Marygrove strives to serve the career development of working adults and career changers. Post-Degree undergraduate teacher certification can be pursued by students who have already completed the Bachelor of Arts Degree. Post-degree students can pursue Provisional teacher certification by applying to the Post-Degree Undergraduate Teacher Certification Program through the Admissions Office. An advisor in the Education Department and liaisons in the teaching major department will put together a “Plan of Work” for meeting the requirements of the undergraduate teacher certification program described above.

Accreditation

Marygrove College has the approval of the State of Michigan Department of Education for its teacher certification specialty programs. The College is fully accredited by NCA. The Education Division is also accredited with TEAC, The Teacher Education Accreditation Council.

In accordance with the Title II requirements for teacher preparation institutions, Marygrove College reports the following for the academic year 2011-2012:

A total of 102 students were enrolled in our teacher preparation programs;

31 candidates did their supervised student teaching (450 hours) under the direction of 17 supervising teachers (1.83:1 ratio);

100 percent of those certified passed the Michigan Test for Teacher Certification (MTTC) Basic Skills and discipline competency tests.

This certificate program has been designed for students interested in learning about the roles, perspectives, and contributions of women in an interdisciplinary context. The curriculum consists of courses offered in the social sciences, English, and the humanities. It provides students opportunities to consider women’s past history, present conditions, and future possibilities, and to understand gender as a cultural practice.

EDU 203 The Teaching Profession 3 hours
Exploration of attitudes, perspectives and skills crucial to the growth of the developing teacher. A 25-hour lab experience in an elementary or secondary school is integral to the course. Not offered Summer Term.

EDU 240 Developmental Psychology 3 hours
Human development and factors that influence it with particular emphasis on infancy, childhood, and adolescence.

EDU 241 Educational Psychology 3 hours
Introductory course in the psychology of learning and teaching (Grades K-12), emphasizing mental abilities, individual differences, motivation and application of psychological theory and research in learning. Appropriate laboratory experiences.

EDU 275 Foundations in American Education 3 hours
Prerequisites: None
Structure, function and purposes of American education, examination of the philosophical, social, political, and economic contexts of educational systems; role and characteristics of the teaching profession.

SED 250 Education of the Exceptional Learner 3 hours
Prerequisites: Acceptance into Teacher Certification Program as Pre-Candidate
An overview of the legislative rules and policies for children and youth with exceptional needs, including those with disabilities, the gifted and talented, and those with cultural and linguistic differences. Development of an awareness of the characteristics indigenous to exceptional students and their relationship to teaching methodologies in the least restrictive environment. Concepts of inclusion. Observation in special settings that service exceptional children mandatory.

EDU 324 Principles of Classroom Management 3 hours
Prerequisites: Full acceptance as a Teacher Certification Candidate
Analysis and discussion of the social and psychological dimensions of classroom environments: the design and implementation of effective instruction‚ roles of teacher and students in group dynamics‚ techniques for management and design of classroom instruction and student behavior. Techniques for developing effective communication with parents and community. Selected observation opportunity.

EDU 330 Technology in the Classroom 3 hours
Prerequisites: Acceptance into Teacher Certification Program as a Pre-Candidate
Use multimedia as a teaching tool. Develop a plan of action integrating technology in support of instruction/learning. Explore, evaluate, and use technology to accomplish learning tasks independently and cooperatively. With appropriate field based experiences.

EDU 343 Adolescent Psychology 3 hours
Prerequisite: PSY 205
Physical, psychological and social factors in personality development from the preadolescent through the late-adolescent period. Problems of adjustment, achievement of identity, and acceptance of the adult role.

EDU 344 Methods for Teaching Elementary and Middle School Mathematics 3 hours
Prerequisites: Full Acceptance as a Teacher Certification Candidate
Techniques for teaching mathematics including K-8. Emphasis is on developing concepts through understanding, discovery, problem solving, observing patterns and relationships, and meeting the individual needs of children of various abilities and experience levels. Field based experiences required.

EDU 347 General Secondary Methods 3 hours
Prerequisite: Full Acceptance as a Teacher Certification Candidate
Techniques for developing lesson plans, unit plans and course overviews which incorporate objectives, evaluation and a variety of teaching-learning strategies. Field experiences and simulations in lesson presentation and classroom management. Field based experiences required.

ENG 348 Teaching Writing and Speaking in the Elementary and Secondary Classroom 3 hours
Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate
An introduction to the theories and practices of teaching written and oral literacies at the elementary and secondary levels.

