaluation.

For the first experience, scores from cooperating P-12 teachers (CT) tend to be higher on all conceptual framework items for pedagogical and professional knowledge, skills, and dispositions than those from college supervisors (CS), special methods supervisors (SMS), and candidates’ self-evaluation (C). This finding is consistent with Dr. Lorie Hunn’s 2009 study, “Field Experience Supervision: A Comparison of Cooperating Teachers and College Supervisors’ Evaluations of Student Teachers.” For complete breakdown of first experience Teacher Intern Checklist (TIC) data by conceptual framework dimension (pedagogical and professional knowledge, skills, and dispositions) and by program groups, see 1 st Experience TIC Assessment All Data spreadsheet.

Second Experience Second experience grand averages for conceptual framework (CF) pedagogical and professional knowledge (K) items as rated by cooperating teachers range from 3.75 for Thinking Skills and Assessment to 3.89 for Human Relations/Diversity. College supervisors’ knowledge ratings range from 3.76 for Thinking Skills to 3.86 for Professionalism. Special methods supervisors’ knowledge ratings range from 3.63 for Thinking Skills and Assessment to 3.80 for Leadership and Professionalism. Candidates’ self-evaluation rates Methodology/Technology and Technology lowest at 3.70; while their highest rating is 3.92 for Professionalism. Across the board there is a general spread of scores from .28 to .56 (standard deviation).

Second experience grand averages for CF skills (S) by cooperating teachers range from 3.63 for Assessment to 3.81 for Professionalism. College supervisors’ skills ratings range from 3.69 for Communication to 3.80 for Professionalism and Human Relations/Diversity. Special

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methods supervisors’ ratings range from 3.33, Assessment to 3.79, Professionalism. Candidates’ self-evaluation ratings range from 3.64 for Assessment to 3.90 for Professionalism. Standard deviations range from .30 to .63 across all evaluator groups.

Second experience grand averages for CF dispositions (D) by cooperating teachers range from 3.70, Assessment to 3.83, Human Relations/Diversity. College Supervisors’ ratings range from 3.78, Thinking Skills to 3.87, Professionalism. Special methods supervisors’ disposition ratings range from 3.63 for Assessment to 3.87 for Professionalism. Less deviation is seen in disposition ratings with a range in standard deviations from .35 to .49.

Grand averages for all combined CF pedagogical and professional knowledge (K) items are: 3.80 (cooperating teachers), 3.79 (college supervisors), 3.70 (special methods supervisors), and 3.81 (candidates’ self-evaluation). Standard deviations for combined knowledge elements are fairly similar (.43, .42, .47, .41, respectively). Grand averages for all combined CF skills (S) items are: 3.72 (cooperating teachers), 3.74 (college supervisors), 3.53 (special methods supervisors), and 3.58 (candidates’ self-evaluation). Standard deviations for combined skills items are more spread out (.49, .46, .53, .44, respectively). Grand averages for all combined CF dispositions (D) items are: 3.78 (cooperating teachers), 3.83 (college supervisors), 3.76 (special methods supervisors), and 3.82 (candidates’ self-evaluation). Standard deviations for combined dispositions items are virtually the same (.44, .39, .43, .39, respectively).

Overall, even though grand averages for pedagogical and professional knowledge, skills, and dispositions rate above 3.53, skills rate slightly lower than either knowledge or dispositions by all rater groups. Rater groups (P-12 cooperating teachers, college supervisors, special methods supervisors, and candidates’ self-evaluation) exhibit very similar standard deviations (.40, .39, .41, and .35). The lowest individual average rating was 3.33 for Assessment skills (S) by special methods supervisors, and the highest individual rating average is 3.92 for Professionalism pedagogical and professional knowledge (K) and dispositions (D) by candidates’ self-evaluation.

Special methods supervisors tend to have the lowest average ratings with the largest standard deviation. Unlike the first experience data, cooperating teachers rate grand average skills items and dispositions slightly lower than did college supervisors; however, the standard deviation of the cooperating teachers is slightly higher than the college supervisors. Candidates’ self-evaluation for the second experience is slightly higher than the other rater groups. Overall, the ratings for the second experience tend to be higher than the first experience ratings, with smaller standard deviations. This seems to indicate that candidates improved from the first experience to the second, if they had two, 8-week experiences, and/or the ratings at the end of a 16-week experience were higher than those at the end of the first 8-week experience. The smaller standard deviation indicates more consistency of ratings between candidates and raters in the second experience. For complete breakdown of second experience Teacher Intern Checklist

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(TIC) data by conceptual framework dimension (pedagogical and professional knowledge, skills, and dispositions) and by program groups, see 2 nd Experience TIC Assessment All Data spreadsheet.

Basic Business and BMITE Knowledge, Skills, and Dispositions as rated on the Teacher Intern Checklist. The candidates are rated by the cooperating teacher within the P-12 school, a college supervisor from the Education Department, a college special methods teacher educator from department housing the business education programs (Business), and the candidate themselves. Section 2: Table 5 displays the results for the basic business and BMITE candidates for the reporting period of fall 2007 through spring 2011; data are calculated on spring 2008 through spring 2011 data only, as the Teacher Intern Checklist moved from a 5-point scale to a 4-point scale. Both groups of business candidates display strong ratings for knowledge, skill and dispositions. Cooperating teachers, college supervisors, and special methods supervisors all rate the basic business, and business marketing, and information technology education (BMITE) candidates at well above the Proficient (3) level, indicating these candidates are performing at a high Proficient level. These candidates perform equally well in the knowledge and the skill areas of the conceptual framework components of Leadership, Professionalism, Communication, Human Relations/Diversity, Thinking Skills, Assessment, and Methodology/Technology. For complete data sets use the following links: Basic Business Key Assessment Content Knowledge KSD –Basic Business Content Tabs 1-4 and BMITE Key Assessment Content Knowledge KSD— BMITE Content Tabs 1-4

Section 2: Table 5

Basic Business and BMITE Candidates’ Scores for Knowledge, Skills, and Dispositions on the Conceptual Framework during Teacher Internship (Student Teaching)

Knowledge Skills Dispositions

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Basic Business Grand Average N=11, N =13

3.81 3.98 4.00 3.88 3.81 3.88 4.00 3.80 3.81 3.91 4.00 3.79

Basic Business Grand SD 0.37 0.07 0.00 0.19 0.39 0.26 0.00 0.39 0.37 0.24 0.00 0.36

BMITE Grand Average N=5, N =6

3.92 3.57 4.00 4.00 3.88 3.57 4.00 3.95 3.98 3.58 4.00 4.00

BMITE Grand 0.12 0.45 0.00 0.00 0.15 0.46 0.00 0.05 0.03 0.41 0.00 0.00

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SD

Scale (4=Advanced, 3= Proficient, 2=Progressing, 1/0=Unacceptable)

Section 2: Table 6 illustrates the total means and standard deviation for the sets of evaluators (cooperating teacher, college supervisor from the Education Department, special methods teacher educator from the discipline, and the candidate). These scores represent the evaluators’ overall rating of the teacher internship (student teaching) performance. The ratings indicate strong performing candidates with most ratings nearly at the Advanced (4) level. Only college supervisors rated basic business candidates lower at 3.57 (.44). For complete data sets use the following links: Basic Business Key Assessment Content Knowledge KSD –Basic Business Content Tabs 1-4 and BMITE Key Assessment Content Knowledge KSD— BMITE Content Tabs 1-4

Section 2: Table 6

Overall Scores for Teacher Internship (Student Teaching) as rated by Cooperating Teacher, College Supervisor, Special Methods Supervisor, and Candidate

Endorsement, N Cooperating Teacher College Supervisor Special Methods Supervisor

Candidate Self -Evaluation

Basic Business Grand Average N=11, N =13

3.92 (.09) 3.57 (.44) 4.00 (.00) 3.98(.02)

BMITE Grand Average N=5, N =6

3.81 (.36) 3.93 (.18) 4.00 (.00) 3.82 (.24)

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Effects on P-12 Student Learning

Student learning resulting from candidate performance is measured through a “teacher work sample”. This section describes the assignment and instrument for completing the teacher work sample as well as the results for both the elementary and secondary candidates.

Assignment and Evaluation Instruments

Teacher work sample data are gathered on several criteria, including Table of Contents; Instructional Setting/Context; Assessment Plan (pre-test/post-test, description of data, and display of data); Instructional Plans; Decision Making and Self-reflection/Evaluation; and Professional Presentation. Table of Contents and Professional Presentation are considered procedural elements and are indicators of overall quality. See Teacher Work Sample Assignment and Teacher Work Sample Grading Rubric.

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The Instructional Setting/Context section is related to the candidate’s ability to research and present pertinent community, school, class, and individual contextual information. This informational section shows the candidate’s ability to discern important factors that may impact instruction. Contextual information assigned to prompt candidates to become sensitive to group or individual diversity factors.

The three elements of the Assessment Plan demonstrate the candidate’s ability to plan an instructional-assessment sequence, including congruent pre- and post-tests. The candidate demonstrates his or her skills in aggregating and disaggregating data. Candidates are evaluated based on their ability to show both whole class and individual progress in an effective manner. Additionally, candidates have the freedom to display other types of analysis, such as comparisons of multiple sections of courses or a breakdown of results by item or objective.

The Instructional Plans section is evaluated based on the completeness of lessons plans, including the candidate’s ability to modify lesson plans based on the pre-test data. Candidates demonstrate the use of formative assessments as part of instruction.

The final section, Decision Making and Self-reflection/Evaluation, is evaluated based on the degree to which candidates understand the process of making decisions based on the use of data. Candidates also demonstrate their ability to analyze and reflect upon their own instructional and assessment practices. The overall goals of the teacher work sample are to guide candidates through the data-driven instructional process, and ultimately, to evaluate the candidate’s impact on P-12 student learning.

Results for Elementary Education

Elementary education results indicate scores ranging from 2.98 (1.05) for Instructional Plans to 3.74 (.44) for Instructional Setting/Context (scores on a 4-point scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). These results are surprising as candidates have the most experience and practice in developing lesson/instructional plans. The Instructional Plan standard deviation of 1.05 indicates a relatively wide variation of scores on this criterion. The scores in the assessment plan area are higher than might be expected, as this is an area that is relatively new to candidates and an area that candidates have had less hands-on experience. Candidates demonstrate a moderately high ability to make decisions and reflect on the data-driven instructional experience with a score of 3.34 (.69). Overall, elementary education candidates perform at a proficient level on the Teacher Work Sample from fall 2007-spring 2011. See full data set for Teacher Work Sample Elementary Summary.

