2018-2019 [ARCHIVED CATALOG]
Teaching, Learning & Curriculum
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Bell Hall, Room 014
269-471-3465
www.andrews.edu/sed/tlc/
Faculty
Luana Greulich, Chair
Michelle Bacchiocchi
Larry D. Burton
Anneris B. Coria-Navia
Charity H. Garcia
Lori K. Imasiku
Adjunct
Daniel E. Bartz
Constance C. Nwosu
Bradley W. Sheppard
David L. Waller
Jina Yoon
Emeriti
R. Lee Davidson
M. Louise Moon
Raymond J. Ostrander
Millie U. Youngberg
Accreditation
Andrews University is accredited by The Higher Learning Commission and a Member of the North Central Association. It is also accredited by The Accrediting Association of Seventh-day Adventist Schools, Colleges and Universities.
The School of Education, as a unit, is accredited by the National Council for the Accreditation of Teacher Education (NCATE).
Michigan Department of Education: Students acquiring Michigan Certification at Andrews University are eligible through reciprocal agreements for teacher licensure in most other states and Canadian provinces.
Programs of Study
The Department of Teaching, Learning, & Curriculum (TLC) offers the following degrees and programs:
Undergraduate Programs leading to BA or BS degrees programs/degrees:
Dual Degree Programs:
- BSELED/MAT - Bachelor of Science in Elementary Education and Master of Arts in Teaching
- BA/BS/MAT - Bachelor of Arts, Bachelor of Science, and MAT leading to Secondary Certification
Graduate Programs:
- Master of Arts in Teaching
- Master of Arts: Education with an emphasis in Curriculum and Instruction
- Master of Science: Special Education
- Ed.S. - Curriculum & Instruction
- Curriculum and Instruction Ed.S.
- Curriculum and Instruction Ed.D.
- Curriculum and Instruction Ph.D.
Teacher Certification
Admission to the Teacher Preparation/Student Teaching Program
An application for admission to the Teacher Preparation Program and Student Teaching must be completed during the semester EDTE 408 Principles of Teaching and Learning is being taken. This must be completed at least a year before a student plans to do Student Teaching. Applications will be considered at the end of each semester once all requirements have been completed.
To be admitted to the teacher education program, students must meet the criteria listed below:
- Satisfactorily complete EDTE 165 /630 , EDTE 228 /SPED 525 , GDPC 302 /514 , and EDTE 408 /508 (preferred order).
- Choose appropriate teaching major and/or minor(s).
- Satisfactorily complete the MTTC Professional Readiness Examination (PRE), or the ACT, or the SAT exam.
- Have a cumulative GPA of at least 2.75.
- Obtain a recommendation from three sources: a professor from an education course, and professors from your major and your minor.
- Demonstrate police clearance regarding the potential for any felony and/or misdemeanor convictions as an adult.
- Submit an acceptable plan for completing all required course work. All prerequisites for student teaching as stated in the University Bulletin must be met prior to the student-teaching semester.
- Submit a plan for completing the required MTTC Michigan Subject Area Exam(s).
- Applications will be processed as they are received and completed. It is the student’s responsibility to see that all paperwork is in for the application to be processed in a timely manner.
Once admitted to the Teacher Education/Student Teaching Program students must:
- Maintain good and regular status.
- Maintain at least at least a 2.50 GPA in each of the following areas:
- Major(s)*,
- Minor(s)*,
- Professional education courses*, and
- Overall course work.
- A course with a grade less than a C in a major, minor, or professional education class must be repeated. All courses taken at Andrews University or transferred to Andrews University are included in calculating the GPA.
- Continue working on their professional teaching portfolio (begun in EDTE 165).
- Demonstrate the professional disposition of an educator.
NOTE: Students cannot be admitted to the Teacher Preparation/Student Teaching Program, or remain in the program once admitted, if they fail two classes in their major, minor, courses for Professional Education, or Planned Program minor.
Licensure in Michigan
In addition to the requirements of our program, the State of Michigan has requirements with which you must comply in order to receive teacher certification. These requirements are applicable to all of the teacher certification programs within the state. These requirements include CPR (child and adult) and first aid training; and successful completion of the Michigan Test for Teacher Certification Professional Readiness Exam (PRE), or SAT and relevant subject-area tests.