EDU 354 Methods for Teaching Elementary and Middle School Social Studies 3 hours
Prerequisites: Full acceptance as a Teacher Certification Candidate
Combination of theoretical and practical models, grades K-8, providing multicultural approaches to activities, materials, and resources necessary for teaching social studies. Field based experiences required.

EDU 357 Methods for Teaching Intermediate and Secondary Reading 3 hours
Prerequisite: Full acceptance as a Teacher Certification Candidate
Analyzes the variations in vocabulary, format, comprehension, and study procedures in various content areas and develops teaching strategies for improving basic reading skills and reading proficiency. Addresses adapting content instruction to meet the needs of middle school and secondary school students with reading problems. Field based experiences required.

EDU 364A Methods for Elementary Reading and Other Language Arts 3 hours
Prerequisite: Full acceptance as a Teacher Certification Candidate
Addresses the reading, writing, listening, and speaking processes in literacy development. Presents and examines teaching strategies and materials that support integrated language arts instruction. Strategies for organization and management of classroom reading programs providing for individual differences in grades K-8 are developed. Related software applications will be explored. Guided observation and field-based experience required.

EDU 364B Methods for Elementary Reading: Practicum Strategies 3 hours
Prerequisites: EDU 364A; Full acceptance as a Teacher Certification Candidate
Strategies for developing and implementing detailed lesson plans based on a diagnostic-instruction model for both developmental skills in reading and reading in the content areas. First half of the course will prepare the student for field-based experience. Peer, instructor, and self-evaluation of lessons.

EDU 374 Methods for Teaching Elementary and Middle School Science 3 hours
Prerequisites: Full acceptance as a Teacher Certification Candidate
Methodology appropriate for teaching scientific concepts. Also teaching demonstrations, projects, daily and unit planning. One field trip. Extensive use of A/V media in Marygrove’s Library Resources Room. Emphasis on content and methods for grades K-8. Field based experiences required.

EDU 491 Independent Study 3 hours
Prerequisites: Full acceptance as a Teacher Certification Candidate, Permission of Advisor.
When necessary and with approval of advisor, students are permitted to request an independent study, with appropriate field-based experience.

EDU 499 Student Teaching 10-12 hours
Prerequisites: Completion of all required teacher certification coursework, Admission to Student Teaching
Fall and Spring term only. Observation and guided, full-time professional laboratory experience in public or private school classrooms at the appropriate level. Seminar required.

EDU 351: Curriculum, Instruction, & Assessment 3 credits

This course offers approaches to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning. Students design units and create supporting lesson plans using the backward design framework geared towards meeting content area standards. Students use internet resources, practice collaboration skills and apply peer review processes aimed at improving unit design and lesson plans. 

EDU 352: Assessment & Differentiation 3 credits

This course builds upon content introduced in EDU 351 to prepare candidates to assess the effects of instruction on student performance. Emphasis is placed on theories and concepts of assessment relating them to the backward design framework in order to meet the needs of a wide range of learners. Differentiation is applied in terms of assessment of individual, small group and whole group instruction and learning.

EDU 353: Designing & Managing Effective Learning Environments for Diverse Learners 3 credits

This course addresses the design and management of the classroom environment to provide meaningful learning for diverse groups of students. The educational implications of the characteristics of diverse learners are explored. Research in practices of effective teaching is examined, with specific emphasis on teacher and student behaviors. Techniques for developing effective communication with parents and community are practiced. Field-based experiences required. 

SED 555: Pre-Professional Practicum in Learning Disabilities 3 credits

Prerequisites: none

The Pre-professional Practicum in Learning Disabilities requires thirty-five hours of supervised observation and participation with students identified learning disabled in a school or community setting. The course features seminar discussion of classroom observation, theories of learning disabilities, ethical issues, and development of a personal theoretical framework. 

SED 556: Language Development and Disorders 3 credits

Prerequisites: none

Relationship of language development and psycholinguistics to the child’s motor, emotional, and cognitive development is covered, with special reference to the educational process and difficulties of students with learning disabilities. Focus on teaching strategies and multi-media approaches.

SED 564: Characteristics of Students With Learning Disabilities 3 credits

Prerequisites: none

SED 564 focuses on the etiology, guidelines, and legal definition of learning disabilities, as well as how learning disabilities affect individuals across the life span. Multiple theories of disability, including the social construction of disability, multicultural influences on diagnosis, and the role of social organization and structure are discussed.