Section 2: Table 7Elementary Candidates Teacher Work Sample--Fall 2007 through Spring 2011

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Tab

le o

f C

onte

nts

Inst

ruct

iona

l

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g,

Self-

Ref

lect

ion/

E

valu

atio

n

Prof

essi

onal

Average/ SD

Elementary TWS Fall 2007 - Spring 2011 TotalsGrand Average Total N = 184; missing n = 5 3.61 3.74 3.30 3.12 3.37 2.98 3.34 3.10 3.32

Grand SD 0.62 0.44 0.73 0.79 0.83 1.05 0.69 0.76 0.53

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Results for Secondary Education

Secondary education results indicate scores ranging from 3.09 (1.02) for Instructional Plans to 3.54 (.76) for Instructional Setting/Context (scores on a 4-point scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). Secondary education results are more uniform, but Instructional Plan is still lower than might be expected. The Instructional Plan standard deviation indicates a relatively wide variation of scores on this criterion. The scores in the assessment plan area were fairly consistent and higher than might be expected, as this is an area that is relatively new to candidates and an area that candidates have had less hands-on experience. Candidates demonstrate a moderately high ability to make decisions and reflect on the data-driven instructional experience with a score of 3.25 (.86). Overall, secondary education candidates perform at a Proficient (3) level on the Teacher Work Sample from fall 2007-spring 2011. Business education endorsement candidates are included in the secondary education data set. See full data set for Teacher Work Sample Secondary Summary.

Section 2: Table 8Secondary Candidates Teacher Work Sample--Fall 2007 through Spring 2011

Tab

le o

f C

onte

nts

Inst

ruct

iona

l

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g,

Self-

Ref

lect

ion/

E

valu

atio

n

Prof

essi

onal

Average/ SD

Secondary TWS Fall 2007 - Spring 2011 TotalsGrand Average Total N = 170; missing n = 8 3.65 3.54 3.28 3.15 3.19 3.09 3.25 3.05 3.27

Grand SD 0.81 0.76 0.76 0.85 0.99 1.02 0.86 0.87 0.67

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Results for All Candidates

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Results for elementary and secondary education Teacher Work Sample are consistent for both elementary and secondary programs (Middle grade endorsement candidates are included in the Block group of their choice.). Scores fall within the Proficient (3) level, except for Instructional Plans for Elementary Education with an average of 2.98 (1.05). A relatively high standard deviation is noted in several areas for both programs.

Section 2: Table 9 All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011

Tab

le o

f

Inst

ruct

iona

l Se

ttin

g/C

onte

xt

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g, S

elf-

Ref

lect

ion/

Prof

essi

onal

Average/ SD

Elementary & Secondary TWS Fall 2007 - Spring 2011 TotalsGrand Average Total N = 354; missing n = 13 3.47 3.56 3.35 3.14 3.23 3.02 3.23 3.08 3.26

Grand SD 0.82 0.77 0.80 0.96 1.14 1.05 0.86 0.93 0.74

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Follow up Studies

Follow-up studies are conducted annually. Graduates who have completed a full year of teaching and their employers are surveyed. The return on the mailed surveys has been low; however, the data do provide some information for the unit. As shown on Section 2: Table 10 Conceptual Framework Summary as Measured by Follow up Survey, the areas of strength as identified by the graduating candidates are knowledge, skill and dispositions for Leadership and Communication. The areas identified by the graduating candidates as weaker are knowledge, skill and dispositions for Assessment and Methodology/Technology. The employers in general rate the graduating candidates lower than the candidates rate themselves. The employers’ areas of strength are dispositions in most categories and Assessment knowledge. The weaker areas as identified by the employers are Thinking Skills knowledge, Human Relations/Diversity skill, and Assessment skill. For complete data set for initial program follow up study see Initial Program Follow-up Survey Summary and Initial Program Follow-up Survey form.

Section 2: Table 10Conceptual Framework Summary as Measured by Follow up Survey

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Kno

wle

dge

Self

Kno

wle

dge

Em

ploy

er

Skill

s Sel

f

Skill

s Em

ploy

er

Dis

posi

tion

Self

Dis

posi

tion

Em

ploy

er

Sel

f Sur

vey

Ave

rage

Self

Surv

ey S

D

Em

ploy

er S

urve

y A

vera

ge

Em

ploy

er S

urve

y SD

Grand Average Assessment Spring 2008-Spring 2010 N =240 ; returned graduate = 29; employer = 12 3.55 3.55 3.34 3.27 3.31 3.18 3.40 0.18 3.33 0.20Grand SD Assessment Spring 2008 – Fall 2010 0.62 0.50 0.71 0.62 0.65 0.72 0.59 0.26 0.53 0.28Grand Average Methodology/ Technology Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.25 4.00 3.38 4.00 4.00 3.31 0.06 4.00 0.00Grand SD Methodology/ Technology Spring 2008 – Fall 2010 0.35 0.53 0.44 0.09Grand Average Professionalism Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.25 4.00 3.38 4.00 4.00 3.31 0.06 4.00 0.00Grand SD Professionalism Spring 2008 – Fall 2010 0.35 0.53 0.44 0.09Grand Average Leadership Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.75 4.00 3.50 4.00 3.88 4.00 3.71 0.22 4.00 0.00Grand SD Leadership Spring 2008 – Fall 2010 0.35 0.71 0.18 0.41 0.31Grand Average Human Relations/Diversity Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 4.00 4.00 4.00 4.00 0.00 4.00 0.00Grand SD Human Relations/Diversity Spring 2008 – Fall 2010 0.00 0.00 0.00Grand Average Communication Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 3.75 4.00 4.00 3.75 0.00 4.00 0.00Grand SD Communication Spring 2008 – Fall 2010 0.35 0.35 0.00Grand Average Thinking Skills Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 4.00 3.88 4.00 3.88 0.00 4.00 0.00Grand SD Thinking Skills Spring 2008 – Fall 2010 0.18 0.18 0.00

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Candidate Proficiency

Data resulting from the Teacher Intern Checklist (TIC) demonstrate the candidates’ performance during student teaching (Section 2: Table 11). Content knowledge is rated by the candidates’ cooperating P-12 teachers, college supervisors, and the candidates during student teaching. Specific group ratings are reported in the previous Content Knowledge section. Overall, content knowledge during student teaching rates at the Proficient (3) level. First experience ratings reported are: cooperating P-12 teachers 3.67 (.55), college supervisors 3.64 (.50), special methods supervisors 3.68 (.57), and candidates 3.57 (.52). Second experience ratings reported are: cooperating P-12 teachers 3.72 (.49), college supervisors 3.78 (.41), special methods supervisors 3.76 (.44), and candidates 3.74 (.45).

Section 2: Table 11

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Content Area/Subject Matter Knowledge as Measured by Teacher Intern Checklist

Content Area/Subject Matter Knowledge as Measured by Teacher Intern Checklist

Education Groups

1st Experience 2nd Experience

Coo

pera

ting

P-12

T

each

er

Col

lege

E

duca

tion

Supe

rvis

or

Col

lege

Spe

cial

M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

E

duca

tion

Supe

rvis

or

Col

lege

Spe

cial

M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Grand Elementary & Secondary Content Area/Subject Matter Knowledge as measured by Teacher Intern Checklist Spring 2008-Spring 2011

Grand Average N = 336 3.67 3.64 3.68 3.57 3.72 3.78 3.76 3.74

Grand SD 0.55 0.50 0.57 0.52 0.49 0.41 0.44 0.45Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Complete elementary and secondary program comparisons, including elementary sites and secondary traditional and post-baccalaureate candidates may be viewed in the TIC Content Area Knowledge spreadsheet.

Cooperating teachers, college supervisors, and candidates rate candidate performance during student teaching on each of the knowledge, skill, and dispositions reflected in the conceptual framework. Specific results are described in the Pedagogical and Professional Knowledge, Skills, and Dispositions section; summary results are reported in Section 2: Table 12. Overall, pedagogical and professional knowledge, skills, and dispositions during student teaching rate at the Proficient (3) level. Pedagogical and professional knowledge ratings range from 3.76 (.50) from cooperating teachers to 3.65 (.35) from special methods supervisors. Skills rated from 3.71 (.55) from cooperating teachers to 3.57 (.41) special methods supervisors. Dispositions rated from 3.75 (.51) from cooperating teachers to 3.70 (.33) special methods supervisors. Overall, the averages are nearly the same and are very consistent.

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Section 2: Table 12

Pedagogical and Professional Knowledge, Skills, and Dispositions as Measured by Teacher Intern Checklist

Summary -- 1st Experience & 2nd Experience

Knowledge Skills Dispositions

Total Conceptual Framework Dimensions

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Grand KSD Average All Groups Spring 2008 - Spring 2011 N = 336 3.76 3.70 3.65 3.69 3.71 3.62 3.57 3.65 3.75 3.72 3.70 3.71Grand KSD SD Spring 2008 - Spring 2011 N = 336 0.50 0.49 0.35 0.51 0.55 0.54 0.41 0.53 0.51 0.47 0.33 0.50

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Complete elementary and secondary program comparisons, including elementary sites and secondary traditional and post-baccalaureate candidates may be viewed in the 1 st and 2 nd TIC Program Summaries spreadsheets.

Candidates’ ability to measure student growth and their effects on student learning are reported in the Effects on P-12 Student Learning section and summarized below in Section 2: Table 9. Results for all candidates fall within the Proficient (3) level. A relatively high standard deviation is noted.

Section 2: Table 9 All Candidates - Teacher Work Sample--Fall 2007 though Spring 2011

Tab

le o

f

Inst

ruct

iona

l Se

ttin

g/C

onte

xt

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g, S

elf-

Ref

lect

ion/

Prof

essi

onal

Average/ SD

Elementary & Secondary TWS Fall 2007 - Spring 2011 TotalsGrand Average Total N = 354; missing n = 13 3.47 3.56 3.35 3.14 3.23 3.02 3.23 3.08 3.26

Grand SD 0.82 0.77 0.80 0.96 1.14 1.05 0.86 0.93 0.74

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Additional Assessments

In the fall of 2011 and spring of 2012 a separate assessment of candidate dispositions was piloted in EDUC 131. This assessment has been added due to a few candidates displaying

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professional dispositions below desired proficiency levels. The Unit faculty determined that candidates need continual and more direct awareness of their professional dispositions. This instrument is designed to be given at several levels of development and is designed to encourage self-reflection. This assessment will be expanded to other key assessment levels (PSYC 231 Educational Psychology, EDUC 300/320 Observation and Participation, and the Professional Year). No data are included as no fall 2007- spring 2011completers are included in these data. (See Disposition Survey-Evaluator and Disposition Survey-Self forms.)

Section 3 – Program Improvement

Faculty members within business have made changes to the curriculum and course content due to the content assessments. The Education Unit faculty which includes a representative of each endorsement area have made changes in (a) the pedagogical and professional knowledge skills and dispositions based on assessment data, state and national standards, and on evidence of best practices as well as (b) the effects on P-12 student learning assessment.

Content Knowledge

The content assessment for the business education candidate indicates that they have a strong content background. The assessments further indicate that supervisors note demonstration of this content knowledge during the teacher internship (student teaching).