CPR & First Aid Training
Michigan Public Act 18 of 2003 requires all teaching interns to be certified in CPR (child and adult) and first aid prior to being recommended for teacher certification. The legislation stipulates that this training must be completed through the American Red Cross or American Heart Association.
Michigan Test for Teacher Certification (MTTC)
The basic skills examination is required to demonstrate that a teacher candidate has basic skills in reading, writing, and mathematics. See the new standards listed below:
Professional Readiness Examination (PRE) and its Alternatives
The PRE is the Michigan Department of Education (MDE) teacher certification basic skills examination composed of reading, writing, and mathematics subtests. The PRE must be passed before student teaching in a Michigan K-12 school. The PRE is also required for out-of-state applicants seeking Michigan certification. To pass the PRE, a test-taker must pass each of the three subtests mentioned above.
The PRE provider, Evaluation Services Group of Pearson (ES), offers the PRE in a computer- or paperbased format as part of the Michigan Test for Teacher Certification (MTTC) program. Those seeking Michigan certification can learn about test schedules, locations, and registration by visiting the MTTC Web site.
In April 2014, the MDE accepted ACT and the Michigan Merit Examination (MME) as alternative examinations for the PRE. In February 2017, the updated SAT was added as an alternative. ACT, MME, and SAT minimum passing scores are below:
| PRE Subtest |
Required ACT Score1 |
Required MME Score2 |
Required SAT Score3 |
| Reading |
22 |
1108 |
4805 |
| Writing |
224 |
1129 |
| Mathematics |
22 |
1116 |
530 |
1 ACT scores are valid for tests taken from January 1989 to September 23, 2017
2 MME scores are valid for tests taken from January 2007 through January 2015
3 SAT scores are valid for tests taken on or after March 5, 2016
4 ACT Writing score is determined from an ACT Combined English/Writing score
5 SAT Reading and English test results are reported as a single Evidence-Based Reading and Writing score
SAT test takers are not required to complete the SAT essay test. SAT essay performance is not in the SAT Evidence-Based Reading and Writing score.
The MDE also offers the option of passing the PRE with a passing score in two PRE subtests and a third PRE subtest alternative score, which is a score at or above a Statistical Error of Measurement (called-1 SEM). The-1 SEM target score may change with each test administration. An alternative scores table is published on the MTTC Web site.
Test-takers may combine alternative pass measures until October 1, 2025. For example, a test-taker can receive basic skills examination”passed”status with:
- an ACT Mathematics score of 22, an MME Reading score of 1108, and an SAT Evidence-Based Reading and Writing score of 480.
- an SAT Mathematics score of 530, an MME Reading score of 1108, and a PRE Writing score of 220.
An important caveat to the combination allowances:
- The-1 SEM alternative pass measure is not allowed in any combination using an SAT score.
Thus, in the combination examples above, a test-taker may not use a -1 SEM PRE allowance in place of the ACT or the PRE score. Someone could, however, earn basic skills examination”passed” status with:
- an ACT Mathematics score of 22, an MME Reading score of 1108, and a Writing PRE score at or above a -1 SEM score from the alternative score table.
As of September 23, 2017,
- the PRE will no longer be offered. PRE score results from on or before September 23, 2017 will still be eligible to establish basic skills examination”passed” status without expiration.
- the ACT may no longer be taken as a basic skills examination.
- test-takers needing to pass the MDE basic skills examination must use the updated SAT from on or after March 5,2016.
- alternative pass measures completed on or before September 23, 2017 may be used until October 1, 2025.Alternative pass measures include ACT, MME, and -1 SEM PRE score values.
State law requires a passing result in all 3 areas prior to student teaching. Andrews University requires a passing result prior to admission to the Teacher Preparation/Student Teaching program.
A passing score on the Michigan Test for Teacher Certification subject area test in major and minor is also required to earn teacher certification through Andrews University and in the state of Michigan.
Official exam results must be sent directly to Andrews University from the testing companies prior to a recommendation for certification.