SED 565: Teaching Students With Disabilities 3 credits

Prerequisite: SED 564

SED 565 focuses on the appropriate methods and techniques for meeting the educational needs of students with mild disabilities. Psychological information about groups and individuals; strategies for achieving integration in regular education; organizational structures of schools, and strategies for teaching reading, math, and study skills are covered in this course. 

SED 567: Teaching Writing to Students With Disabilities 3 credits

Prerequisites: none

SED 567 provides an overview of the literature on the psychology of written language for individuals with learning disabilities from diverse backgrounds and cultures. Information and specific strategies for identifying oral and written language difficulties in students with disabilities are provided. Emphasis is on theory and educational applications—designing and implementing instruction for students with disabilities.

SED 570: Students With Disabilities: School, Family, and Community Interaction 3 credits

Prerequisites: none

In this course candidates develop flexible theoretical frameworks, practical skills and sensitivity in working with families of students with disabilities. The theoretical basis for current approaches to supporting families, the anomalies and challenges presented by the growing diversity of U.S. society, and development of a critical awareness of formal and informal supports for families is investigated.

SED 573: Assistive Technology in Special Education 3 credits

Prerequisites: none

SED 573 introduces the use of adaptive technology, methods for linking technology and instruction of students with special needs, techniques for selecting and utilizing computer based instructional programs, and methods for developing interactive instructional materials.

SED 575: IEP Development 3 credits

Prerequisites: none

SED 575 covers pre-referral and referral processes for students, assessment plans, eligibility criteria for services, due process, and development of the individual education plan (IEP). The course includes consideration of students’ assistive technology needs, transitions, modifications, functional behavior analyses and intervention plans.

SED 601, 602, & 603: Seminar in Learning Disabilities 1 credit each of three semesters

Prerequisites: none

This series of one-credit seminar courses require a minimum of three semesters in the Special Education Master’s Degree Program. Monthly meetings on campus engage candidates in work around current issues and trends in Special Education. These on campus meetings are supplemented by regular meetings with mentor teachers who model and collaborate with candidates in field-based settings.

SED 625: Teaching Reading to Students With Disabilities 3 credits

Prerequisite: SED 565

SED 625 offers a wide range of research based, multisensory, technology-enhanced strategies and techniques for teaching reading, spelling, and written expression skills in an integrated process. 

SED 650: Teaching Mathematics to Students With Disabilities 3 credits

Prerequisite: SED 565

SED 650 introduces approaches to teaching and assessing mathematics for special needs students. Candidates learn to examine, evaluate, and apply teaching approaches used in both general and special education settings. 

SED 699: Student Teaching in Learning Disabilities 4 credits

Prerequisites: none

SED 699 includes observation and guided full-time, 8-12 week professional laboratory experience in a classroom or community setting with students identified as learning disabled.  

EDU 602: Introduction to Educational Research 3 credits

Identical to EDL 602. Credit may not be earned in more than one of these courses.

Prerequisites: none

This course examines the principles and procedures for studying and conducting educational research. The course introduces basic vocabulary, concepts, and methods of educational research. Students learn to analyze educational research, plan and conduct their own research studies, and report research findings accurately, with emphasis on application of research principles.

This Post-degree Certificate Program in Computer Graphics offers a concentrated experience in com­puter graphics for the post-degree art major. The major emphasis is placed on computer-based graphic design and imaging, but you can also elect a more experimental approach to the medium.

The 18-credit hour computer graphics certificate program is designed for post-degree art majors who are interested in a general introduction to the field and more in-depth experiences in computer-assisted image production.

Using the Macintosh environment, these students study paint/draw processes, electronic page layout and scanning techniques. Emphasis is given to skill-build­ing and developing a digital aesthetic.

The chemistry minor requires completion of a minimum of 20 credits of the following components:

A. Required Courses
CHM 140     General Chemistry 1: Atoms and molecules
CHM 241     General Chemistry 2: Equilibrium
CHM 325     Organic Chemistry I: Structure and Nomenclature
CHM 326     Organic Chemistry II: Reactions and Mechanisms

In addition, you must select at least one course from any of the following upper-level chemistry courses:
CHM 341,CHM 350, CHM 360, CHM 390, CHM 401, CHM 481

Career Information

The number of children whose developmental and/or welfare needs must be provided by persons other than their birth parents/nuclear family, is rapidly increasing and will continue to expand. As family demographics in the U.S. change, the number of children being raised in single parent, two working parents, blended, foster, and/or adoptive families is growing. These diverse types of family structure greatly increase the need for care of children by persons other than the biological parent.