Within the business program at Chadron State, the business education candidates are a minority of the overall majors within the program. Therefore, comparisons between specialized business majors and education majors are not statistically valid. In general, however, the education candidates have a broad knowledge structure while the specialized business majors have in-depth knowledge in their area of specialization. Within the core courses, all business majors perform at a similar level.

On the nationally normed examination given to business students/candidates at the point of graduation, non-education students and business education candidates are scoring at slightly above the national average as a whole, and this score has steadily increasing over the past five years. This is in part due to the adjustments made in curriculum and course content based on examination results. Some of the changes have been in the areas of accounting, critical thinking skill development, global aspects of business, and finance (time value of money).

The business program at Chadron State College is accredited by the Accreditation Council for Business Schools and Programs (ACBSP). http://www.acbsp.org/ Therefore, this program meets the national standards as established by the USDE recognized accrediting group.

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The Chadron State College Teacher Education Committee voted to adopt the Praxis II exam from ETS as the content score beginning in 2011/2012. The Committee includes members of the Education Department faculty, at least one representative of the content disciplines offering endorsements, a student, and representatives of P-12 teachers/administrators. The Praxis II will replace the content rubric score.

Pedagogical and Professional Knowledge, Skills, and Dispositions

Changes made to the professional education program due to the data results over the past five years include enhancing the assessment portion of the upper level courses associated with standards and assessment of student learning. Faculty members have aligned course content and learning outcomes to the State of Nebraska standard performance measures.

In general, faculty have increased field experiences to provide candidates with more direct experience in working with children/students. Faculty members have increased field experience exposure to diverse populations to better help candidates learn to work successfully with the ever-changing demographics of P-12 students. A specific example is an increased emphasis on understanding and meeting the needs of English limited language learners. The unit has developed and is implementing an updated technology plan to enhance candidate skill development utilizing technology to enhance student learning.

Effects on Student Learning

Faculty members have analyzed results each year; continuous efforts are being made to improve both instruction relating instructional planning, assessment techniques, and use of data to improve instruction. Additionally, the way the teacher work sample is assigned to candidates was examined. The assignment is given in a Professional Development Workshop (PDW). It was determined that regional sites need to have the instruction given in-person by the same individual(s) rather than through videotape or communicated by written assignment. Viewing a videotape of the presentation is still the back-up method for those who might be absent or for candidates in the Post-Baccalaureate program. Post-Baccalaureate candidates may not have convenient access to the PDW. Additionally, the assignment procedures and deadlines were adjusted for Spring 2012. Results were mixed; candidates felt the deadline was too soon in the semester. Results and procedures will be continually monitored.

The faculty is making a stronger effort to help candidates understand the value of the teacher work sample assignment. The vital relationship between pre-assessment of student knowledge and skills, instructional planning, and subsequently, post-assessment of student learning cannot be over-emphasized. The upper division professional courses for methods will be including more concepts related to standards, assessment of learning, and improvement of instruction.

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BS in 4-Yr

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Year 1Fall Semester Spring Semester Summer Semester

ACTG 241

Accounting Principles I (SR) 3

ACTG 242

Accounting Principles II (SR) 3

EDUC 131 Intro to Teaching (ED) 3

MKTG 231

Principles of Marketing (SR) 3

MGMT 230

Principles of Management (SR) 3

PSYC 231

Educational Psychology (ED) 3

ENG 135

(1) Skills-Composition I (ES2) 0-3 169 First Year Inquiry (ES1) 3

169First Year Inquiry (ES1) 3 269 Skills-Creative Arts (ES5) 3

Skills-Mathematics (ES4)3-4

Total Hours

12-

15 Total Hours

18-19 Total Hours 0

Year 2Fall Semester Spring Semester Summer Semester

BA 336

Business/Econ Statistics (SR) 3

BIS 332

Decision Support for Managers (SR) 3

ECON 232 Microeconomics (SR) 3

FIN 330

Principles of Finance (SR) 3

SPED 230

Intro Except Learner (ED) 3

HPER 233

Personal Health/Wellness 3

ENG 136

(1) Skills - Composition II (ES2) 3

(1) BA 431

Professional Ethics (MI/ES7) 3

Pers/Soc Resp-Human Diversity (ES10) 3

(5) Modes of Inquiry-Natural Sciences (ES6) 3Modes of Inquiry-Social Sciences (ES8) 3

Total Hours 15 Total Hours 18 Total Hours 0Year 3

Fall Semester Spring Semester Summer SemesterBIS 100

Applied Info Processing (SR) 3

BA 337 Business Law (SR) 3

EDUC 224

Multimedia Support Inst/Learn (ED) 2

EDUC 411

Reading/Writing in Content Areas (ED) 1

EDUC 300

Secondary Observ/Part (ED) 1

EDUC 412s

Secondary/MS General Methods (ED) 1

EDUC 431i

Special Methods/Busn (ED) 3

EDUC 414s

Secondary/MS Classroom Management (ED) 1

Pers/Soc Resp-Health/Wellness

3 EDUC 415

Human Relations/Multicultural

1

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(ES11) (ED)EDUC 418s

Secondary/MS Assessment (ED) 1Electives (EL) 6

Total Hours 15 Total Hours 14 Total Hours 0

Year 4Fall Semester Spring Semester Summer Semester

EDUC 490

Student Teaching 7-12 (ED) 16

BA 331

Business Communications (CR/DR/SK/ES3) 3

MGMT 434

Strategic Management (SR) 3

369 Pers/Soc Resp-Civic Engagement (ES9) 3

469Capstone Intregration (ES12) 3

Total Hours 16 Total Hours 12 Total Hours 0

Degree Program

Total120-124

Total upper division hours listed here = 46(4)Total upper division hours needed = 45Potential additional upper division hours needed = 0

NOTES: Codes ES-Essential Studies; SR-Subject Endorsement Requirement; ED-Educational Requirement; DR-Department Requirement; EL-Elective(s)(1) Suggested Essential Studies Course Composition - ENG 135, Composition I (May be omitted if ACT verbal exam is 27 or above. Transitional writing courses are required for students scoring below 19 on the ACT verbal exam. In addition, students who score below 19 on the ACT reading exam must take developmental reading courses before admission to ENG 135. Students may also satisfy these prerequisites with a passing score on an equivalent writing or reading test approved by the college. Consult the Advising Center

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in Crites Hall or the English Department for more information. Personal and Social Responsibility - Nine hours (three hours of which must be upper division). Recommended Courses: ECON 130 and ECON 332 Mathematics - MATH 138, Applied Calculus; MATH 142, College Algebra; MATH 151, Calculus I Mode of Inquiry - BA 431, Professional Ethics(2) This is a suggested program of study. The student should consult the 2011-2013 College General Bulletin for the specific program of study. It is the responsibility of the student to ensure that this program is appropriate, accurate and will fulfill the requirements of graduation. Consult with your academic advisor for assistance.(3) One of the sciences must include a lab when it is associated with the class.(4) The advisor/student should verify that during the plan of study, 45 hours of upper division courses are completed.

FYI - First Year Inquiry, 6 credit hours (169)OUTCOMES:SK - Skills, 12 credit hours (269)MI - Modes of Inquiry, 9 credit hoursPSR - Personal and Social Responsibility, 9 credit hours (369)CI - Capstone Integration, 6 credit hours (469)

ESSENTIAL STUDIES STRUCTURAL CRITERIA:~All first year students will take 6 hours of interdisciplinary, issue- or theme-based First Year Inquiry (FYI) to orient them to the Essential Studies Program, critical inquiry, and creative problem solving. This experience may be a single 6-hour course, two 3-hour courses, or other combinations of credit hours offered in a variety of formats and academic terms.~In addition to the FYI, students will take courses to satisfy outcomes 1-10 as outlined in the Essential Studies Program, the equivalent of at least three credit hours per outcome.~Student Learning Outcome 11 will be met in a team-taught 6-hour Capstone course with an interdisciplinary theme, offered in a variety of formats and academic terms.~Some essential studies courses may be team-taught 6-hour interdisciplinary courses approved to

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address two Essential Studies Student Learning Outcomes.~A single 3-hour essential studies course may be approved to address a maximum of one Essential Studies Outcome.

AccountingYear 1

Fall Semester Spring SemesterSummer Semester

ACTG 241

Accounting Principles I (CR) 3

ACTG 242

Accounting Principles II (CR) 3

BIS 130

Principles of Info Systems (CR) 3

ECON 231

Macroeconomics (CR) 3

MGMT 230

Principles of Management (CR) 3

MKTG 231

Principles of Marketing (CR) 3

ENG 135

(1) Skills-Composition I (ES2) 0-3 169

First Year Inquiry (ES1) 3

169First Year Inquiry (ES1) 3 269 Skills-Creative

Arts (ES5) 3Skills-Mathematics (ES4) 3-4

Pers/Soc Resp-Human Diversity (ES10) 3

Total Hours 15-19 Total Hours18 Total Hours 0

Year 2

Fall Semester Spring SemesterSummer Semester

ACTG 341

Intermediate Accounting I (OP) 3

ACTG 342

Intermediate Accounting II (OP) 3

BA 336

Busn/Economic Statistics (CR) 3

BA 337

Business Law (CR) 3

ECON 232

Microeconomics (CR) 3

FIN 330

Principles of Finance (CR) 3

ENG 136

(1) Skills - Composition II (ES2) 3

(5) Modes of Inquiry- Natural Sciences (ES6) 3

Modes of Inquiry-Social Sciences (ES8) 3

Total Hours 15 Total Hours 1 Total Hours 0

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2Year 3

Fall Semester Spring SemesterSummer Semester

ACTG 332

Accounting Info Systems (OP) 3

ACTG 337

Cost Management Accounting (OP) 3

BIS 332

Decision Support for Managers (CR) 3

ACTG 430

Personal Income Tax (OP) 3

(3) ACTG 343

Intermediate Accounting III (EL) 3

BA 331

Business Communications (CR/DR/SK/ES3) 3

(3) BA 241

Quantitative Methods (EL) 3

369

Pers/Soc Resp-Civic Engagement (ES9) 3

Total Hours 15 Total Hours 9 Total Hours 0Year 4

Fall Semester Spring SemesterSummer Semester

ACTG 431

Corporate/Fiduciary Tax (OP) 3

ACTG 438 Auditing (OP) 3

MGMT 434

Strategic Management (CR) 3

(3) ACTG 433

Govt/Not For Profit Accounting (EL) 3

(3) ACTG 443

Advanced Financial Actg (EL) 3

(1) BA 431

Professional Ethics (MI/ES7) 3

469

Capstone Intregration (ES12) 3

(3) BA 432

Legal Aspects of Business Ownership (EL) 3

Pers/Soc Resp-Health/Wellness (ES11) 3 469

Capstone Intregration (ES12) 3

(2) Elective (EL) 3 (2) Elective (EL) 3

Total Hours 18 Total Hours18 Total Hours 0

Degree Program

120-124

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TotalTotal upper division hours listed here = 45Total upper division hours needed = 54Potential additional upper division hours needed = 9