Undergraduate Programs
Teacher Preparation Mission
The primary aim of Andrews University teacher preparation programs (BA, BS, MAT, & MA) is to prepare teachers who are competent, compassionate and committed to quality education. Upon completion of the professional education program, the preservice teacher demonstrates knowledge and skill in the following areas:
- Worldview
- Human growth and change
- Groups, leadership, and change
- Communication and technology
- Research and evaluation
- Personal and professional growth
- Content knowledge
Undergraduate Academic Programs
Bachelor of Science in Elementary Education (BSELED) - requires a content major or two minors (offered through the School of Education - for additional areas see the chart below in BS Elementary Education)
- Emphasis Areas:
- Integrated Science - 36 cr. major/29 cr. minor
- Language Arts - 36 cr. major/24 minor
- Social Studies - 44 cr. major
- Reading (K-8) - 20 cr. minor
Bachelor of Science Degree in Secondary Education - for students with majors in the College of Arts and Sciences.
- Majors:
- Biology
- Chemistry
- French K-12 Education
- History
- Integrated Science (Comprehensive)
- Political Science
- Social Studies (Comprehensive)
Bachelor of Science in Elementary Education (BSELED)
Students in the Elementary Education program must include the Planned Program minor and one subject content major or two minors. When two minors are chosen, they should be chosen from different groups and at least one should be a subject area commonly taught in elementary schools (indicated with a *).
The required courses for an approved major or minor in Integrated Science, Language Arts, Reading, and Social Studies are listed in the chart below. All other approved majors and minors are listed and described under the appropriate department in the College of Arts & Sciences, School of Architecture, Art & Design and School of Health Professions sections of this bulletin.
Note: It is the responsibility of all students seeking teacher certification to verify that they are meeting the current Andrews University requirements that have been submitted to the State of Michigan as well as all current State of Michigan requirements. This includes requirements for General Education, content major, minor, planned program minor, and Professional Education. These requirements may differ from what is listed in the content department.
Professional Elementary Education Requirements
Planned Program Minor (20) (all courses must be completed - this minor consists of a group of courses related to teaching in the elementary school and is required by the State of Michigan. All courses listed must be completed either in the Planned Program minor or in other areas of the degree requirements. The total credits in the planned program minor must be at least 20.)
Andrews Core Experience Requirements
The School of Education philosophy of general education is to give the prospective teacher the balance, perspective, and understanding of a well-educated person—to help free him/her from bias, intolerance, and ignorance about humanity’s world environment. Such education should acquaint the student with the basic knowledge and skills necessary for independent and reflective thought so essential for successful living in today’s complex world.
Elementary Education Core Experience Education Requirements - 53+
Religion - 12
RELT 100 , RELT 225 , RELH 400
An additional 3-credit Religion class chosen in consultation with your SED advisor.
Language/Communication - 9-13
ENGL 115 , ENGL 215 , COMM 450
Foreign Language (BA only) Intermediate Language (4)
History - 6
HIST 204 , HIST 205
Fine Arts/Humanities - 5
ENGL 407
Plus one course from:
MUHL 214 , PHTO 115 , PHTO 210 Studio Art (3), Ensemble Music (3)
Life/Physical Sciences - 8
Students must take BIOL 110 and choose one from PHYS 110 or PHYS 115
Mathematics - 6
MATH 221 , MATH 222
Service - 4
EDTE 165
Social Sciences - 3
PLSC 104
Fitness Education - 3
HLED 120 plus two Fitness Education courses
Bachelor of Science (BS)—Individualized Program
This degree may be planned for students who have career goals and/or special interests in an area of education not requiring K–12 teaching credentials or for individuals planning on earning certification in a five-year program ending with an MAT degree.
The degree includes two main parts:
- an appropriate general education component, and
- an interdepartmental area of concentration totaling at least 66 credits, 20 of which must be education course credits. Admission to the program or transfer from another program must be granted by program faculty before any education courses may be taken.
