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
Anneris B. Coria-Navia
Charity H. Garcia
Michael Gayle
Randy Graves
Lori K. Imasiku
Janine Lim

Adjunct

Nancy J. Agnetta
Lauren Cronmiller
Kathryn Foster
Joel Melashenko
Bradley W. Sheppard
David L. Waller
Jina Yoon

Emeriti

Larry Burton
R. Lee Davidson
M. Louise Moon
Raymond J. Ostrander

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 (College of Education & International Services), 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 programs/degrees:

• BSELED - Bachelor of Science in Elementary Education
• BS - Bachelor of Science in Secondary Education
• Programs leading to Secondary Certification

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
  • Elementary Education MAT  
  • Secondary Education MAT  
  • Individualized MAT  (permission of the TLC Department required)
• 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 

• North American Division of Seventh-day Adventists Teaching Credentials
• State of Michigan 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 in which EDTE 408 Principles of Teaching and Learning /EDTE 508 - Principles of Teaching and Learning  is being taken. This must be completed at least one year before a student plans to do Student Teaching.

To be admitted to the teacher education program, students must meet the criteria listed below:

• Satisfactorily complete EDTE 165 /630 , EDTE 228 /SPED 525 , and EDTE 408 /508  (preferred order).
• Choose appropriate teaching major and/or minor(s).
• Have a cumulative GPA of at least 2.75.
• Obtain a recommendation from three sources: a professor from an education course and professors from their major and minor.
• ​Complete a Conviction Clearance Statement. (During First Days of School, a criminal background check will be completed on all students before student teaching.)
• 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 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 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, SAT, and relevant Michigan Test for Teacher Certification subject-area tests. Passage of the MTTC content exams is required before recommendation for certification.

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)

Successful completion of the MTTC content exams is required for certification. Subject Content exams must be successfully completed before graduation and recommendation for certification.

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:

1. Worldview
2. Human growth and change
3. Groups, leadership, and change
4. Communication and technology
5. Research and evaluation
6. Personal and professional growth
7. 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 [College of Education & International Services] - for additional areas, see the chart below in BS Elementary Education)

• Emphasis Areas:
  • Integrated Science - 36 cr. major/28 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) (This is a College of Education & International Services major)
  • Mathematics Education
  • Music K-12 (Comprehensive)
  • Political Science
  • Social Studies (Comprehensive)
  • Visual Arts K-12 (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 sections of this bulletin.

Majors and Minors for Elementary Education 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 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

• GDPC 302 Educational Psychology  - 3
• EDTE 165 Introduction to Teaching  - 4
• EDTE 408 Principles of Teaching and Learning  - 3
• EDTE 425 Multi-grade/Multi-age Education  - 2
• EDTE 444 Elementary Language Arts Methods  - 2
• EDTE 446 Elementary Science and Health Methods  - 3
• EDTE 447 Elementary Social Studies and Character Education Methods  - 3
• EDTE 487 Student Teaching Seminar  - 3
• EDTE 488 Student Teaching (Level)  - 1-15

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.)

• EDTE 228 Strategies for Educating Exceptional and Diverse Learners  - 3
• EDTE 418 Methods for Teaching Beginning Reading  - 3
• EDTE 420 Literacy Intervention Strategies  - 3
• EDTE 424 Classroom Testing and Evaluation  - 2
• EDTE 448 Methods for Integrating Arts & Movement in Elementary Curriculum  - 3
• EDTE 476 Methods for Integrating Instructional Technology  - 2
• EDTE 480 First Days of School Experience  - 0
• EDTE 484 Developmental Reading Methods  - 2
• ENGL 407 Literature for Children  - 2,3
• MATH 221 Mathematics for Elementary Teachers I  - 3
• MATH 222 Mathematics for Elementary Teachers II  - 3
• GEOG 110 Survey of Geography  - 3

Andrews Core Experience Requirements

The School of Education (College of Education & International Services) 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  - 43+

Religion - 12 credits
RELT 100 God and Human Life  (3) or RELB 210 Jesus in His Time and Ours  (3)

RELT 225 Doctrines of the Adventist Faith  (3)

RELH 400 SDA History and Prophetic Heritage  (3)

RELG 360 Topics in Religion : K-12 Development & Bible Methods (3)
      

Arts & Humanities - 6 credits
Take one or two of the following theory courses:
ENGL 407 Literature for Children  (2)- required

ARTH 220 Language of Art  (3)

ENGL 255 Studies in Literature: ____________  (3)

MUHL 214 Enjoyment of Music  (3)

MUHL 250 Music to Change the World  (3)

PHIL 224 Introduction to Philosophy  (3)

If you only take one theory course, the remaining credits may come from studio art, ensemble, and/or applied music or INEN 221 Introduction to Innovation & Entrepreneurship - Foundations of Play  

Communication - 3 credits

COMM 450 Communication in the Classroom  (3)