NOTES: Codes ES-Essential Studies; SR-Subject Endorsement Requirement; ED-Educational Requirement; DR-Department Requirement; EL-Elective(s)(1) Suggested Essential Studies Course Composition - ENG 135, Composition I (May be omitted if ACT verbal exam is 27 or above. Transitional writing courses are required for students scoring below 19 on the ACT verbal exam. In addition, students who score below 19 on the ACT reading exam must take developmental reading courses before admission to ENG 135. Students may also satisfy these prerequisites with a passing score on an equivalent writing or reading test approved by the college. Consult the Advising Center in Crites Hall or the English Department for more information. Personal and Social Responsibility - Nine hours (three hours of which must be upper division). Recommended Courses: ECON 130 and ECON 332 Mathematics - MATH 138, Applied Calculus; MATH 142, College Algebra; MATH 151, Calculus I Mode of Inquiry - BA 431, Professional Ethics(2) These electives may be used to complete another option or minor if planned for accordingly.(3) Required course for CPA path, recommended course for accounting option. CPA path must have 150 credits. An MBA is recommended. Elective coursework must include ACTG 343, ACTG 433, BA 241 and BA 432.(4) This is a suggested program of study. The student should consult the 2011-2013 College General Bulletin for the specific program of study. It is the responsibility of the student to ensure that this program is appropriate, accurate and will fulfill the requirements of graduation. Consult with your academic advisor for assistance.(5) One of the sciences must include a lab when it is associated with the class.(6) The advisor/student should verify that during the plan of study, 45 hours of upper division courses are completed.FYI - First Year Inquiry, 6 credit hours (169)OUTCOMES:SK - Skills, 12 credit hours (269)

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MI - Modes of Inquiry, 9 credit hoursPSR - Personal and Social Responsibility, 9 credit hours (369)CI - Capstone Integration, 6 credit hours (469)ESSENTIAL STUDIES STRUCTURAL CRITERIA:~All first year students will take 6 hours of interdisciplinary, issue- or theme-based First Year Inquiry (FYI) to orient them to the Essential Studies Program, critical inquiry, and creative problem solving. This experience may be a single 6-hour course, two 3-hour courses, or other combinations of credit hours offered in a variety of formats and academic terms.~In addition to the FYI, students will take courses to satisfy outcomes 1-10 as outlined in the Essential Studies Program, the equivalent of at least three credit hours per outcome.~Student Learning Outcome 11 will be met in a team-taught 6-hour Capstone course with an interdisciplinary theme, offered in a variety of formats and academic terms.~Some essential studies courses may be team-taught 6-hour interdisciplinary courses approved to address two Essential Studies Student Learning Outcomes.~A single 3-hour essential studies course may be approved to address a maximum of one Essential Studies Outcome.

AgribusinessYear 1

Fall Semester Spring Semester Summer SemesterACTG 241

Accounting Principles I (CR) 3

ACTG 242

Accounting Principles II (CR) 3

AGRI 141

Intro to Plant Science (OP) 3

ECON 231

Macroeconomics (CR) 3

BIS 130

Principles of Info Systems (CR) 3 169

First Year Inquiry (ES1) 3

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ENG 135

(1) Skills-Composition I (ES2)

0-3

Pers/Soc Resp-Health/Wellness (ES11) 3

169First Year Inquiry (ES1) 3

Skills-Mathematics (ES4) 3-4

Total Hours

12-15 Total Hours 15-16 Total Hours 0

Year 2Fall Semester Spring Semester Summer Semester

AGRI 132

Introduction to Animal Science (OP) 4

BA 336

Busn & Econ Statistics (CR) 3

ECON 232 Microeconomics (CR) 3

BIS 332

Decision Support for Managers (CR) 3

MKTG 231

Principles of Marketing (CR) 3

ECON 130

Survey of Economics (PSR/ES10) 3

ENG 136

(1) Skills - Composition II (ES2) 3

269 Skills-Creative Arts (ES5) 3(5) Mode of Inq-Natural Sciences (ES6) 3

Total Hours13 Total Hours 15 Total Hours 0

Year 3Fall Semester Spring Semester Summer Semester

BA 337 Business Law (CR) 3

AGRI 310

Careers in Agriculture (OP) 1

ECON 332

Int'l Econ and Soc (ES/PSR) or Elective 3

FCS 337 Nutrition (ES) 3

ECON 334

Agri Econ/Agribusiness (OP); change to AG prefix 3

FIN 335

Agricultural Finance course to be inactivated 3

FIN 330

Principles of Finance (CR) 3

369

Pers/Soc Resp-Civic Engagement (ES9) 3

Modes of Inq-Social Sciences (ES8) 3 (1)Elective (EL) 6

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Total Hours15 Total Hours 16 Total Hours 0

Year 4Fall Semester Spring Semester Summer Semester

BA 331

Busn Communic (CR/DR/SK/ES3) 3

AGRI 410

Agriculture Seminar (OP) 1

ECON 338

Agricultural Marketing (OP) change to AG prefix 3

ECON 434

National Agri Policy (OP) course to be inactivated 3

(1) BA 431

Professional Ethics (MI/ES7) 3

MGMT 434

Strategic Management (CR) 3

469Capstone Intregration (ES12) 3 469

Capstone Intregration (ES12) 3

(1)Elective (EL) (minimum) 3

(1)Elective (EL) (minimum) 3

Total Hours15 Total Hours 16 Total Hours 0

Degree Program

Total120-124

Essential Studies (ES) = 42Core Requirements (CR) = 36Option Requirements (OP) = 21(2) Minimum 21 additional hours (Electives) = 21(5) Total upper division hours needed = 45Total upper division hours listed here: 41

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Potential additional upper division hours needed = 4

NOTES: Codes ES-Essential Studies; SR-Subject Endorsement Requirement; ED-Educational Requirement; DR-Department Requirement; EL-Elective(s)(1) Electives--Beyond reqirements for this option, an additional minimum of 21 hours is required. Of these 21 hours, a minimun of 4 hours must be at the 300-400 level.(2) Students are recommended to work closely with their advisor in planning and scheduling their courses. As 21 hours of electives are required, students should select electives which will result in a second option or a minor for their graduation.(3) This is a suggested program of study. The student should consult the 2011-2013 College General Bulletin for the specific program of study. It is the responsibility of the student to ensure that this program is appropriate, accurate and will fulfill the requirements of graduation. Consult with your academic advisor for assistance.(4) One of the sciences must include a lab when it is associated with the class.(5) The advisor/student should verify that during the plan of study, 45 hours of upper division courses are completed.

FYI - First Year Inquiry, 6 credit hours (169)OUTCOMES:SK - Skills, 12 credit hours (269)MI - Modes of Inquiry, 9 credit hoursPSR - Personal and Social Responsibility, 9 credit hours (369)CI - Capstone Integration, 6 credit hours (469)

ESSENTIAL STUDIES STRUCTURAL CRITERIA:~All first year students will take 6 hours of interdisciplinary, issue- or theme-based First Year Inquiry (FYI) to orient them to the Essential Studies Program, critical inquiry, and creative problem solving. This experience may be a single 6-hour course, two 3-hour courses, or other combinations of credit hours offered in a variety of formats and academic terms.~In addition to the FYI, students will take courses to satisfy outcomes 1-10 as outlined in the Essential Studies Program, the equivalent of at least three credit hours per outcome.

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~Student Learning Outcome 11 will be met in a team-taught 6-hour Capstone course with an interdisciplinary theme, offered in a variety of formats and academic terms.~Some essential studies courses may be team-taught 6-hour interdisciplinary courses approved to address two Essential Studies Student Learning Outcomes.~A single 3-hour essential studies course may be approved to address a maximum of one Essential Studies Outcome.

BISYear 1

Fall Semester Spring Semester Summer SemesterBIS 130

Principles of Info Systems (CR) 3

ECON 231

Macroeconomics (CR) 3

BIS 230

Web Page Development (OP) 3

MKTG 231

Principles of Marketing (CR) 3

MGMT 230

Principles of Management (CR) 3 169

First Year Inquiry (ES1) 3

ENG 135

(1) Skills-Composition I (ES2) 0-3

Skills-Mathematics (ES4) 3-4

169First Year Inquiry (ES1) 3Pers/Soc Resp-Human Diversity (ES10) 3

Total Hours15-18 Total Hours

12-13 Total Hours 0

Year 2Fall Semester Spring Semester Summer Semester

ACTG 241

Accounting Principles I (CR) 3

ACTG 242

Principles of Accounting II (CR) 3

BA 331

Busn Communications (CR/DR/SK/ES3) 3

BIS 100

Applied Information Processing (OP) 3

BIS 235

Business Programming (OP) 3

(5) Modes of Inquiry-Natural Sciences (ES6) 3

ECON 232

Microeconomics (CR) 3 6

ENG 136

(1) Skills - Composition II (ES2) 3Pers/Soc Resp-Health/Wellness (ES11) 3

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Total Hours 18 Total Hours 15 Total Hours 0Year 3

Fall Semester Spring Semester Summer SemesterBA 337 Business Law (CR) 3

BA 336

Business/Econ Statistics (CR) 3

BIS 337 E-Commerce (OP) 3

BIS 331

Database Management (OP) 3

FIN 330

Principles of Finance (CR) 3

Modes of Inquiry-Social Sciences (ES8) 3

269 Skills-Creative Arts (ES5) 3 (2) Electives (EL) 6

369 Pers/Soc Resp-Civic Engagement (ES9) 3

Total Hours 15 Total Hours 12 Total Hours 0Year 4

Fall Semester Spring Semester Summer Semester

BIS 332

Decision Support for Mgrs (CR) 3

(1) BA 431

Professional Ethics (MI/ES7) 3

BIS 430

Project Management (OP) 3

BIS 431

System Analysis & Design (OP) 3

469Capstone Intregration (ES12) 3

MGMT 434

Strategic Management (CR) 3

(2) Electives (EL) 6 469Capstone Intregration (ES12) 3(2) Elective (EL) 3

Total Hours 15 Total Hours 15 Total Hours 0

Degree Program

Total120-121

(5)Total upper division hours listed here = 45Total upper division hours needed = 33Potential additional upper division hours needed = 12

NOTES: Codes ES-Essential Studies; SR-Subject Endorsement Requirement; ED-Educational Requirement; DR-Department Requirement; EL-Elective(s)(1) Suggested Essential Studies Course Composition - ENG 135, Composition I (May be omitted if ACT verbal exam is 27 or above.