Secondary Certification with a BA or BS Degree
Students preparing for teaching in secondary schools (grades 6–12) may choose from either the Bachelor of Arts or the Bachelor of Science degree programs. These degrees are granted by the College of Arts & Sciences, School of Architecture & Interior Design, and School of Education. Students must have a subject major and a subject minor, which Andrews University has approved with the State of Michigan for certification purposes, in addition to their Professional Education courses. In order for Andrews University to recommend a student for certification the Michigan Test for Teacher Certification (MTTC) subject area exams must be passed in both the major and minor, and have current certification in First Aid & CPR. Descriptions of the Integrated Science and Social Studies majors are listed in the School of Education. All other approved majors and minors are described under their respective departments in other sections of this bulletin.
| Subject Major |
BA |
BS |
Minor |
| Biology, Secondary Education Emphasis BS (DEACTIVATE) , Biology Minor |
|
42 |
22 |
| Chemistry BS (Secondary Education) , Chemistry Minor (Secondary Education) |
|
40 |
24 |
| English, English Education Concentration BA , English Minor |
|
42 |
24 |
| ESL |
|
|
21 |
| Mathematics BS |
|
39 |
20 |
| Mathematics Education BS , Mathematics Minor |
|
36 |
|
| Music Education, Teacher Certification BMus (includes a minor)+ |
82 |
|
|
| Physics BS , Physics Minor |
|
40 |
20 |
| Physics Education BS |
|
30 |
|
| Political Science BA/BS , Political Science Minor |
42 |
|
33 |
| Social Studies for Secondary Education BS (minor included) |
|
56 |
|
| Spanish for K-12 Education BA , Spanish for Education Minor |
36# |
|
21 |
| Religion, Secondary Education Concentration BA , Religion Minor |
33-35 |
|
20 |
| Visual Arts Education BS (Secondary Education) (minor included) |
|
53 |
|
| + pending State of Michigan approval |
|
|
|
| # K-12 Endorsement is major area only |
Note: It is the responsibility of all students seeking teacher certification to verify that they are meeting the current requirements which have been submitted to the State of Michigan. This includes requirements for General Education, content major, minor, planned program minor, and Professional Education. These requirements may differ from what is listed in the content department.
Secondary Certification ACE Requirements - 55+
Religion - 12
RELT 100 , RELT 225 , RELH 400
An additional 3-credit Religion class chosen in consultation with your SED advisor.
Language/Communication - 9–13
ENGL 115 , ENGL 215 , COMM 450
Foreign Language (BA only) Intermediate Language (4)
History - 6
HIST 117 , HIST 118
Fine Arts/Humanities - 3
Choose one course from:
MUHL 214 , ENGL 255 , MUHL 214 , PHIL 224 , PHTO 210 , Studio Art (3), or Ensemble Music (3)
Life/Physical Sciences - 8
Take one course from Life Science and one from Physical Science
Mathematics - 3
MATH 145 or higher-level course
Service - 4
EDTE 165
Social Sciences - 6
GDPC 302 and EDTE 228
Fitness Education - 3
HLED 120 plus two activity courses
Secondary Professional Education Courses
GDPC 302 - Educational Psychology - 3
EDTE 165 - Introduction to Teaching - 4
EDTE 228 - Strategies for Educating Exceptional and Diverse Learners - 3
EDTE 408 - Principles of Teaching and Learning - 3
EDTE 417 - Teaching Reading in the Secondary Content Areas - 3
EDTE 424 - Classroom Testing and Evaluation - 2
EDTE 459 - Methods for Teaching Secondary School (Area) - 3
EDTE 476 - Methods for Integrating Instructional Technology - 2
EDTE 480 - First Days of School Experience - 2
EDTE 487 - Student Teaching Seminar - 1
EDTE 488 - Student Teaching (Level) - 1-15
Special Requirements for School of Education Students
Applicants who do not qualify for regular or provisional admission to the School of Education due to low GPA may apply to the School of Education to take classes on a semester-by-semester basis.
Student Teaching Placement Process
Elementary and secondary student-teaching placements are available in private or public schools. Specific assignments are made after consultation with the Director of Student Teaching who makes all contacts and arrangements with the schools. The placement interview with prospective student teachers and admission to the student teaching program take place at least one semester before student teaching begins, though preferably in February of the preceding year. It is the student’s responsibility to make contacts with the Director of Student Teaching and cooperate in the placement process during this placement semester. An official pre-student-teaching visit to the school is required before placement is finalized. If the school personnel do not accept the student, the Director of Student Teaching will make a maximum of two additional attempts to place the student at other schools. Student Teachers will be placed within a one-hour radius of Andrews University. Exceptions will be made on a case-by-case basis. Any additional cost for supervision, beyond the one-hour distance, will be borne by the student.