Individuals who have knowledge and understanding of children and their unique needs are in high demand both in public and private child welfare agencies and programs. If you are currently working in or interested in gaining employment with one of the many programs serving children that receive federal funding, you are/will be required to have at least some professional training in children’s development and their well-being.

In addition to professional preparation, Marygrove’s child welfare program will provide you with skills to better understand the developmental needs of your own children, and it will help you to prepare for additional roles, such as those of a grandparent or relative caregiver.

If your major is child development, early childhood education, special education, social work, sociology, or psychology, you can enhance and combine your career preparation with a certificate in child welfare.

Certificate in Child Welfare
The total credit hour requirement for the certificate is 17 hours, including:

A. Required Courses
PSY 205  Introductory to Psychology 4 hours

CD/SW 268 Child Welfare Policies and Services 2 hours

BIO 141 Nutrition through the Life Cycle 3 hours

SW 200A Special Topics: Substance Abuse 2 hours

SW 200B Special Topics: Working with Children and Families 2 hours

SW 299*  Pre-professional Practicum3-4 hours

*To be arranged with approval of the director of the child welfare certificate program.

B. Elective Courses
CD 213  Infant/Toddler: Care/Education 3 hours

CD 223 Young Child Guidance 3 hours

CD 226 Administration of Developmental Centers 3 hours

PSY 240 Developmental Psychology 3 hours

SED 250 Education of the Exceptional Learner 3 hours

SOC 306 Ethnic and Racial Diversity 3 hours

SOC 307 Introduction to Ethnic and Cultural Studies 3 hours

SOC 311 Deviant Behavior 3 hours

SOC 345 Sociology of the Family 3 hours

SW 200C Special Topics: Working with Mental Illness 2 hours

Contact
Theodora Williams, M.S.I.S.
Madame Cadillac Building, Room 205
Direct: 313.927.1572
Email: twilliams@marygrove.edu

Programs Offered
Bachelor of Science, Computer Information Systems (B.S.)
Bachelor of Applied Science, Computer Information Systems (B.A.S.)
Computer Information Systems Minor
Post-Degree Certification
Secondary Teacher Certification

Potential Careers
Applications Programmer, Database Administrator, Network Administrator, Programmer Analyst, Project Manager, Secondary School Teacher, Systems Analyst and Web Master

Faculty
James Boron, M.A., M.S.A
Judith Gold, Ph.D.
Amiya Samantray, M.S., M.B.A.

{loadposition undergrad_cis}

The minor in computer information systems requires 24 credit hours. You may choose one of the following tracks:

A. Management Information Systems
CIS 205    Intro to CIS
CIS 210    Microcomputer Applications
CIS 300    Management Information Systems
CIS 375    Database Management
CIS 380    Decision Support Systems
CIS 390    Social-Legal-Ethical Implications of Computing
CIS 444    Project Management
One additional CIS elective.

B. E-commerce
CIS 205    Intro to CIS
CIS 210    Microcomputer Applications
CIS 300    Management Information Systems
CIS 320    E-commerce
CIS 433    Designing Web Pages
ART 211   Intro to Computer Graphics: Imaging
ART 221   Intro to Computer Graphics: Graphic Design
ART 422   Web Design

C. Programming
CIS 205    Intro to CIS
CIS 210    Microcomputer Applications
CIS 245    Computer Programming & Logic
CIS 251    Introduction to Programming Languages
CIS 372    C++ Programming
CIS 373    Java Programming
CIS 374    Advanced C++ Programming
One additional CIS elective.

The education unit is committed to helping students explore teaching as a career. Teaching has always been an exciting, challenging, and essential career that makes a critical mark on the lives of children and young adults. While qualified teachers are much in demand, teacher training opens doors to many other occupations as well.

Initial Requirements

• Pass the MTTC Basic Skills Exam
• Hold an undergraduate degree (in progress for undergraduate students) with a teachable major and minor*
• Be accepted by one of Marygrove's Admissions Offices and the specific program or the Marygrove College Education Unit

Acceptance
Graduate candidates are accepted via the Graduate Admissions Office. Post-degree and undergraduate students are accepted into the college via the Undergraduate Admissions Office and then into the Education Unit after having completed EDU 203 (The Teaching Profession), documentation that can be obtained from the Education Unit Secretary in Room 214, the MTTC Basic Skills Test, and an interview.