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Transitional writing courses are required for students scoring below 19 on the ACT verbal exam. In addition, students who score below 19 on the ACT reading exam must take developmental reading courses before admission to ENG 135. Students may also satisfy these prerequisites with a passing score on an equivalent writing or reading test approved by the college. Consult the Advising Center in Crites Hall or the English Department for more information. Personal and Social Responsibility - Nine hours (three hours of which must be upper division). Recommended Courses: ECON 130 and ECON 332 Mathematics - MATH 138, Applied Calculus; MATH 142, College Algebra; MATH 151, Calculus I Mode of Inquiry - BA 431, Professional Ethics(2) These electives may be used to complete another option or minor if planned for accordingly.(3) This is a suggested program of study. The student should consult the 2011-2013 College General Bulletin for the specific program of study. It is the responsibility of the student to ensure that this program is appropriate, accurate and will fulfill the requirements of graduation. Consult with your academic advisor for assistance.(4) One of the sciences must include a lab when it is associated with the class.(5) The advisor/student should verify that during the plan of study, 45 hours of upper division courses are completed.

FYI - First Year Inquiry, 6 credit hours (169)OUTCOMES:SK - Skills, 12 credit hours (269)MI - Modes of Inquiry, 9 credit hoursPSR - Personal and Social Responsibility, 9 credit hours (369)CI - Capstone Integration, 6 credit hours (469)

ESSENTIAL STUDIES STRUCTURAL CRITERIA:~All first year students will take 6 hours of interdisciplinary, issue- or theme-based First Year Inquiry (FYI) to orient them to the Essential Studies Program, critical inquiry, and creative problem solving. This experience may be a single 6-hour course, two 3-hour courses, or other combinations of credit hours offered in a variety of formats and academic terms.

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~In addition to the FYI, students will take courses to satisfy outcomes 1-10 as outlined in the Essential Studies Program, the equivalent of at least three credit hours per outcome.~Student Learning Outcome 11 will be met in a team-taught 6-hour Capstone course with an interdisciplinary theme, offered in a variety of formats and academic terms.~Some essential studies courses may be team-taught 6-hour interdisciplinary courses approved to address two Essential Studies Student Learning Outcomes.~A single 3-hour essential studies course may be approved to address a maximum of one Essential Studies Outcome.

FinanceYear 1

Fall Semester Spring Semester Summer SemesterACTG 241

Accounting Principles I (CR) 3

ACTG 242

Accounting Principles II (CR) 3

BIS 130

Principles of Info Systems (CR) 3

ECON 231 Macroeconomics (CR) 3

ENG 135

(1) Skills-Composition I (ES2)

0-3

ENG 136 Composition II (ES/SK) 3

MKTG 231

Principles of Marketing (CR) 3

MGMT 130

Principles of Management (CR) 3

169 First Year Inquiry (ES1) 3 169 First Year Inquiry (ES1) 3Skills-Mathematics (ES4)

3-4

Total Hours

12-

15 Total Hours

18-

19 Total Hours 0Year 2

Fall Semester Spring Semester Summer SemesterBA 241

Quantitative Methods (OP) 3

ECON 332

International Econ & Societies (PSR/ES10) 3

ECON 232 Microeconomics (CR) 3

BA 336

Business/Econ Statistics (CR) 3

PS 231

American National Govt (ES) 3

BIS 332

Decision Support for Managers (CR) 3

ENG 136

(1) Skills - Composition II (ES2) 3

(5) Modes of Inquiry-Natural Sciences (ES6) 3

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Modes of Inq-Social Sciences (ES8) 3

Total Hours 15 Total Hours 12 Total Hours 0Year 3

Fall Semester Spring Semester Summer SemesterBA 337 Business Law (CR) 3

FIN 339 Personal Finance (OP) 3

FIN 330

Principles of Finance (CR0 3

FIN ???/238

Risk Mgmt & Insurance (OP) to be combined w/FIN 430 (below) under new name and new number 3

269 Skills-Creative Arts (ES5) 3

FIN 432

Financial Management (OP) 3

369 Pers/Soc Resp-Civic Engagement (ES9) 3

Pers/Soc Resp-Health/Wellness (ES11) 3

(1)Elective (EL) 3Total Hours 15 Total Hours 12 Total Hours 0

Year 4Fall Semester Spring Semester Summer Semester

BA 331

Business Communications (CR/DR/SK/ES3) 3

(1) BA 431

Professional Ethics (MI/ES7) 3

FIN 331

Financial Markets & Institutions (OP) 3

FIN ???/430

Real Estate Investments (OP) to be combined w/FIN238 (above) under new name and new number 3

FIN 439 Investment Analysis (OP) 3

MGMT 434

Strategic Management (CR) 3

469Capstone Intregration (ES12) 3 469

Capstone Intregration (ES12) 3

(1) Electives (EL) 9 (1) Electives (EL) 6

Total Hours 21 Total Hours 18 Total Hours 0

Degree Program

Total120-124

Essential Studies (ES) = 47-48Core Requirements (CR) = 36Option Requirements (OP) = 21

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Minimum 21 additional hours (Electives) = 21(4) Total upper division hours needed = 45Total upper division hours listed here = 42Potential additional upper division hours needed= 3NOTES: Codes ES-Essential Studies; SR-Subject Endorsement Requirement; ED-Educational Requirement; DR-Department Requirement; EL-Elective(s)(1) These electives may be used to complete another option or minor if planned for accordingly.(2) This is a suggested program of study. The student should consult the 2011-2013 College General Bulletin for the specific program of study. It is the responsibility of the student to ensure that this program is appropriate, accurate and will fulfill the requirements of graduation. Consult with your academic advisor for assistance.(3) One of the sciences must include a lab when it is associated with the class.(4) The advisor/student should verify that during the plan of study, 45 hours of upper division courses are completed.FYI - First Year Inquiry, 6 credit hours (169)OUTCOMES:SK - Skills, 12 credit hours (269)MI - Modes of Inquiry, 9 credit hoursPSR - Personal and Social Responsibility, 9 credit hours (369)CI - Capstone Integration, 6 credit hours (469)

ESSENTIAL STUDIES STRUCTURAL CRITERIA:~All first year students will take 6 hours of interdisciplinary, issue- or theme-based First Year Inquiry (FYI) to orient them to the Essential Studies Program, critical inquiry, and creative problem solving. This experience may be a single 6-hour course, two 3-hour courses, or other combinations of credit hours offered in a variety of formats and academic terms.~In addition to the FYI, students will take courses to satisfy outcomes 1-10 as outlined in the Essential Studies Program, the equivalent of at least three credit hours per outcome.~Student Learning Outcome 11 will be met in a team-taught 6-hour Capstone course with an

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interdisciplinary theme, offered in a variety of formats and academic terms.~Some essential studies courses may be team-taught 6-hour interdisciplinary courses approved to address two Essential Studies Student Learning Outcomes.~A single 3-hour essential studies course may be approved to address a maximum of one Essential Studies Outcome.

ManagementYear 1

Fall Semester Spring SemesterSummer Semester

ACTG 241

Accounting Principles I (CR) 3

ACTG 242

Accounting Principles II (CR) 3

ECON 232 Microeconomics (CR) 3

ECON 231

Macroeconomics (CR) 3

ENG 135

(1) Skills-Composition I (ES2) 0-3

(1) BA 431

Professional Ethics (MI/ES7) 3

169First Year Inquiry (ES1) 3 169

First Year Inquiry (ES1) 3

Skills-Mathematics (ES4) 3-4

Modes of Inquiry-Social Sciences (ES8) 3

Total Hours15-16 Total Hours 15 Total Hours 0

Year 2

Fall Semester Spring SemesterSummer Semester

BIS 130

Principles of Info Systems (CR) 3

BA 241

Quantitative Methods (OP)

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MGMT 230

Principles of Management (CR) 3

or ACTG 337

Cost Accounting (OP) 3

ENG 136

(1) Skills - Composition II (ES2) 3

MKTG 231

Principles of Marketing (CR) 3

Pers/Soc Resp-Health/Wellness (ES11) 3

269 Skills-Creative Arts (ES5) 3

(2) Electives (EL) 4(5) Modes of Inquiry-Natural Sciences (ES6) 3Pers/Soc Resp-Human Diversity (ES10) 3

Total Hours 15 Total Hours 15 Total Hours 0Year 3

Fall Semester Spring SemesterSummer Semester

BA 337 Business Law (CR) 3

BA 336

Business/Econ Statistics (CR) 3

BA 331

Business Communications (CR/DR/SK/ES3) 3

BIS 332

Decision Support for Managers (CR) 3

FIN 330

Principles of Finance (CR) 3

MKTG 334

Entre-Business Start-Up (OP) 3

369 Pers/Soc Resp-Civic Engagement (ES9) 3 (2) Elective (EL) 1(2) Electives (EL) 4

Total Hours 15 Total Hours 9 Total Hours 0Year 4

Fall Semester Spring SemesterSummer Semester

MGMT 430

Human Resource Management (OP) 3

BA 432

Legal Aspects of Busn Ownership (OP) 3

MGMT 434

Strategic Management (CR) 3

FIN 432

Financial Management (OP) 3

469Capstone Intregration (ES12) 3

MGMT 330

Organization Theory & Behavior OP) 3

(2) Electives (EL) 9MGMT 432

Production & Operations Mgmt (OP) 3

469Capstone Intregration (ES12) 3(2) Elective (EL) 3

Total Hours 15 Total Hours 18 Total Hours 0

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Degree Program

Total120-124

Total upper division hours listed here = 39(5)Total upper division hours needed = 45Potential additional upper division hours needed = 6

NOTES: Codes ES-Essential Studies; SR-Subject Endorsement Requirement; ED-Educational Requirement; DR-Department Requirement; EL-Elective(s)(1) Suggested Essential Studies Course Composition - ENG 135, Composition I (May be omitted if ACT verbal exam is 27 or above. Transitional writing courses are required for students scoring below 19 on the ACT verbal exam. In addition, students who score below 19 on the ACT reading exam must take developmental reading courses before admission to ENG 135. Students may also satisfy these prerequisites with a passing score on an equivalent writing or reading test approved by the college. Consult the Advising Center in Crites Hall or the English Department for more information. Personal and Social Responsibility - Nine hours (three hours of which must be upper division). Recommended Courses: ECON 130 and ECON 332 Mathematics - MATH 138, Applied Calculus; MATH 142, College Algebra; MATH 151, Calculus I Mode of Inquiry - BA 431, Professional Ethics(2) These electives may be used to complete another option or minor if planned for accordingly.(3) This is a suggested program of study. The student should consult the 2011-2013 College General Bulletin for the specific program of study. It is the responsibility of the student to ensure that this program is appropriate, accurate and will fulfill the requirements of graduation. Consult with your academic advisor for assistance.(4) One of the sciences must include a lab when it is associated with the class.(5) The advisor/student should verify that during the plan of study, 45 hours of upper division courses are completed.