The First Days of School Experience is a concentrated, full-time laboratory program which begins prior to the beginning of the University’s fall semester. First Days of School Experience is taken in August before Student Teaching. The experience focuses on the critical weeks preceding and following the first day of school. It provides specific answers to the pre-service teacher’s question, “What do I actually do during the first days and weeks of school?” The program includes practical application of classroom-management theories. Emphasis is placed on the tasks teachers must perform in the weeks before school opens, organizing and conducting the all-important first day, and the tasks teachers encounter during the first weeks of school. These tasks include: Short- and long-range planning Constructing units of instructionS electing materials and supplies Organizing and managing the classroom Establishing discipline procedures Record keeping (including the daily register)
Student Teaching Semester
The student-teaching semester consists of a minimum of 14 weeks of full-time observation, participation and teaching under supervision in an elementary or secondary school. If the beginning and ending dates do not coincide with the university semester calendar, the student-teaching calendar takes precedence over the university calendar. Orientation for student teaching is conducted before the students go to their assigned schools. The time and date of orientation are announced by the Director of Student Teaching. During orientation, each student receives a packet of materials containing information about student-teaching requirements and evaluation procedures. A weekly student-teaching seminar meets after school hours during the semester. The specific time is announced by the Director of Student Teaching. The student may not take other courses during the student teaching semester. Work for remuneration should be suspended. Full attention to teaching responsibilities helps ensure students’ success, which in turn is vital to receiving a positive recommendation from the supervising teacher and university supervisor.
The exact number of credits for student teaching is determined by the Department of TLC. A minimum of 9 semester credits is required for graduate students and a minimum of 12 for undergraduate students.
Admission to the Teacher Preparation/Student Teaching Program
An application for admission to the Teacher Preparation Program and Student Teaching must be completed during the semester EDTE 408 - Principles of Teaching and Learning is being taken. This must be completed at least a year before a student plans to do Student Teaching. Applications will be considered at the end of each semester once all requirements have been completed.
To be admitted to the teacher education program, students must meet the criteria listed below:
- Satisfactorily complete EDTE 165 , EDTE 228 , GDPC 302 , and EDTE 408 (preferred order).
- Choose appropriate teaching major and/or minor(s).
- Pass the MTTC Professional Readiness Examination (PRE), formally known as the Basic Skills Test.
- Have a cumulative GPA of at least 2.75.
- Obtain a recommendation from three sources: a professor from an education course, and professors from your major and your minor.
- Demonstrate police clearance regarding the potential for any felony and/or misdemeanor convictions as an adult.
- Submit an acceptable plan for completing all required course work. (You must notify the Director of Student Teaching and the Certification Registrar if this plan changes). All prerequisites for student teaching as stated in the University Bulletin must be met prior to the student-teaching semester.
- Submit a plan for completing the required MTTC Michigan Subject Area Exam(s).
Applications will be processed as they are received and completed. It is the student’s responsibility to see that all paperwork is in for the application to be processed in a timely manner.
Once admitted to the Teacher Education/Student Teaching Program students must:
- Maintain good and regular status.
- Maintain at least at least a 2.50 GPA in each of the following areas:
- Professional education courses*, and
- Overall course work.
*A course with a grade less than a C in a major, minor, or professional education class must be repeated. All courses taken at Andrews University or transferred to Andrews University are included in calculating the GPA.
- Continue working on their professional teaching portfolio (begun in EDTE 165 ).
- Demonstrate the professional disposition of an educator.
NOTE: Students cannot be admitted to the Teacher Preparation/Student Teaching Program, or remain in the program once admitted, if they fail two classes in their major, minor, courses for Professional Education, or Planned Program minor.
Special Requirements for School of Education Students.
Applicants who do not qualify for regular or provisional admission to the School of Education due to low GPA may apply to the School of Education to take classes on a semester-by-semester basis.
Student Teaching Placement Process. Elementary and secondary student-teaching placements are available in private or public schools. Specific assignments are made after consultation with the Director of Student Teaching who makes all contacts and arrangements with the schools.