History - 3 credits
HIST 205 American Experience II  (3)

Mathematics - 3 credits
MATH 221 Mathematics for Elementary Teachers I  (3)

Natural Sciences - 4 credits
BIOL 110 Principles of Biology  (4)

Social Science - 3 credits
PLSC 104 American Government  (3)

Wellness - 3 credits
HLED 135 Wellbeing 360°  (3)

Writing - 6 credits
ENGL 115 College Writing I  (3) or ENGL 117 College Writing I: Writing Across Cultures  (3)

ENGL 215 College Writing II  (3)

Additional General Education courses will be required for Elementary Certification:

HIST 204 American Experience I  (3)
PHYS 110 Astronomy  (4)

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 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 and the College of Education & International Services. Students must have at least one area (major or minor) that 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 the major or minor for which the student is receiving State of Michigan certification. Additionally, the student must have current certification in First Aid and CPR. A description of the Integrated Science major is listed in the CEIS section of the bulletin. All other approved majors and minors are described under their respective departments in other sections of this bulletin.

CONTENT MAJORS AND MINORS FOR SECONDARY CERTIFICATION

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 Core Experience Education Requirements  - 43

Religion - 12 credits
RELT 100 God and Human Life  (3) or RELB 210 Jesus in His Time and Ours  (3)

RELT 225 Doctrines of the Adventist Faith  (3)

RELH 400 SDA History and Prophetic Heritage  (3)

RELG 360 Topics in Religion : K-12 Development & Bible Methods (3)
      

Arts & Humanities - 6 credits
Take one or two of the following theory courses:

ARTH 220 Language of Art  (3)

ENGL 255 Studies in Literature: ____________  (3)

MUHL 214 Enjoyment of Music  (3)

MUHL 250 Music to Change the World  (3)

PHIL 224 Introduction to Philosophy  (3)

If you only take one theory course, the remaining credits may come from studio art, ensemble, and/or applied music or INEN 221 Introduction to Innovation & Entrepreneurship - Foundations of Play  

Communication - 3 credits

COMM 450 Communication in the Classroom  (3)

History - 3 credits
HIST 110 Worldviews, Cultures and Gods  (3)

Mathematics - 3 credits
MATH 145 Mathematics for the (Mis)Information Age  (3) or a higher-level math course if your MPE score allows

Natural Sciences - 4 credits
Take one of the following:

BIOL 100 Human Biology  (4)

BIOL 110 Principles of Biology  (4)

CHEM 100 Consumer Chemistry  (4)

PHYS 110 Astronomy  (4)

Social Science - 3 credits
EDTE 228 Strategies for Educating Exceptional and Diverse Learners  (3)

Wellness - 3 credits
HLED 135 Wellbeing 360°  (3)

Writing - 6 credits
ENGL 115 College Writing I  (3) or ENGL 117 College Writing I: Writing Across Cultures  (3)

ENGL 215 College Writing II  (3)

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  - 0
EDTE 487 - Student Teaching Seminar  - 3
EDTE 488 - Student Teaching (Level)  - 1-15

Special Requirements for School of Education (College of Education & International Services) Students 
Applicants who do not qualify for regular or provisional admission to the School of Education (College of Education & International Services) due to low GPA may apply to the School of Education (College of Education & International Services) 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 that 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, and 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 in which 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 , and EDTE 408  (preferred order).
• Choose appropriate teaching major and/or minor(s).
• Have a cumulative GPA of at least 2.75.
• Obtain a recommendation from three sources: a professor from an education course, and professors from their major and minor.

• Complete a Conviction Clearance Statement. (During First Days of School a criminal background check will be completed on all students before student teaching.)

• 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:
  • 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.

Special Requirements for School of Education (College of Education & International Services) Students.
Applicants who do not qualify for regular or provisional admission to the School of Education (College of Education & International Services) due to low GPA may apply to the School of Education (College of Education & International Services) 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, and 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

• Elementary Education MAT  
• Secondary Education MAT  
• Individualized MAT  - (permission of the TLC Department required)

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:

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 (College of Education & International Services) 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.

Programs

• Elementary Education BSELED
• Integrated Science for Secondary Education BS
• Social Studies for Secondary Education BS

• Teacher Education Bachelors/Masters Dual Degrees

• Secondary Education BA/BS

• Curriculum and Instruction MA
• Elementary Education MAT
• Individualized MAT
• Learning Technologies MA
• Secondary Education MAT
• Special Education MS

• Curriculum and Instruction EdS
• Curriculum and Instruction PhD

• College and University Teaching Certificate
• Special Education (Adventist Specialty Endorsement)

• Post-Baccalaureate/Master’s-Level Teacher Certification, Elementary Certification
• Post-Baccalaureate/Master’s-Level Teacher Certification, Secondary Certification
• Teacher, Administrator, School Counseling, & School Psychologist Certification (Adventist & State of Michigan)

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