FYI - First Year Inquiry, 6 credit hours (169)OUTCOMES:SK - Skills, 12 credit hours (269)MI - Modes of Inquiry, 9 credit hours

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PSR - Personal and Social Responsibility, 9 credit hours (369)CI - Capstone Integration, 6 credit hours (469)

ESSENTIAL STUDIES STRUCTURAL CRITERIA:~All first year students will take 6 hours of interdisciplinary, issue- or theme-based First Year Inquiry (FYI) to orient them to the Essential Studies Program, critical inquiry, and creative problem solving. This experience may be a single 6-hour course, two 3-hour courses, or other combinations of credit hours offered in a variety of formats and academic terms.~In addition to the FYI, students will take courses to satisfy outcomes 1-10 as outlined in the Essential Studies Program, the equivalent of at least three credit hours per outcome.~Student Learning Outcome 11 will be met in a team-taught 6-hour Capstone course with an interdisciplinary theme, offered in a variety of formats and academic terms.~Some essential studies courses may be team-taught 6-hour interdisciplinary courses approved to address two Essential Studies Student Learning Outcomes.~A single 3-hour essential studies course may be approved to address a maximum of one Essential Studies Outcome.

MKTG-EntreYear 1

Fall Semester Spring Semester Summer SemesterBIS 130

Principles of Info Systems (CR) 3 169

First Year Inquiry (ES1) 3

ENG 135

(1) Skills-Composition I (ES2) 0-3 269

Skills-Practicing Arts (ES5) 3

169First Year Inquiry (ES1) 3

Pers/Soc Resp-Human Diversity (ES10) 3

Skills-Mathematics (ES4) 3-4

(5) Modes of Inquiry-Natural Sciences (ES6) 3(2) Elective (EL) 3

Total Hours9-13 Total Hours 15 Total Hours 0

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Year 2Fall Semester Spring Semester Summer Semester

ACTG 241

Principles of Accounting I (CR) 3

ACTG 242

Principles of Accounting II (CR) 3

ECON 232 Microeconomics (CR) 3

ECON 231

Macroeconomics (CR) 3

ENG 136

(1) Skills - Composition II (ES2) 3

MKTG 335

Entre-Business Start-Up (OP) 3

MGMT 230

Principles of Management (CR) 3

Pers/Soc Resp-Health/Wellness (ES11) 3

MKTG 231

Principles of Marketing (CR) 3Modes of Inquiry-Social Sciences (ES8) 3

Total Hours 18 Total Hours 12 Total Hours 0Year 3

Fall Semester Spring Semester Summer SemesterBA 337 Business Law (CR) 3

BA 336

Business/Econ Statistics (CR) 3

MKTG 331 Sales Techniques (OP) 3

FIN 330

Principles of Finance (CR) 3

MKTG 334

Entre-Imagination (OP) 3

MKTG 336

Entre-Promotion & Advertising (OP) 3

369 Pers/Soc Resp-Civic Engagement (ES9) 3

MKTG 338 Buyer Behavior (OP) 3

(2) Elective (EL) 3 (2) Elective (EL) 3

Total Hours 15 Total Hours 15 Total Hours 0Year 4

Fall Semester Spring Semester Summer Semester

BA 331

Business Communications (CR/DR/SK/ES3) 3

BIS 332

Decision Support for Managers (CR) 3

MKTG 439

Business & Marketing Research (OP) 3

MGMT 434

Strategic Management (CR) 3

(1) BA 431

Professional Ethics (MI/ES7) 3

MKTG 435

Business & Marketing Strategies (OP) 3

469Capstone Intregration (ES12) 3 469

Capstone Intregration (ES12) 3

(2) Electives (EL) 6 (2) Electives (EL) 6

Total Hours 18 Total Hours 18 Total Hours 0

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Degree Program

Total120-124

Total upper division hours listed here = 45(5)Total upper division hours needed = 39Potential additional upper division hours needed = 6

NOTES: Codes ES-Essential Studies; SR-Subject Endorsement Requirement; ED-Educational Requirement; DR-Department Requirement; EL-Elective(s)(1) Suggested Essential Studies Course Composition - ENG 135, Composition I (May be omitted if ACT verbal exam is 27 or above. Transitional writing courses are required for students scoring below 19 on the ACT verbal exam. In addition, students who score below 19 on the ACT reading exam must take developmental reading courses before admission to ENG 135. Students may also satisfy these prerequisites with a passing score on an equivalent writing or reading test approved by the college. Consult the Advising Center in Crites Hall or the English Department for more information. Personal and Social Responsibility - Nine hours (three hours of which must be upper division). Recommended Courses: ECON 130 and ECON 332 Mathematics - MATH 138, Applied Calculus; MATH 142, College Algebra; MATH 151, Calculus I Mode of Inquiry - BA 431, Professional Ethics(2) These electives may be used to complete another option or minor if planned for accordingly.(3) This is a suggested program of study. The student should consult the 2011-2013 College General Bulletin for the specific program of study. It is the responsibility of the student to ensure that this program is appropriate, accurate and will fulfill the requirements of graduation. Consult with your academic advisor for assistance.(4) One of the sciences must include a lab when it is associated with the class.(5) The advisor/student should verify that during the plan of study, 45 hours of upper division courses are completed.

FYI - First Year Inquiry, 6 credit hours (169)OUTCOMES:SK - Skills, 12 credit hours (269)MI - Modes of Inquiry, 9 credit hours

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PSR - Personal and Social Responsibility, 9 credit hours (369)CI - Capstone Integration, 6 credit hours (469)

ESSENTIAL STUDIES STRUCTURAL CRITERIA:~All first year students will take 6 hours of interdisciplinary, issue- or theme-based First Year Inquiry (FYI) to orient them to the Essential Studies Program, critical inquiry, and creative problem solving. This experience may be a single 6-hour course, two 3-hour courses, or other combinations of credit hours offered in a variety of formats and academic terms.~In addition to the FYI, students will take courses to satisfy outcomes 1-10 as outlined in the Essential Studies Program, the equivalent of at least three credit hours per outcome.~Student Learning Outcome 11 will be met in a team-taught 6-hour Capstone course with an interdisciplinary theme, offered in a variety of formats and academic terms.~Some essential studies courses may be team-taught 6-hour interdisciplinary courses approved to address two Essential Studies Student Learning Outcomes.~A single 3-hour essential studies course may be approved to address a maximum of one Essential Studies Outcome.

General Business Minor OutsideYear 1

Fall Semester Spring Semester Summer SemesterBIS 130

Principles of Info Systems (CR) 3

MKTG 231

Principles of Marketing (CR) 3

MGMT 230

Principles of Management (CR) 3 169

First Year Inquiry (ES1) 3

ENG 135

(1) Skills-Composition I (ES2) 0-3

Skills-Mathematics (ES4) 3-4

169First Year Inquiry (ES1) 3

Pers/Soc Resp-Human Diversity (ES10) 3

Modes of Inquiry-Social Sciences (ES8) 3 Minor Course 3Pers/Soc Resp-Health/Wellness

3

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(ES11)

Total Hours12-18 Total Hours

15-16 Total Hours 0

Year 2Fall Semester Spring Semester Summer Semester

ACTG 241

Accounting Principles I (CR) 3

ACTG 242

Accounting Principles II (CR) 3

ECON 232 Microeconomics (CR) 3

ECON 231

Macroeconomics (CR) 3

ENG 136

(1) Skills - Composition II (ES2) 3 Minor Course 3

Minor Course 3(5) Modes of Inquiry-Natural Sciences (ES6) 3

(2) Elective (EL) 3 (2) Elective (EL) 3

Total Hours 15 Total Hours 15 Total Hours 0Year 3

Fall Semester Spring Semester Summer Semester

BA 331

Business Communications (CR/DR/SK/ES3) 3

BA 336

Business/Econ Statistics (CR) 3

BA 337 Business Law (CR) 3

FIN 330

Principles of Finance (CR) 3

269 Skills-Creative Arts (ES5) 3 Minor Course 3Minor Course 3 (2) Electives (EL) 3(2) Electives (EL) 3

Total Hours 15 Total Hours 12 Total Hours 0

Year 4Fall Semester Spring Semester Summer Semester

BIS 332

Decision Support for Managers (CR) 3

MGMT 434

Strategic Management (CR) 3

369 Pers/Soc Resp-Civic Engagement (ES9) 3

(1) BA 431

Professional Ethics (MI/ES7) 3

469Capstone Intregration (ES12) 3 469

Capstone Intregration (ES12) 3

Minor Course 3 Minor Course 3(2) Electives (EL) 6 (2) Elective (EL) 3

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Total Hours 18 Total Hours 15 Total Hours 0

Degree Program

Total120-124

Total upper division hours listed here = 18(5)Total upper division hours needed = 45Potential additional upper division hours needed = 27

NOTES: Codes ES-Essential Studies; SR-Subject Endorsement Requirement; ED-Educational Requirement; DR-Department Requirement; EL-Elective(s)(1) Suggested Essential Studies Course Composition - ENG 135, Composition I (May be omitted if ACT verbal exam is 27 or above. Transitional writing courses are required for students scoring below 19 on the ACT verbal exam. In addition, students who score below 19 on the ACT reading exam must take developmental reading courses before admission to ENG 135. Students may also satisfy these prerequisites with a passing score on an equivalent writing or reading test approved by the college. Consult the Advising Center in Crites Hall or the English Department for more information. Personal and Social Responsibility - Nine hours (three hours of which must be upper division). Recommended Courses: ECON 130 and ECON 332 Mathematics - MATH 138, Applied Calculus; MATH 142, College Algebra; MATH 151, Calculus I Mode of Inquiry - BA 431, Professional Ethics(2) These electives may be used to complete another option or minor if planned for accordingly.(3) This is a suggested program of study. The student should consult the 2011-2013 College General Bulletin for the specific program of study. It is the responsibility of the student to ensure that this program is appropriate, accurate and will fulfill the requirements of graduation. Consult with your academic advisor for assistance.(4) One of the sciences must include a lab when it is associated with the class.(5) The advisor/student should verify that during the plan of study, 45 hours of upper division courses are completed.FYI - First Year Inquiry, 6 credit hours (169)OUTCOMES:SK - Skills, 12 credit hours (269)MI - Modes of Inquiry, 9

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credit hoursPSR - Personal and Social Responsibility, 9 credit hours (369)CI - Capstone Integration, 6 credit hours (469)

ESSENTIAL STUDIES STRUCTURAL CRITERIA:~All first year students will take 6 hours of interdisciplinary, issue- or theme-based First Year Inquiry (FYI) to orient them to the Essential Studies Program, critical inquiry, and creative problem solving. This experience may be a single 6-hour course, two 3-hour courses, or other combinations of credit hours offered in a variety of formats and academic terms.~In addition to the FYI, students will take courses to satisfy outcomes 1-10 as outlined in the Essential Studies Program, the equivalent of at least three credit hours per outcome.~Student Learning Outcome 11 will be met in a team-taught 6-hour Capstone course with an interdisciplinary theme, offered in a variety of formats and academic terms.~Some essential studies courses may be team-taught 6-hour interdisciplinary courses approved to address two Essential Studies Student Learning Outcomes.~A single 3-hour essential studies course may be approved to address a maximum of one Essential Studies Outcome.