The placement interview with prospective student teachers and admission to the student teaching program take place at least one semester before student teaching begins, though preferably in February of the preceding year. It is the student’s responsibility to make contacts with the Director of Student Teaching and cooperate in the placement process during this placement semester. An official pre-student-teaching visit to the school is required before placement is finalized. If the school personnel do not accept the student, the Director of Student Teaching will make a maximum of two additional attempts to place the student at other schools.
Student Teachers will be placed within a one-hour radius of Andrews University. Exceptions will be made on a case-by-case basis. Any additional cost for supervision, beyond the one-hour distance, will be borne by the student.
The First Days of School Experience is a concentrated, full-time laboratory program which begins prior to the beginning of the University’s fall semester. First Days of School Experience is taken in August before Student Teaching.
The experience focuses on the critical weeks preceding and following the first day of school. It provides specific answers to the pre-service teacher’s question, “What do I actually do during the first days and weeks of school?” The program includes practical application of classroom-management theories. Emphasis is placed on the tasks teachers must perform in the weeks before school opens, organizing and conducting the all-important first day, and the tasks teachers encounter during the first weeks of school. These tasks include:
Short- and long-range planning
Constructing units of instruction
Selecting materials and supplies
Organizing and managing the classroom
Establishing discipline procedures
Record keeping (including the daily register)
Student Teaching Semester. The student-teaching semester consists of a minimum of 14 weeks of full-time observation, participation and teaching under supervision in an elementary or secondary school. If the beginning and ending dates do not coincide with the university semester calendar, the student-teaching calendar takes precedence over the university calendar.
Orientation for student teaching is conducted before the students go to their assigned schools. The time and date of orientation are announced by the Director of Student Teaching. During orientation, each student receives a packet of materials containing information about student-teaching requirements and evaluation procedures.
A weekly student-teaching seminar meets after school hours during the semester. The specific time is announced by the Director of Student Teaching.
The student may not take other courses during the student teaching semester. Work for remuneration should be suspended. Full attention to teaching responsibilities helps ensure students’ success, which in turn is vital to receiving a positive recommendation from the supervising teacher and university supervisor.
The exact number of credits for student teaching is determined by the Department of TLC. A minimum of 9 semester credits is required for graduate students and a minimum of 12 for undergraduate students.
Undergraduate Graduation Requirements
In addition to meeting the general requirements for a baccalaureate degree, students who seek baccalaureate degrees with elementary or secondary certification must do the following:
- Complete requirements for approved major, minor(s), and professional education courses as described under each specific degree. (Due to scheduling complexities, students seeking certification may take more than four years to complete a degree.)
- Have a minimum GPA of 2.50 overall, and a 2.50 in the following:
- major(s)*,
- minor(s)*,
- area of concentration*, and
- professional education courses*
(*The averages include all courses taken at Andrews University and those transferred from other institutions.)
- Earn a 2.00 minimum GPA in all other credits at Andrews University
- Complete the Senior Exit examination, and major field exam if required, which serves as the senior-level evaluation
- Take a minimum of 30 of the final 36 semester credits in residence (permission must be given by the dean to take up to 10 credits anywhere other than Andrews University.)
- Qualify for either Michigan Teacher Certification or an Adventist Basic Teaching Credential (This item applies to BS Elementary Education majors and BS Secondary Integrated Science and Social Studies majors.)
- Submit a formal request for graduation, approved by the student’s advisor, the Certification Registrar, and a designated records officer.
- Verify that all official transcripts have been received by the Teacher Certification Registrar.
- Apply for a MEIS Account with the Michigan Department of Education.
Certification Exemption Petition. Students planning to qualify for a teaching certificate at Andrews University are expected to meet both Seventh-day Adventist and State of Michigan certification requirements. Exceptions to this requirement are considered only after a student submits a formal petition to the Department of TLC Certification, Screening, and Petitions Committee.