Field Observation and Practicum Work
Be prepared to do regular field observation and practicum work in all your methods classes. This involves time for observation and participation in school situations outside of scheduled methods classes.

• Certifiable Disciplines: Elementary candidates must have a teaching major; a minor is strongly advised. Secondary candidates must have both a teaching major and teaching minor.

Elementary
Dance - Major
Early Childhood Education - Group Minor
English - Major and Minor
French - Minor
History - Major and Minor
Integrated Science - Group Major
Language Arts - Group Major and Minor
Mathematics - Major and Minor
Social Studies - Group Major
Spanish - Minor
Special Education - Learning Disabilities

Secondary
Art - Comprehensive Group Major, no minor required
Biology - Major & Minor
Chemistry - Minor & Major
Computer Info Systems - Major & Minor
Dance - Major
Economics - Minor
English - Major & Minor
History - Major & Minor
SMathematics - Major & Minor
Music - Comprehaensive Group Major
Political Science - Major & Minor
Sociology - Minor
Social Studies - Group Major
Spanish - Minor

* Not available to post-degree candidates.

Felony Conviction
The state of Michigan does not certify felons, and school districts are required to do a felony check before hiring someone to teach. You will be asked to sign a felony form before being accepted into a program. If your status should change during your certification program, you may be asked to leave the program.

Student Teaching
Marygrove College does not waive student teaching. Student teaching placements are approved and confirmed through the Director of Student Teaching.

Please note that before you may student teach all professional courses, required classes for your teaching major and minor, and the applicable MTTC competency tests must be passed.

Provisional Certification
A candidate’s credentials will be sent to the state of Michigan for provisional certification once the following elements have been completed and verified:

• Undergraduate degree
• Required competency tests
• All undergraduate coursework for teaching disciplines (major and minor where applicable) as specified in the Plan of Work **
• Entire Marygrove College sequence of professional teaching courses
• Confirmation of valid First Aid & CPR training
• Completion of state mandated survey at end of student teaching placement.

** Marygrove College requires evidence that a teacher certification candidate has completed the necessary undergraduate coursework specified in the candidate’s Plan of Work. This reflects both the State of Michigan program approval of Marygrove’s certifiable disciplines, as well as the guidelines of the North Central Accreditation Association, which are followed by school districts. Please submit copies of all transcripts from other colleges showing courses applicable to your approved Plan of Work.

>> MTTC

Plan of Work

Whichever of Marygrove’s programs for initial teacher certification you choose, all graduate and post-degree candidates will need a completed plan of work indicating:

• Teaching Level (Elementary or Secondary)
• Teaching Major (& Minor if desired) for Elementary Candidates
• Teaching Major and Teaching Minor for Secondary Candidates
• Professional teaching program (GRIOT, Post-Degree, SAGE)

The plan of work will outline those courses already taken (grade of C or better) which fulfill Marygrove College’s major and minor requirements and any courses needed to complete the major and minor.

Ultimately, you will possess transcript/s that support your teaching endorsements and meet the requirements of most school districts, because Marygrove’s recommendation to the state for a provisional teaching certificate confirms the candidate’s completion of the major and minor requirements as approved by the State of Michigan for Marygrove College.

While Marygrove does not require that you take the courses for your teaching discipline with us, we certainly encourage you to do so, as our programs are carefully designed to provide the knowledge necessary to pass MTTC competency tests. If you do choose to take classes elsewhere, you must achieve a grade of C or better in order for the class to be recognized as part of your teaching discipline. You will want to consult the designated contact in that discipline in order to guarantee that the courses you take elsewhere are equivalent to those you need.

Apply to the appropriate admissions office for the program desired (Graduate or Undergraduate/Post-Degree), and they will forward your materials to complete a plan of work. The process requires a $25 transcript-review fee and takes approximately two weeks to complete.

>> Policies and Procedures Handbook (pdf)
An important reference for all initial and continuing certification candidates.

Post-degree students can obtain Michigan provisional teacher certification by following the requirements of the undergraduate teacher certification program described above. A plan of work for teaching disciplines is facilitated by the Teacher Certification Officer through the Liberal Arts & Sciences faculty.

A certificate in African-American Studies requires 18 credit hours, including:

A. Required Courses
POL/SOC 307 Introduction to Ethnic/Cultural Studies
HIS 311 History of Blacks in America to 1865
HIS 312 History of Blacks in America since 1865
HIS 359 History of Civil Rights
POL 320 Afro-American Politics

Select one elective from the African- American Studies core courses or electives lists.