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New Program Rule 24 Matrix Revised Program Table of Alignment of Standards and Assessments

Name of Institution: Chadron State CollegeDate Submitted: August 10, 2012

Endorsement: Basic Business Grade Levels: 7-12Total Hours Required by Rule 24: 36 Program Hours Required by Institution: 36 Endorsement Type: Subject

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

Standard/Description Evidence referenced with general catalog 2011-2013 and course syllabi provided. General catalog at: http://www.csc.edu/publications/catalog.csc/006.08D Certification Endorsement Requirements: This endorsement shall require a minimum of 36 semester hours in business administration and information technology systems of which a minimum of six (6) semester hours must be in information technology systems coursework.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1 Content Area GPA#2 Rating Score#3 Teacher Internship#4 ETS Exit Exam

ACTG 241 Accounting Principles I (3) Exams, Projects, Course Grade x xACTG 242 Accounting Principles II (3) Exams, Projects, Course Grade x x

BA 336 Business & Economics Statistics (3) Exams, Assignments, Course Grade x xBA 337 Business Law (3) Exams, Cases, Course Grade x x

ECON 231 Macroeconomics (3) Exams, Projects, Cases, Course Grade x xECON 232 Microeconomics (3) Exams, Projects, Cases, Course Grade x x

FIN 330 Principles of Finance (3) Exams, Cases, Course Grade x xMGMT 230 Principles of Management (3) Exams, Projects, Course Grade x x

MGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x xBIS Introduction to Computer Applications (3) Assignments, Portfolio, Proficiency Tests x x

BIS 332 Decision Support for Managers (3) Exams, Cases, Course Grade x xMKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x x

BA 331 Business Communications (3) (general studies requirement

Exams, projects x x

Standard/Description

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A. Create, revise, analyze, and implement curricula to prepare students for a dynamic and rapidly changing world. The basic business teacher prepares students:

1. For initial employment and careers in business;2. For roles as consumers and citizens;3. For postsecondary education in business;4. For roles as employees, managers, and owners of businesses;5. To understand the role and function of business in a global society;6. To understand the domestic economy and how it is similar to and different from other economies;7. To locate, access, use, and present information; and8. To apply business concepts to issues related to ethics, globalization, society, environment, technology, and diversity;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#4 ETS Exit Exam

A1 BA 331 Business Communications (3) Employment Assignments, Course Grade x xACTG 241 Accounting Principles I (3) Exams, Projects, Course Grade x x

MGMT 230 Principles of Management (3) Exams, Projects, Course Grade xA2 MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x x

A3 BA 337 Business Law (3) Exams, Cases, Course Grade xMGMT 230 Principles of Management (3) Exams, Projects, Course Grade x

A4 MGMT 230 Principles of Management (3) Exams, Projects, Course Grade xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x

A5 ACTG 241 Accounting Principles I (3) Exams, Analyze Financial Statements, Course Grade

x x

ACTG 242 Accounting Principles II (3) Exams, Analyze Financial Statements, Course Grade

x x

MGMT 230 Principles of Management (3) Exams, Projects, Course Grade xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x

ECON 231 Macroeconomics (3) Exams, Projects, Cases, Course Grade xECON 232 Microeconomics (3) Exams, Projects, Cases, Course Grade x

A6 ECON 231 Macroeconomics (3) Exams, Projects, Cases, Course Grade xECON 232 Microeconomics (3) Exams, Projects, Cases, Course Grade x

A7 BA 331 Business Communications (3) APA Research Paper, Presentation, Course Grade

x x

ECON 231 Macroeconomics (3) Exams, Research Paper, Cases, Course Grade

x

BIS 100 Intro to Computer Applications (3) Exams, Assignments, Course Grade, Proficiency Tests

x x

BIS 332 Decision Support for Managers (3) Exams, Assignments, Course Grade x x

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BA 336 Business & Economics Statistics (3) Exams, Statistical Analysis Problems, Course Grade

x x

A8 BA 431 Professional Ethics (3) general studies recommended

Exams, Assignments, Course Grade x

MGMT 434 Strategic Management (3) x x

BA 337 Business Law (3) x

Standard/Description

B. Facilitate collaborative learning by having students work together in groups that may include students, teachers, business, and community members, and others;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA

BA 331 Business Communications (3) Individual and/or Group Projects x x

MGMT 434 Strategic Management (3) Group Projects x xMKTG 231 Principles of Marketing (3) Cases, Projects, Marketing Plans x x

Standard/Description

C. Demonstrate competence in touch keyboarding including ten-key data entry, document formatting, correct technique, and employable speed;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA

BA 331 Business Communications (3) Assignments, Course Grade x xBIS 100 Intro to Computer Applications (3) 10-Key, Keyboarding Proficiency Tests x x x

Standard/Description

D. Practice effective program management techniques that support curricula, learning environment, and activities; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship

BA 331 Business Communications (3) Assignments, Course Grade x x

MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x x

EDUC 412s Secondary/MS General Methods Lesson/Unit Plans, Portfolios x x x x xEDUC 414s Secondary/MS Classroom Management Practicum Experiences x x x x x

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EDUC 431 (A-S) Special Methods Lesson/Unit Plans, Portfolios x x x x x

EDUC 490s Secondary Teacher Internship Teacher Work Sample; Work with Student Groups

x x x x x

Standard/Description

E. Integrate career student organizations into the curriculum; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship

EDUC 412s Secondary/MS General Methods Lesson/Unit Plans x x x x x

EDUC 414s Secondary/MS Classroom Management Practicum Experiences x x x x xEDUC 431 (A-S) Special Methods Lesson/Unit Plans x x x x x

EDUC 490s Secondary Teacher Internship Teacher Work Sample; Work with Student Groups during Student Teaching

x x x x x

Standard/Description

F. Communicate effectively with all publics; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship

BA 331 Business Communications (3) Assignments, Course Grade x x x

EDUC 412s Secondary/MS General Methods Lesson/Unit Plans, Microteaching x x x x xEDUC 414s Secondary/MS Classroom Management Practicum Experiences x x x x x

EDUC 431 (A-S) Special Methods Lesson/Unit Plans, Microteaching x x x x xEDUC 490s Secondary Teacher Internship Student Teaching Evaluation; Interaction with

Students, Parents, Administratorsx x x x

Standard/Description

G. Incorporate concepts and strategies needed for career exploration, development, and growth; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship

BA 331 Business Communications (3) Employment Assignments, Course Grade x x x

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MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x x

MGMT 434 Strategic Management (3) Exams, Projects, Course Grade x xEDUC 431 (A-S) Special Methods Career Lesson/Unit Plans x x x x x

EDUC 490s Secondary Teacher Internship Student Teaching Evaluation x x x x X

Standard/Description

H. Demonstrate an understanding of and be able to apply business concepts, principles, processes, and skills, including being able to:

1. Demonstrate the basic principles of economics as applied to the domestic economic system and its role in the global economy;

2. Utilize accounting systems to record business transactions and prepare financial solutions for different business environments;

3. Analyze the role of the consumer in the global economy; and evaluate a variety of solutions for consumer problems and issues;

4. Demonstrate an understanding of management concepts within business organizations and operations;5. Analyze the legal requirements affecting business organizations and apply legal principles to business situations;6. Analyze the role of the entrepreneur in the economy and the process of starting and maintaining a business;7. Analyze the role of international business and how it impacts the global business environment;8. Demonstrate written, oral, and interpersonal communication skills;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#4 ETS Exit Exam

H1 ECON 231 Macroeconomics (3) Exams, Projects, Cases, Course Grade x x

ECON 232 Microeconomics (3) Exams, Projects, Cases, Course Grade x x BA 336 Business & Economics Statistics (3) Exams, Assignments, Course Grade x x

H2 ACTG 241 Accounting Principles I (3) Exams, Projects, Course Grade x x ACTG 242 Accounting Principles II (3) Exams, Projects, Course Grade x x

H3 MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x xFIN 330 Principles of Finance (3) Exams, Cases, Course Grade x x

H4 MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x x

H5 BA 337 Business Law (3) Exams, Cases, Course Grade x xH6 MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x x

MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x xH7 BA 431 Professional Ethics Exams, Assignments, Course Grade x x

MGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x xH8 BA 331 Business Communications (3) Exams, Assignments, Course Grade x x

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Standard/Description

I. Demonstrate an understanding of and be able to utilize information technology systems, including:1. Technology concepts, issues, and operations; and2. Application software;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1 Content Area GPA

I1 BA 331 Business Communications (3) Assignments, Course Grade x xI2 BIS 100 Intro to Computer Application(3) Assignments, Portfolio, Course Grade x x

BIS 332 Decision Support for Managers (3) Exams, Cases, Course Grade x x

Standard/Description

J. Integrate core academic areas into business education Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

EDUC 431 (A-S) Special Methods (3) Lessons aligned to state and national Business Education standards, with links to academic core areas; Curriculum resource portfolios; Microteaching by students; Bulletin Board(s); Course Grade(s)

#1 Content Area GPA x x x x x

EDUC 490s Secondary Teacher Internship (12) #3 Teacher Internship x x x x x

New Program Rule 24 Matrix Revised Program Table of Alignment of Standards and Assessments

Name of Institution: Chadron State CollegeDate Submitted: August 9, 2012

Endorsement: Business, Marketing and Info Tech Grade Levels: 7-12Total Hours Required by Rule 24: 48 Program Hours Required by Institution: 54 Endorsement Type: Field

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

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006.10D Certification Endorsement Requirements: Evidence referenced with general catalog 2011-2013 and course syllabi provided. General catalog at: http://www.csc.edu/publications/catalog.csc/This endorsement shall require a minimum of 48 semester hours, including:

Standard/Description

006.10D1 Twenty-four (24) semester hours in business administration; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1 Content Area GPA#2 Content score based on ETS exist exam\#3 Teacher Internship content rating

ACTG 241 Accounting Principles I (3) Exams, Projects, Course Grade x x

ACTG 242 Accounting Principles II (3) Exams, Projects, Course Grade x xBA 331 Business Communications (3)(general studies)

Exams, Assignments, Course Grade x x

BA 336 Business & Economics Statistics (3) Exams, Assignments, Course Grade x x

BA 337 Business Law (3) Exams, Cases, Course Grade x xECON 231 Macroeconomics (3) Exams, Projects, Cases, Course Grade x x

ECON 232 Microeconomics (3) Exams, Projects, Cases, Course Grade x xFIN 330 Principles of Finance (3) Exams, Cases, Course Grade x x

MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x x

MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x x

Standard/Description

006.10D2 Nine (9) semester hours in marketing; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

See above

MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x xMKTG 334 Promotions and Advertising (3) Exams, Assignments, Course Grade x x

MKTG 338 Buyer Behavior (3) Exams, Projects, Cases, Course Grade x x

Standard/Description

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006.10D3 Twelve (12) semester hours in information technology systems; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

See above

BIS 130 Principles of Information Systems (3) Exams, Assignments, Course Grade x x x