Application for a Teaching Certificate. In their final year, while applying for graduation, students must also apply to the Department of Teaching, Learning and Curriculum for a teaching certificate, as well as apply on MOECS for a MEIS Account and their MI Teaching Certificate. The certificate is approved after graduation. The certification application is filed on forms available at the Teacher Certification Office located in the Department of TLC. Students are responsible to see that official transcripts are sent directly to the Certification Registrar in the Department of Teaching, Learning & Curriculum for all schools attended other than Andrews University. Andrews University approves recommendations of applicants who apply to the Michigan Department of Education and qualify for certification. Students qualifying for Seventh-day Adventist certification receive a Verification of Eligibility Certificate that is honored by the union (an Adventist jurisdiction) in which they first accept a teaching position.
For further information on teaching credentials, Adventist certification, State of Michigan certification, updating original certificates, and adding endorsements check the information below.
The Consortium for Outstanding Achievement in Teaching with Technology
Andrews University is a founding member of the Michigan-based Consortium for Outstanding Achievement in Teaching with Technology (COATT). This consortium of higher education institutions and supporting P-12 organizations exists to promote the use of technology in P-12 schools.
Note: It is the responsibility of all students seeking teacher certification to verify that they are meeting the current Andrews University requirements that have been submitted to the State of Michigan as well as all current State of Michigan requirements. This includes requirements for General Education, content major, minor, planned program minor and Professional Education. These requirements may differ from what is listed in the content department.
Dual Degree Programs
- BSELED/MAT - Bachelor of Science in Elementary Education and Master of Arts in Teaching
- BA/BS/MAT - Bachelor of Arts, Bachelor of Science, and MAT leading to Secondary Certification
Graduate Programs
Graduate Academic Programs in Teaching, Learning & Curriculum
Master of Arts in Teaching - 32+ credits
Master of Science: Special Education - 44 credits
Curriculum and Instruction MA - 32 credits
Curriculum and Instruction EdS - 64 credits
Curriculum and Instruction EdD - 92 credits
Curriculum and Instruction PhD - 92 credits
- Non-Degree Graduate-Level Teacher Certification and Endorsements:
- (Elem) Adventist and MI Certification - variable
- (Sec) Adventist and MI Certification - variable
Mission
As companions in learning, faculty and students are committed to global Christian service through excellence in teaching, learning and research.
Program Description
The Curriculum & Instruction program is concerned with creating superior learning environments within learning organizations such as corporations, schools, colleges and universities. Curriculum & Instruction (C&I) degrees at Andrews University are interdisciplinary, involving a broad spectrum of content areas and educational levels. Graduates of the Andrews University Curriculum & Instruction program serve as classroom teachers, department heads, principals, superintendents, curriculum specialists, teacher educators, department chairs, researchers, academic vice presidents, and college presidents. Persons seeking initial teacher certification for K–12 schools at the master’s level should pursue the MAT degree for elementary or secondary education (see p. 287). The Curriculum & Instruction program is designed to meet the needs of our students. The majority of students maintain their current employment while completing their degrees online. We also have students who choose a traditional, residential program and move to Berrien Springs for full-time study.
Specialized study is offered within Curriculum & Instruction for school-based personnel at elementary, secondary and tertiary levels. Curriculum & Instruction cooperates with selected departments in offering advanced cognates for persons preparing to teach at the university level.
While degrees in Curriculum & Instruction are designed for experienced educators, provision is made for individuals desiring a career change. Such persons may be required to earn more than the minimum number of credits.
Interactive Online Delivery of Graduate Programs
Designed for three–four summers (4–8 weeks) on Andrews University campus and online courses during two–three school years, for working professionals. The interactive online master’s, specialist, and doctoral programs allow participants to meet program competencies within the context of their current career positions. This immediate application of learning strengthens authenticity, provides relevancy, and benefits the place of employment. Interactive online programs are offered through a combination of summer intensives, regional group sessions, and Internet study.
With two exceptions (see below), all required courses are delivered via the Internet using both synchronous and asynchronous techniques. This allows candidates to advance their education while maintaining their current employment and residence. Learning-while-working also provides candidates with the opportunity to immediately apply new knowledge and skills in their workplace.
Program Characteristics
Online Orientation.
In order to create a vibrant learning community from the beginning, all new C&I students participate in an online orientation session.