BIS 100 Introduction to Computer Applications (3) Assignments, Portfolio, Course Grade, Proficiency Tests

x x x

BIS 332 Decision Support for Managers (3) Exams, Cases, Course Grade x x xBIS 230 Web Design Development(3) Exams, Project, Course Grade x x x

Standard/Description

006.10D4 Three (3) semester hours in the principles of career education and supervision of work-based learning; and Candidate ProficienciesCourse #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content

KnowledgePedagogical Knowledge

Skills Dispositions P-12 Student Learning

#see above

CTE 434 Principles. & Philosophy of Career and Technical Education (3)

Exams, Projects, Course Grade x x

CTE 438 Coordination Techniques: Work-based Learning (3)

Exams, Projects, Course Grade x x x

Standard/Description

006.10D5 Work Experience: The endorsement is available only to those who have either (A) 1000 verified hours of volunteer, internship, or paid work experience; or (B) at least 300 hours of supervised work experience under the direction of the college or university recommending the endorsement.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

See above

BA 390 Internship (1-3) OR Successful completion, verification, and documentation of appropriate work experience

x x x

Verification and documentation of work experience x x x

Standard/Description

A. Create, revise, analyze, and implement curricula to prepare students for a dynamic and rapidly changing world. The business teacher prepares students:

1. For initial employment and careers in business, marketing, and information technology;

Candidate Proficiencies

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2. For roles as consumers and citizens;3. For postsecondary education in business, marketing, and information technology;4. For roles as employees, managers, and owners of businesses;5. To understand the role and function of business in a global society;6. To understand the domestic economy and how it is similar to and different from other economies;7. To locate, access, use, and present information; and8. To apply business concepts to issues related to ethics, globalization, society, environment, technology, and diversity;

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#4 ETS Exit Exam

A1 BA 331 Business Communications (3) Employment Assignments, Course Grade

x x

ACTG 241 Accounting Principles I (3) Exams, Projects, Course Grade x xMGMT 230 Principles of Management (3) Exams, Projects, Course Grade x

BIS 130 Principles of Information Systems (3) Career Research Paper, Course Grade xA2 MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x x

A3 BA 337 Business Law (3) Exams, Cases, Course Grade xMGMT 230 Principles of Management (3) Exams, Projects, Course Grade x

A4 MGMT 230 Principles of Management (3) Exams, Projects, Course Grade xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x

A5 ACTG 241 Accounting Principles I (3) Exams, Analyze Financial Statements, Course Grade

x x

ACTG 242 Accounting Principles II (3) Exams, Analyze Financial Statements, Course Grade

x x

MGMT 230 Principles of Management (3) Exams, Projects, Course Grade xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x

ECON 231 Macroeconomics (3) Exams, Projects, Cases, Course Grade xECON 232 Microeconomics (3) Exams, Projects, Cases. Course Grade x

A6 ECON 231 Macroeconomics (3) Exams, Research Paper, Course Grade xECON 232 Microeconomics (3) Exams, Projects, Course Grade x

A7 BA 331 Business Communications (3) APA Research Paper, Presentation, Course Grade

x x

ECON 231 Macroeconomics (3) Exams, Research Paper, Course Grade xBIS 130 Principles of Information Systems (3) Exams, Assignments, Course Grade x

BIS 100 Introduction to computer application (3) Exams, projects, course grade

BIS 332 Decision Support for Managers (3) Exams and projects x x

BIS 230 Web development (3) Exams, project, x

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BA 336 Business & Economics Statistics (3) Exams, Statistical Analysis Problems, Course Grade

x x

A8 BA 431 Professional Ethics (3) general studies recommended

Exams, Assignments, Course Grade x

BA 337 Business Law (3) Exams and assignments x

MGMT 434 Strategic Management (3) Exams and projects x

Standard/Description

B. Facilitate collaborative learning by having students work together in groups that may include students, teachers, business, and community members, and others;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA

BA 331 Business Communications (3) Individual and/or Group Projects x xMGMT 434 Strategic Management (3) Group Projects x x

MKTG 231 Principles of Marketing (3) Cases, Projects, Marketing Plans x xCTE 431 Introduction To Special Needs Programs in Career and Technical Education (3)

Individual and/or Group Projects x x x

Standard/Description

C. Demonstrate competence in touch keyboarding including ten-key data entry, document formatting, correct technique, and employable speed;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA

BA 331 Business Communications (3) Assignments, Course Grade x x

BIS 100 Introduction to Computer Applications (3) 10-Key, Keyboarding Proficiency Tests x x x

Standard/Description

D. Practice effective program management techniques that support curricula, learning environment, and activities; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship

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BA 331 Business Communications (3) Assignments, Course Grade x x

MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x x

EDUC 412s Secondary/MS General Methods Lesson/Unit Plans, Portfolios x x x x xEDUC 414s Secondary/MS Classroom Management Practicum Experiences x x x x x

EDUC 431 (A-S) Special Methods Lesson/Unit Plans, Portfolios x x x x xEDUC 490s Secondary Teacher Internship Teacher Work Sample; Work with

Student Groupsx x x x x

Standard/Description

E. Integrate career student organizations into the curriculum; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship

CTE 434 Principles. & Philosophy of Career and Technical Education (3)

Exams, Projects x x x x x

CTE 438 Coordination In Occupational Training Program (3)

Exams, Projects x x x x x

EDUC 412s Secondary/MS General Methods Lesson/Unit Plans x x x x xEDUC 414s Secondary/MS Classroom Management Practicum Experiences x x x x x

EDUC 431 (A-S) Special Methods Lesson/Unit Plans x x x x xEDUC 490s Secondary Teacher Internship Teacher Work Sample; Work with

Student Groups during Student Teaching

x x x x x

Standard/Description

F. Communicate effectively with all publics; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship

BA 331 Business Communications (3) Assignments, Course Grade x x x

EDUC 412s Secondary/MS General Methods Lesson/Unit Plans, Microteaching x x x x xEDUC 414s Secondary/MS Classroom Management Practicum Experiences x x x x x

EDUC 431 (A-S) Special Methods Lesson/Unit Plans, Microteaching x x x x x

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EDUC 490s Secondary Teacher Internship Student Teaching Evaluation; Interaction with Students, Parents, Administrators

x x x x

Standard/Description

G. Implement a learning environment that reflects contemporary business, marketing, and information technology practices; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship#4 ETS Exit Exam

BA 331 Business Communications (3) Assignments, Course Grade x x x

MKTG 231 Principles of Marketing (3) Cases, Projects, Marketing Plans x x xCTE 438 Coordination In Occupational Training Program (3)

Exams, Projects, Assignments x x x x x

EDUC 412s Secondary/MS General Methods Lesson/Unit Plans, Projects x x x x x

EDUC 414s Secondary/MS Classroom Management Practicum Experiences x x x x xEDUC 431 (A-S) Special Methods Lesson/Unit Plans, Projects x x x x x

EDUC 490s Secondary Teacher Internship Student Teaching Evaluation x x x x

Standard/Description

H. Incorporate concepts and strategies needed for career exploration, development, and growth; Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#2 Rating Score#3 Teacher Internship

BA 331 Business Communications (3) Employment Assignments, Course Grade

x x x

MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x xMGMT 434 Strategic Management (3) Exams, Projects, Course Grade x x

CTE 434 Principles. & Philosophy of Career and Technical Education (3)

Career Lesson Plans, Projects x x x x x

CTE 438 Coordination In Occupational Training Program (3)

Career Lesson Plans, Projects x x x x x

EDUC 431 (A-S) Special Methods Career Lesson/Unit Plans x x x x xEDUC 490s Secondary Teacher Internship Student Teaching Evaluation x x x x X

Standard/Description

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I. Demonstrate an understanding of and be able to apply business concepts, principles, processes, and skills, including being able to:

1. Demonstrate the basic principles of economics as applied to the domestic economic system and its role in the global economy;

2. Utilize accounting systems to record business transactions and prepare financial solutions for different business environments;

3. Demonstrate an understanding of marketing concepts and be able to apply the functions of marketing and the elements of the marketing mix;

4. Analyze the role of the consumer in the global economy; and evaluate a variety of solutions for consumer problems and issues;

5. Demonstrate an understanding of management concepts within business organizations and operations;6. Analyze the legal requirements affecting business organizations and apply legal principles to business situations;7. Analyze the role of the entrepreneur in the economy and the process of starting and maintaining a business;8. Analyze the role of international business and how it impacts the global business environment;9. Demonstrate written, oral, and interpersonal communication skills;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#4 ETS Exit Exam

I1 ECON 231 Macroeconomics (3) Exams, Projects, Cases, Course Grade x x ECON 232 Microeconomics (3) Exams, Projects, Cases, Course Grade x x

BA 336 Business & Economics Statistics (3) Exams, Assignments, Course Grade x xI2 ACTG 241 Accounting Principles I (3) Exams, Projects, Course Grade x x

ACTG 242 Accounting Principles II (3) Exams, Projects, Course Grade x xI3 MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x x

I4 MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x xFIN 330 Principles of Finance (3) Exams, Cases, Course Grade x x

I5 MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x xMGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x x

I6 BA 337 Business Law (3) Exams, Cases, Course Grade x xI7 MGMT 230 Principles of Management (3) Exams, Projects, Course Grade x x

MKTG 231 Principles of Marketing (3) Exams, Projects, Course Grade x xI8 BA 431 Professional Ethics Exams, Assignments, Course Grade x x

MGMT 434 Strategic Management (3) Exams, Projects, Cases, Course Grade x x

I9 BA 331 Business Communications (3) Exams, Assignments, Course Grade x x

Standard/Description

J. Manage a work-based learning program, which includes the supervision of students in the workplace. Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Pedagogical Skills Dispositions P-12 Student

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Knowledge Knowledge Learning

#1Content Area GPA#3 Teacher Internship

CTE 438 Coordination In Occupational Training Program (3)

Exams, Projects x x x x x

EDUC 490s Secondary Teacher Internship (12) x x x x x

Standard/Description

K. Demonstrate an understanding of and be able to utilize information technology systems, including:1. Technology concepts, issues, and operations; and2. Digital media, Web design, and application software;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

#1Content Area GPA#4 ETS Exit Exam

K1 BIS 130 Principles of Information Systems (3) Exams, Assignments, Course Grade x

BA 331 Business Communications (3) Assignments, Course Grade x x xK2 BIS 100 Intro to Computer Applications (3) Assignments, Portfolio, Proficiency Tests x x

BIS 332 Decision Support for Managers (3) Exams, Cases, Course Grade x xBIS 230 Web Page Development (3) Exams, Assignments, Course Grade x x

Standard/Description

L. Integrate core academic areas into business, marketing, and information technology education. Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

EDUC 431 (A-S) Special Methods (3) Lessons aligned to state and national Business Education standards, with links to academic core areas; Curriculum resource portfolios; Microteaching by students; Bulletin Board(s); Course Grade(s)

#1 Content Area GPA x x x x x

EDUC 490s Secondary Teacher Internship (12) #3 Teacher Internship x x x x x