Admission Requirements
Admission decisions are based on an overall profile of each applicant. The applicant profile consists of information that indicates personal “fit” with the Curriculum and Instruction program and potential for success in the program. To ensure consideration for acceptance into the current year’s summer cohort, completed applications must be on file at the Andrews University Office of Graduate Admissions by March 1.
-
In addition to application materials required of all graduate school applicants the following items are of particular importance:
- A 500-word statement of purpose explaining how your professional goals fit with the mission of the Curriculum and Instruction program.
- Recommendation forms and letters from professionals. Do not submit recommendations from relatives or current students.
- A completed Professional Experience form.
- A current resume or vita.
- Official transcripts from all schools where undergraduate or graduate courses were taken.
- Graduate Record Examination (GRE) general exam scores.
MA students are not required to take the GRE, but students are strongly encouraged to take it to be eligible for GRE-based scholarships as listed in the bulletin.
Ed.S. and Ph.D. students are required to take the GRE for acceptance into a doctoral program.
- Documentation of English proficiency. See University Graduate Programs General Admission Requirements for details.
Please consult the Graduate Programs Admission section of this bulletin for complete information regarding admissions requirements.
Teacher Certification
Seventh-day Adventist Certification - Information
State of Michigan Certification - Information and Procedures
Application for a Teaching Certificate. In their final year, while applying for graduation, students must also apply to the Department of Teaching, Learning and Curriculum for a teaching certificate, as well as apply on MOECS for a MEIS Account and their MI Teaching Certificate. The certificate is approved after graduation. The certification application is filed on forms available at the Teacher Certification Office located in the Department of TLC. Students are responsible to see that official transcripts are sent directly to the Certification Registrar in the Department of Teaching, Learning & Curriculum for all schools attended other than Andrews University. Andrews University approves recommendations of applicants who apply to the Michigan Department of Education and qualify for certification. Students qualifying for Seventh-day Adventist certification receive a Verification of Eligibility Certificate that is honored by the union (an Adventist jurisdiction) in which they first accept a teaching position.
Michigan Tests for Teacher Certification. All applicants for State of Michigan K–12 teaching credentials must pass the MTTC Subject Area Exams before a recommendation can be submitted to the Michigan Department of Education. For details on what the tests are and when they are offered, see the Department of TLC secretary.
Certification Exemption Petition. Students planning to qualify for a teaching certificate at Andrews University are expected to meet both Seventh-day Adventist and State of Michigan certification requirements. Exceptions to this requirement are considered only after a student submits a formal petition to the Department of TLC Certification, Screening, and Petitions Committee.
Residency Requirements for Certification. Non-Andrews University graduates must complete at least 9 credits in residence to qualify for a recommendation for a teaching certificate and/or endorsement.
Michigan Department of Education Definition of Program Completers
To qualify as a “Program Completer,” students seeking their initial Teaching certificate must satisfactorily complete the following:
Passing score on the MTTC Professional Readiness Examination (PRE) and a bachelor’s degree
Elementary:
Professional education courses* Planned program minor* Approved subject content major or two minors* The MTTC Elementary Education Exam (subject area exams are optional)
Secondary
Professional education courses* Approved subject content teaching major* Approved subject content teaching minor* The MTTC Subject Area Exams for both major and minor.
• Current First Aid & CPR Certification from the American Red Cross or the American Heart Association
• Recommendation for certification
* EACH of these areas must have at least at least a 2.50 GPA with no grade of C- or below, in addition to a minimum cumulative GPA of 2.75. Graduate students must maintain at least a 3.0 GPA at the graduate level.
Courses counted toward meeting the requirements for the planned program minor, the professional education courses, the subject content major, minors, area of concentration, or Adventist certification requirements must have a grade of C or above. Students are expected to meet all requirements for Seventh-day Adventist and State of Michigan certification before the degree can be granted. Degree candidates who are unable to qualify for Adventist certification may petition the dean of the School of Education to be exempted from meeting the requirements for one of the two types of certification.
Note: It is the responsibility of all students seeking teacher certification to verify that they are meeting the current Andrews University requirements that have been submitted to the State of Michigan as well as all current State requirements. This includes requirements for General Education, content major, minor, planned program minor and Professional Education. These requirements may differ from what is listed in the content department.
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